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Mr. Ronald M. Quileste, M.Ed
School of Education, Xavier University
What is the
problem?
students often experience
high levels of stress
students often experience
highlevels of stress
Most students successfully cope
with university life; however, some
become overwhelmed
students often experience
highlevels of stress
Most students successfully cope
with university life; however, some
become overwhelmed
A significant number of college students
have their education and personal lives
disrupted by psychological problems
Whenpsychological
difficultiesgo
untreated,theresults
canbeseriousand
includeacademicfailure
andevenwithdrawal
fromtheuniversity
Faculty and staff
play a key role in
identifying and
responding to
distressed
students
As a faculty or staff
member you often get the
first glimpse of students in
trouble and may be the first
person who students turn
to for help
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
THE FAILING
STUDENT
The student may come
to class late or often
may be absent
The student usually
does not understand
the course content
The student may be
unaware of campus
resources to combat
the problem
Negative thinking and
behavior may be
evident early in the
course
The student might lack
preparation or
interest in the course
The student may not be
able to balance work,
social activities and
academic study hours
What Can
You Do?
Encourage the student
to make a private
appointment
Review the student’s
performance in the
course
Make suggestions
for improvement
Refer the student to a
learning assistance service
of the College or School
Refer the student to a counselor
for personal/social counseling
and educational/vocational
counseling
What do you
avoid?
Concluding that the
student is just lazy
Waiting to connect
with the student
Presuming the student
lacks the ability to be
successful.
Discouraging the student
who really does have the
time to improve
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
The Academically
Dismissed Student
Problems leading to academic dismissal often
include the following:
wrong major
Problems leading to academic dismissal often
include the following:
financial
difficulties
Problems leading to academic dismissal often
include the following:
too many outside
work hours
Problems leading to academic dismissal often
include the following:
an accident
Problems leading to academic dismissal often
include the following:
illness of student
or family members
Problems leading to academic dismissal often
include the following:
theneed
forimprovedstudyskills,
especiallytime
management
Problems leading to academic dismissal often
include the following:
failure to use campus
resources
What Can
You Do?
Talk with the
student in private
Listen to the
student’s concerns
Remind the student that current academic
requirements and policies are listed in the
Schedule of Classes, in the university
catalog, and or the school / university’s
website
Have the student
explain the main
reasons for the
dismissal
Ask the student if
he/she has seen an
academic advisor
Refer the student to an
academic advisor to
develop a two-semester
corrective plan
What do you
avoid?
Overwhelming the
student with too much
information
Assuming the student can work
through the problems without
developing a network of support
on campus
Discouraging the
student from applying
for reinstatement
Reaching the conclusion
that the student will not
be reinstated
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Academically Distressed Students
Anxiety may result in
assignments being late
or not turned in at all
A history of incompletes may
be a sign of writing anxiety
Often the student is
emotional when discussing
his/her writing
A failure to
understand the
assignment
The lack of pre-writing
techniques for starting
the assignment
Lack of general time
management skills
Procrastination
Poor Organization Skills
Problems With
Grammar
Poor grades on writing
assignments in the past
A learning disability
What Can
You Do?
Have a private
appointment with
the student
Listen carefully to the
student’s explanation
of the problem
Look for patterns and
repetition of the
problem behavior
Refer the student to a
writing counselor
Refer the student to the
Writing Center of the
English Department
Refer the student who speaks about
a learning disability to the Disability
Support Service of the school’s
Counseling Center
Refer the student to the
Counseling Center for
psychological counseling, if
needed
What do you
avoid?
Concluding that the
student is only trying to
obtain extra time for
the assignment
Assuming the student
can simply control the
behavior by him/herself
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Academically Distressed Students
A student may not have been
taught specific learning skills
prior to coming to college
Good time management can
promote academic success
Paper and pencil techniques
(e.g., “to do” lists, schedules, and
calendars) can help students
analyze and organize their time
Notes and text material can promote
learning (e.g., making marginal notes,
giving visual emphasis to material,
scheduling frequent reviews, etc.)
A student can plan
effective study strategies,
based on his/her learning
style
Sometimes a student’s
learning style does not
match the teaching style of
the instructor
Learning skills and
strategies vary, according
to the specific nature and
content of the course
What Can
You Do?
Ask the student about
his/her personal study
time and study
strategies
Determine if the
student understands
the course content
Provide clarification of
course content, if
needed
Build into your class a session
on how to study for the
course at the beginning of the
semester
Take time to review past
exams to analyze the
student’s strengths and
weaknesses
Make suggestions and
encourage the student to
adjust learning strategies
before the next test
Ask if the student is
utilizing any other
campus resources
Stress the value
of group study
Refer the student to the course’s
Guided Study Sessions for
support (if the course provides
this option for strengthening
study skills)
What do you
avoid?
