Have you considered that first-year students may not be able to assess their abilities or when they need support?

The research has found that students struggle with personal challenges, such as adapting to new demands, and with academic engagement challenges such as seeking and asking for academic support, adapting to a greater workload, module requirements and with developing learning strategies, both cognitive processing and metacognitive regulation.

Use Self-Assessment Tools with Feedback

Getting ready for exams in higher education can present difficulties, and students frequently require assistance in evaluating their abilities and proficiencies. Educators and instructors suggest integrating self-assessment tools into their teaching methods to enhance students’ exam results and promote awareness of their strengths and areas for improvement (Sharma et al., 2016; Mohammed and Ahmed, 2023; Dungan, 2006; Papanthymou and Darra, 2018). These tools can be :

• Quizzes,
• E-portfolios,
• Web-based Assessments,
• Rubrics for self and peer assessment,
• Questionnaires (See Quick Win 1)

Using these kind of self-assessment tools for students serve multiple purposes, including increasing the interest and motivation level of students for the subjects. This leads to enhanced learning, improved exam preparation, better academic performance, assessment of their knowledge and teaching them lifelong learning skills. It also enables the students to be more engaged in their learning whilst developing self-evaluation skills for lifelong learning and professional practice (Sharma et al., 2016; Mohammed and Ahmed, 2023 and Dungan, 2006).

Use Peer Feedback Tools

Research has shown that peer feedback can be a valuable tool in the classroom, with students reporting positive experiences and improved work (Almubarak, 2021). In classes where writing is the main focus, peer feedback on research papers has been found to be as valuable as teacher feedback (Kennette, 2013). However, it’s important to ensure that peer feedback is of high quality, focusing on neutral, informative, and thorough responses (Nilson, 2003).

• Create opportunities for peer feedback and encourage students to provide constructive criticism. When students review each other’s work, they gain insights into their own performance. Peer feedback in the classroom can be facilitated by various digital tools that make the process more efficient and engaging. When selecting digital tools for peer feedback, consider the specific needs and preferences of your students. It’s also important to provide clear guidelines and training to students on how to use these tools effectively for peer feedback. See Quick Win 2

Have you considered that students might feel afraid to ask for support?

In the literature review, it emerged that first-year students have trouble adjusting to new social norms and values at the university, especially when coming from socially different backgrounds (cultural capital, cross-cultural). This can lead them to being afraid of asking for support.

Create Anonymous Communication Channels

You can help your students by providing anonymous communication channels. These are platforms or methods that allow individuals to communicate without revealing their identity. It gives them the opportunity to ask questions or to seek support, anonymously. However, it is important to note that anonymous communication channels can also enable potential abuse such as cyberbullying or the spread of false information, so responsible use is essential.

• Use anonymous online forums, chatrooms or messaging apps. To ensure anonymity, you can also use websites and platforms where users can participate without revealing their real names or personal details. Examples of anonymous online forums and chat rooms include Reddit, 4chan and various specialised forums. Similarly, there are mobile apps that allow users to send messages without revealing their phone number or other identifying information. Some apps even offer end-to-end encryption for added privacy. Examples of these include Signal, Telegram (with secret chats) and Whisper.
• Set a Question Time Box. Preparing a Question Time Box is a good way to provide help students ask for support without fear of judgment. It also ensures equal opportunity as all students have a chance to seek support. It also allows for student ownership and it encourages students to take control of their learning by actively seeking help. To set a Question Time Box follow these steps (See Quick Win 1):
  1. Designate a physical or virtual box (or other container) specifically for questions and place it in a visible location within the classroom or learning environment.
  2. Explain the purpose of the Question Time Box to students – it is a safe space where they can anonymously submit questions or seek clarification. Questions can be related to any topic—academic, emotional, or practical. Emphasise that there are no “silly” questions, and that everyone benefits from asking and answering.
  3. Set aside specific times during the class to review the questions and to address them.

