Known challenges in a student's journey -- The decision to come to university should be one which is filled with excitement and eager anticipation. Nonetheless, we know that the students’ academic journeys present challenges and this is particularly true at predictable times of the academic year:
It is a process of adjustment to settle into the academic year. Depending upon other demands in the student’s life, this process may run smoothly – or not.
Sometimes students set unrealistic expectations of themselves with regard to how long it may take to settle into the academic year. They expect to have found their lecture rooms, the best coffee, new friends and their favourite place in the library within a fortnight whereas a ballpark time of around six weeks is probably more realistic.
It is reassuring to hear from a staff member that adjusting their expectations is helpful and that there are many resources available to help them to plan for a good semester. You have the authority of being someone who understands the university processes. Hearing from you that it’s okay to take the time needed to settle is very helpful.
Oral presentations fill many students with dread. For those who suffer from an anxiety condition, this can be overwhelming. Students have been known to opt for courses which do not have this component if possible. They may have sleep difficulties for weeks prior to giving an oral presentation and some may vomit frequently on the day of their presentation.
It is helpful for an academic staff member to express some understanding if the student discloses their anxiety. Ask the student what strategies could be helpful in allowing them to complete this requirement.
Not meeting an assignment deadline could be due to unforeseen circumstances or may be due to the student’s approach to the urgency of a deadline. Procrastination and perfectionism can involve tortuous ways of thinking which often feel beyond the student’s control. Nonetheless, if the student is to complete the course requirements, they need to manage these mindsets.
Deadlines are usually a challenging time, especially if life happens to throw a curve ball at around the same time that a student is trying to complete an assignment.
At times, it can be a relief to be granted an Extension of Time (EOT) to complete the assignment. (Sometimes, this just extends the period of procrastination or perfectionism.) Be aware of the student who seems to be relying heavily on this procedure.
It needs to be recognised that granting EOTs has consequences for you as an academic. Does this student have a Reasonable Adjustment Plan in place? If not, would it be helpful if they did?
As members of staff, we may be unaware of disruptions which may happen in a student’s life as they prepare to go on a placement. Those students who have a Reasonable Adjustment Plan in place may make requests regarding their placement, in particular opting for a placement close to their home.
Placements are compulsory components of many degrees and students may not have thought sufficiently about the implications of being away from home, paid work and their caring responsibilities.
If the student had a bad placement last time, they’re often far more tense during the next placement.
While they are on placement, students face different challenges:
Explain to the student that forward planning is often essential. If there are genuine grounds for having a Reasonable Adjustment Plan (RAP) in place and they don’t have one, suggest that they contact AccessAbility as a matter of urgency. Some Schools will not consider requests about placement unless a RAP is in place. It’s already very difficult to find placements for our students, let alone be able to accommodate specific requests.
If the student is worried about this placement because the last placement did not go well, perhaps suggest to them that they make a list of things which are different from the last placement rather than focus on what they fear will be the same.
Remind the student that Counselling and Psychological Services offers online options which may be an easier way to access some help while they are on placement.
For the foreseeable future, exams are likely to be a part of the journey for most students at university. Some students whose anxiety is debilitating will opt for as many courses as possible which do not have written exam components.
Explain that some anxiety associated with taking exams is perfectly normal. Make a judgement about how incapacitated this student is by their exam anxiety. If you judge their anxiety as high, ask them if they have a Reasonable Adjustment Plan(RAP) in place. If they do, there is the option of sitting their exams in a smaller room with fewer fellow students around and being able to have a little more time to complete the exam. Usually students with a RAP know this already.
A student may reveal that they have struggled with anxiety for a long time and are receiving treatment outside the university. Their external practitioner can provide them with the documentation necessary to register.
Some students who are eligible for a Reasonable Adjustment Plan believe that it is “cheating” to have a Plan in place. It’s very helpful if you explain to them the concept of additional support being available in order to make the playing field level. Perhaps they could think of it as a safety net which is there to provide support.
As academic or professional staff members, many of us already know what a stressful time it can be to write up a thesis. A student will often make comments like: “I just want it done”.
They may express thoughts about being:
Explain that completing a thesis is a test of tenacity. The process is one of training them to be good researchers so diversions and dead-ends are part of that process. Rarely will a student believe that their thesis adequately reflects all the work they have done. That’s normal. What is submitted is like the tip of the iceberg which may not represent all the research they have done.
Persuade them that they should not necessarily wait until they are completely satisfied before submitting the thesis. Most Honours and Postgraduate students can find fault in their theses.
We want the students’ experience to be as positive as possible. If there are ways to help the student to remain at university, these should be explored first.
If the student has not yet explored all their options, suggest that they talk with the relevant staff members. The student can access contact details through AskUON.
However, if life has thrown a curveball and it is in the student’s best interest to take a break from study without any sense of guilt or failure. (If the student is an International student, they must contact UON Global so arrangements can be made to change their visa status.)
Students can contact and meet with a Student Advisor by emailing studentadvice@newcastle.edu.au or going into a student central location to make an appointment.
If leaving is the right decision for the student, they must ensure that they have:
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.
