Supporting Student Success

I discovered the hidden power of academic supervision the hard way, and what I've found might surprise you... My colleague's PhD student showed up at my office in tears. Helen said: "Professor Martinez sent me to you. I can't do this anymore." She was brilliant, motivated, and passionate about her research. But her supervisor was failing her. That conversation changed how I think about academic mentorship forever. Here's what I learned about preventing PhD burnout: Most supervisors focus only on research progress. They ignore the human being behind the work. But burnout isn't just about workload - it's about feeling unsupported and invisible. Helen's supervisor was technically competent but emotionally absent. She needed someone who understood that supervision goes beyond research guidance. I started meeting with Helen weekly to provide what was missing: 1) Recognition Instead of only pointing out problems, I celebrated her small wins. "Your literature review structure is really improving" became as important as technical feedback. 2) Responsibility I helped her see that she could make decisions about her own research. She didn't need permission for every choice. 3) Learning I created space for questions without judgment. "I don't understand this concept" became a starting point, not a failure. 4) Joy I reminded her that research should be exciting, not just exhausting. We discussed ideas over coffee, not just problems in formal meetings. The transformation was incredible: Helen went from wanting to quit to completing her PhD successfully. She finished 3 months ahead of schedule. Her confidence returned, and her research quality improved dramatically. She now supervises her own students using these same principles. The problem wasn't Helen's ability or work ethic. The problem was inadequate supervisory support. Academic supervision isn't just about research expertise. It's about protecting the passion that brought students to research in the first place. Most supervisors think their job is to push students harder. Good supervisors know their job is to support students better. Your students' mental health isn't separate from their academic success. It's the foundation of it. What's the most important support you needed (or received) during your PhD? #phd #supervision #mentorship #academia

As the world evolves, our educational approach must also adapt, inspiring stewardship and understanding of global challenges. I’ve crafted curriculum outcomes that blend primary school subjects with real-world activities, fostering curiosity and a proactive mindset in young learners. 1. The study of rainforests - Let’s build a classroom mini-rainforest to explore biodiversity and promote ecosystem conservation. 2. The study of writing letters - Let’s impact future policies by writing persuasive letters to leaders about environmental or social issues. 3. The study of insects - Let’s create a habitat for beneficial insects to promote local biodiversity. 4. The study of history - What can we learn from historical events to improve community cohesion and peace? 5. The study of the food chain - Let’s adopt a local endangered species and start a campaign to protect it. 6. The study of maps - Let’s explore the impacts of climate change on different continents using interactive map projects. 7. The study of basic plants - Let’s cultivate a garden with plants from around the world, focusing on their roles in sustainable agriculture. 8. The study of local weather - Let’s build weather stations to understand climate patterns and their effects on our environment. 9. The study of simple machines - Let’s engineer solutions to improve water and energy efficiency in our community. 10. The study of counting and numbers - Let’s analyze data on recycling rates and set goals for waste reduction. 11. The study of community helpers - Let’s explore how people around the world help improve community well-being and resilience. 12. The study of basic materials - Let’s investigate how everyday materials can be recycled or reused creatively in art projects. 13. The study of stories and fables - Let’s share stories from various cultures that teach lessons about community and cooperation. 14. The study of water cycles - Let’s design experiments to clean water using natural filters, learning about sustainable living practices. 15. The study of world populations - Let’s look at population distribution and discuss how urban planning can address housing and sustainability challenges. 16. The study of ecosystems - Let’s restore a small section of a local park, linking it to the role ecosystems play in human well-being. 17. The study of cultural studies - Let’s hold a festival to celebrate global cultures and their approaches to sustainable living. 18. The study of physics - Let’s discover renewable energy sources through simple experiments. These projects encourage real-world application, teamwork, and problem-solving, emphasizing the role of education in shaping informed, proactive citizens ready to face global challenges. This approach makes learning relevant and essential for today’s interconnected world. Which one will you try? #education #school #teacher #teaching

One of the painful realities in K-12 education is that new tools and programs rarely come with enough professional development or coaching for teachers. It’s not a surprise why. Training educators is expensive and hard to scale. Which means solution providers are dissuaded from overinvesting in it, because it’s bad for business. But when we skip it: 1. Teachers feel overwhelmed and pulled in too many directions. They are inundated with “solutions” but aren’t given a clear vision for how to integrate them into their classrooms. 2. Budgets are wasted on solutions that sit idle or unutilized. 3. Even promising solutions end up being implemented ineffectively, sometimes hurting rather than helping student outcomes. For any initiative to truly make a difference in K-12 education, we must invest as much in supporting educators as we do in creating the solutions themselves