Use Icebreakers 

Icebreakers are activities or exercises used to introduce people to each other and thus create a comfortable and open atmosphere. They are particularly useful for first-year university students who might feel hesitant or nervous about seeking support, as they break down social barriers, encourage interaction and build trust within a group, making it easier for students to voice their concerns and ask for help. For this reason, icebreakers can be a game-changer for first-year students. They can help reduce the anxiety of entering a new environment and make it easier to socialise and feel part of a community.

Teachers can choose and integrate icebreakers by considering the dynamics and size of their class.  See Quick Win 2

To integrate these into lectures, teachers can set aside a few minutes at the beginning or end of a class for an icebreaker. They can also use themed icebreakers relevant to the course content to make them more engaging.

Use Gamification

To help your students overcome their fear when asking for support, you can use gamification, which is the practice of incorporating game elements into non-game contexts to encourage engagement, motivation, and behaviour change. Studies suggest that gamification can positively impact cognitive, motivational, and behavioral learning outcomes (Sailer & Homer, 2019).

Here are some tips to follow, when trying to gamify your course:

• Create a Points, Badges, and Rewards system
• Set clear Challenges and Goals
• Foster Competition and Social Interaction (create leaderboards, rankings etc.)
• Ensure immediate Feedback and Progress Tracking
• Use narrative and storytelling structures: A compelling narrative or storyline enhances gamification. It gives context to tasks and makes them more meaningful. Participants become emotionally invested when there’s a story behind their actions.
• Provide options for customisation and personalisation by letting students choose their choose their paths, preferences, and avatars.

Create a Supporting Classroom Culture

Creating a supportive classroom culture is another way to help students overcome their fear of asking for support. Creating a supportive culture in your classroom means creating an environment where students feel safe, respected and encouraged to learn. Research consistently highlights the importance of a supportive classroom culture in fostering a sense of belonging, academic motivation, and self-efficacy (Kirby, 2021). A supportive classroom culture creates the foundation for successful learning, emotional growth, and positive interactions, and as an educator, you play an important role in shaping this environment!

Here are some ways you can create a more supporting classroom culture:

• There Are No Silly Questions: Reiterate this phrase in a positive light: “Questions are welcome, so please ask them. If you have a question, chances are someone else does too.”
• Celebrate and Praise: Acknowledge and celebrate students who ask questions. Praise their curiosity and emphasise that asking questions is a sign of active learning and critical thinking.
• Communicate the Idea That Everyone Needs Help: Normalise the concept that seeking assistance is a natural part of the learning process. Share stories of how you or other experts have relied on others for support.

Provide Psychosocial Counseling to Empower Students 

Psychosocial counselling integrates psychological and social components to address students’ emotional and relational challenges. It provides a safe space to express these feelings and provide students with coping mechanisms, build self-esteem, and promote resilience. Research shows that this type of counselling can be of great importance to first-year students. For example, this systematic review by Cerolini et al. (2023) found that face-to-face and web-based counselling/psychological interventions improve students’ mental health. Another study by Murray et al. (2016) showed that university counselling services are effective, with 63% of students showing reliable improvement and 49% showing clinically significant change.

Where possible, universities should provide this support as it promotes overall student wellbeing and academic success. Establishing a quality psychosocial counseling program at a university typically involves:

• Assessment and planning: Conduct surveys and focus groups and collect data from existing student support services. Based on these findings, develop a detailed plan that describes the goals, scope, and desired outcomes of the counseling program.
• Allocate resources: secure funding and resources. This could mean allocating a budget for hiring counselors, training staff, and setting up counseling space. Seek grants, partnerships, or budget allocations from the college.
• Hire qualified professionals: Hire experienced counselors with a background in psychology and social work. Make sure they have experience working with young adults and are able to handle a range of issues, from academic stress to personal and relationship problems.
• Awareness-raising: Develop a comprehensive awareness-raising campaign. Use flyers, social media, workshops and orientation programs to inform students about the availability and benefits of psychosocial counseling. Also, encourage an open dialogue about mental health, normalize seeking help, and ensure students understand that it is confidential, non-judgmental, and that they are not alone in their struggles.
• Integration with student services: Integrate counseling services with other student support services such as academic advising, health services, and extracurricular activities. This ensures a holistic approach to student well-being.
• Feedback and improvement: Introduce a feedback mechanism where students can give anonymous feedback on their counseling experience. Review this feedback regularly to make necessary improvements to the services provided.
• Ongoing training and development: Provide counselors with ongoing professional development to stay updated on the latest practices in psychosocial support. Regular training can help them better respond to new student needs.