Assuming the student
does not understand
the course material
Believing the student
should know how to
learn course content
Thinking the student
knows about
available campus
resources
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
The student with
MATH ANXIETY
Students can experience
math anxiety in any class that
has quantitative activities
Math anxiety can be caused by the following factors:
1. poor math teaching;
2. cultural expectations (e.g., Only men excel in
math)
3. not being developmentally ready for certain
math concepts
4. having a math learning disability, and
5. the sequential nature of math.
Most individuals who admit to having
math anxiety do not show symptoms
of anxiety disorders in other areas of
their lives
However, a high degree of math
anxiety can affect a person’s
inability to perform in non- math
related situations
Math anxiety can be successfully
addressed, using both psychological
and learning strategies coupled with
appropriate math placement
Symptoms of
math anxiety
!
1
rapid heartbeat
2
sweaty palms
3
feelings of
inadequacy
4
negative
self-talk
5
an inability to retain
information in a test
situation
What Can
You Do?
Let the student talk about his/her
experiences with math: when
the anxiety first began, what kind
of negative reactions existed,
etc.
Be supportive of the student and
ask the student about his/her
goals and what math course is
needed to fulfill those goals
Be sure the student has
the proper background for
the present math course
Recommend some study strategies (e.g.,
note cards, time management, paper-and
pencil techniques) to help the student
begin to take control of the learning
process or some accommodations, such
as extended time for an assignment
What do you
avoid?
Minimizing the
situation
Expecting the
anxiety to just go
away
Assuming the
student is just lazy
and not working
Telling the student to
put more time into the
course without any
intervention
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
The student
with EXAM
ANXIETY
Some anxiety often helps a student
perform better under pressure. However,
if students experience too much anxiety, it
can affect both academic and
psychological well-being
Test anxiety can be caused by
many factors, such as the
pressure to succeed, past
experiences, and/or fear of
failure
Symptoms of
test anxiety
!
1
rapid
heartbeat
2
sweaty
palms
3
negative
self-talk
3
feelings of
inadequacy
5
tears
6
inability to
retain test
information
The student with anxiety
may not perform well
on tests, although
grades on other course
requirements are good
A student can
have anxiety
related to certain
types of exams
Astudentcanhaveanxietyrelatedtocertaintypesofexams
For example, there may
be a great discrepancy
between a student’s
grades in multiple-choice
and essay exams in the
same course
What Can
You Do?
See the student
privately
Ask about the student’s
exam preparation and
time management skills
Suggest useful study
strategies and exam
preparation techniques
Go over the exam with the
student so that the student
understands his/her
performance and what
caused the errors
Encourage the student to
form a study group for the
course to provide academic
and psychological support
Recommend tutoring if the
student does not
understand the course
material
What do you
avoid?
Minimizing the
situation
Assuming the student
is simply trying to ask
for special attention
Thinking the student
should be able to
handle the problem
without support
Concluding that the
student must have a
learning disability
Believing that if the student
really understands the material,
the student should be able to
perform better on exams
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
Responding to Student Academic Problems
The Failing Student
Academic Dismissal
Writing Anxiety
Learning Skills
Math Anxiety
Exam Anxiety
Procrastination
The Student Who
Procrastinates
Procrastination is putting off
something that is in the student’s
best interests to do, or doing less
important things first
Avoidance of important work
can lead to stress, depression,
shame, and guilt which, in turn,
can cause the student to avoid
the same tasks in the future
While some students
procrastinate because a given
task is aversive, there is usually
an emotional cause at the root of
serious procrastination
Responding to Academically Distressed Students
Responding to Academically Distressed Students
Responding to Academically Distressed Students
Responding to Academically Distressed Students
Responding to Academically Distressed Students
What Can
You Do?
See the student
privately
Help the student
assess time
management skills
Help the student set
specific and realistic
goals
Help the student set specific and realistic goals
Procrastinators often
cannot see the trees for
the forest!
Be clear with
deadlines, limits, and
consequences
Identify how
procrastination hurts the
student and use his/her
suffering as a motivator for
change
Identifyhowprocrastinationhurtsthestudentandusehis/hersufferingasa
motivatorforchange
Procrastinators will not
seek help unless they are
suffering from the
procrastination
Recognize that there are often
strong emotions underlying
procrastination, such as guilt,
fear, anger, depression, panic,
and shame
Recognizethatthereareoftenstrongemotionsunderlyingprocrastination,such
asguilt,fear,anger,depression,panic,andshame
Chronic procrastinators
may have low self-esteem
and suffer extreme guilt
Refer the student for individual or
group counseling when the student is
suffering emotionally or academically
from her/his procrastination
What do you
avoid?
Assuming that the
student is lazy or
stupid
Communicating in ways
that increase shame
and, thereby, decrease
motivation to change
Being pushy because the
student could respond
with resentment or
rebellion
Conveying disappointment
or irritation if the student
does not make quick
progress.
Conveyingdisappointmentorirritationifthestudentdoesnotmake
quickprogress
Such messages may lead to a
stand off, which is a relationship
pattern that procrastinators
often have with others
Thank you
references

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