With these steps, you can create a robust psychosocial counseling service that supports students’ mental health and overall well-being.

Have you considered that students may not be aware of who to ask for support?

In our research, we have found that students struggle to find the appropriate institutional support structures and at the same time struggle to understand and adapt to the different communication codes they encounter at university. In particular, they struggle with navigating the admissions process, enrolling, choosing courses independently and navigating the university administration. By implementing some strategies, you can create a supportive environment that guides students towards the appropriate resources and assistance, fostering a sense of independence and confidence in navigating their academic journey.

Create a Peer Mentoring Program

Peer mentoring programmes pair new students with more experienced peers who can guide them through the academic and social landscape of the university. Mentors can answer questions, offer advice and direct mentees to appropriate resources. Peer mentoring creates a supportive community and facilitates knowledge sharing. It can be particularly effective because mentors have first-hand knowledge of the challenges faced by new students. Research has shown that peer mentoring can lead to better academic performance, higher retention rates and a smoother transition to university life (Andrews & Clark, 2011; Rodger & Tremblay, 2003).

Use Ready-Made Documents

Ready-made documents are ready-to-use resources that provide structured information and guidance. They can include faculty and staff directories, step-by-step instructions for common academic processes, and contact information for various departments. Because these documents are readily available, students can find the right contacts and resources on their own without feeling lost or overwhelmed. Pre-prepared documents give students the ability to access information immediately. This self-service approach is beneficial because it encourages students to take initiative and familiarises them with the university’s support structure. Studies have shown that students who have clear, written guidance are better able to navigate university systems, leading to increased confidence and academic success (for example Skaniakos et al., 2019).

Frequently Asked Questions (FAQ) are a compilation of common questions and concerns that students may have, paired with short, simple answers. This strategy can cover a wide range of topics, from academic support to campus life, and is often available online for easy access. FAQs serve as the first point of contact for students seeking quick answers to basic questions. Studies show that FAQ documents are an efficient way to handle individual’s inquiries across a wide range of settings (Bakar et al., 2022; Miyamoto et al., 2014; Tomuro & Lytinen, 2004). They reduce the need for direct contact with staff for minor issues, freeing up resources for more complex student needs. FAQs can significantly reduce students’ anxiety about university procedures and increase their confidence in getting the help they need. See Quick Win 1

Prepare a Template for a Support Request

A support request template is a predefined format or structure that students can use to seek support. This template guides students through the process of identifying their problems, articulating their needs, and directing their requests to the appropriate university support service or staff member. It can include prompts for the type of support needed, preferred methods of contact and any relevant background information that will assist in getting help. If used, you must find a way to remind students of this template regularly. Think about using an automated email reminder, website pins or social media (See Quick Win 2). The important thing is that the template is easy to find.

A support request template can demystify the process of seeking help and make it more accessible to students who may not know how to articulate their needs or who to turn to. It is likely that such structured guidance can significantly reduce barriers to communication between students and support services. In this way, students are more likely to seek help as they have a clear pathway to support. Regular reminders also serve to reinforce the availability of help and encourage students to take advantage of the resources on offer (e.g. Joyce & Weibelzahl, 2011; Schwebel et al., 2008). By including this strategy in your toolbox, you will give students a practical tool to help them find support, foster a supportive and responsive educational environment and, of course, make it easier for them to find support when needed.

While it is sometimes necessary to create new documents, your university may already have the documents you need. Most universities have brochures outlining the services, facilities and support systems available to students. They often contain visuals and are designed to be engaging and easy to understand. They are an effective way of communicating information visually and can be of particular interest to new students who are not yet familiar with the university environment. They can be distributed during orientation or displayed in common areas. The visual appeal and ease of accessibility make the brochures a valuable tool for raising student awareness of the support services available and increasing their engagement.