Identifying and Supporting 'Learners of concern' In every classroom, approximately one in eight children may have additional learning needs, often categorised under terms like Specific Learning Difficulties (SpLD), Special Educational Needs and Disabilities (SEN/D), or more recently, referred to under the broader and more inclusive terms of neurodiversity and neurodivergence. Recognising and supporting these learners can sometimes be challenging due to constraints like time, resources, or the subtlety of their needs. Understanding 'learners of concern' 'Learners of concern' are students who may not have a formal diagnosis but show signs that they might benefit from additional support. These signs could be academic, behavioural, or social and are often noticed by teachers, parents, or the learners themselves. Without identification and proper support, these students may face significant barriers to learning and development. How can we help? The Do-IT Schools Profiler is an innovative tool designed to facilitate the identification and support of these learners in a nuanced and effective manner. Here’s how it can help: Early identification: The Profiler provides a systematic way to assess students who may require additional support. By screening for a wide range of learning needs, it helps in identifying learners who might otherwise go unnoticed. Child-centred guidance: Once a learner is identified, the Profiler offers tailored recommendations and strategies to help the SENCO and classroom teacher. This personalised approach ensures that interventions meet the specific needs of the child, enhancing their learning experience and outcomes. Cost and time efficiency: Screening all children in a classroom may not always be feasible. The Do-IT Schools Profiler focuses on those who exhibit potential signs of learning challenges, making the process more manageable and focused. Support for teachers and parents: The Profiler equips teachers and parents with insights and tools to better understand and support their students and children. This collaborative approach fosters a supportive learning environment both at school and at home. Enhancing educational equity: By providing targeted support to those who need it most, the Profiler helps in levelling the playing field, ensuring that all students, regardless of their learning needs, have the opportunity to succeed. The transition towards recognising and supporting neurodiversity in schools is crucial. With tools like the Do-IT Schools Profiler, educators can ensure that every child receives the attention and support they need to thrive in their educational journey.

🌟 Sometimes the simplest ideas create the most meaningful impact on our students' lives and institutional culture... When I was Director at Manipal Institute of Technology (MIT) Manipal, I noticed a significant gap in how we recognized student achievements outside academics. While we had structured systems to reward academic excellence, the incredible work students were doing through student clubs, NGOs, and personal initiatives often went unnoticed. During a team meeting, a colleague suggested something beautifully simple - inviting these students for "Tea with the Director" to share their stories. We launched this initiative with some uncertainty about how it would be received. To our pleasant surprise, students embraced it wholeheartedly. Each session allowed them to take the stage and share their experiences - what they had created, challenges they overcame, and the impact of their work. I'd appreciate their efforts, take photos with them, and share these achievements on social platforms. When I later became President (Vice Chancellor) at Manipal University Jaipur (MUJ), Rajasthan, we continued this tradition as "Tea with the President" with equal success. I thank the student welfare team in both organizations for their excellent coordination. What began as a simple recognition opportunity evolved into something far more meaningful. Students included these recognitions in their CVs, which employers and universities abroad valued. We built comprehensive records of student achievements beyond academics, strengthening our institutional narrative for accreditation. Most importantly, I observed these students developing stronger self-esteem, performing better academically, and forming deeper connections with like-minded peers and their institution. Key takeaways for educational leaders: 1. Recognition doesn't always require elaborate systems - sometimes informal, genuine appreciation creates the deepest impact 2. Celebrating co-curricular and extra-curricular activities strengthens student engagement with their institution 3. Simple acknowledgment often fuels continued excellence and innovation 4. Recording non-academic achievements significantly strengthens institutional quality narratives 5. Creating platforms for students to share their stories inspires others to pursue their passions Have you implemented any unconventional recognition systems at your institution? What simple practices have you found most effective in acknowledging student achievements beyond academics? #HigherEducation #StudentRecognition #AcademicLeadership #StudentEngagement #InstitutionalCulture #EducationalInnovation

Education doesn’t occur in isolation. What happens outside the school gates can have a huge impact inside the classroom. That’s one of the reasons The Smith Family wholeheartedly supports the Mitchell Institute’s new report calling for the introduction of full-service school models. These models bring a range of wider support services within the school gate – like health and wellbeing – so teachers can focus on teaching and students can focus on learning. We’ve seen the success of this approach firsthand. Through our Learning for Life program, we help schools link students and families with wraparound services so they can overcome the barriers getting in the way of their education. Every young Australian deserves the chance to make the most of their potential. When that happens, our whole country benefits through stronger communities, a more skilled workforce and a fairer society. https://bit.ly/4rfm62x

Universities and colleges put enormous effort into welcoming new students. Orientation weeks are colourful, busy, and full of opportunities to connect, but research shows that the sense of belonging students gain in those early days often fades as the semester progresses. The challenge, and opportunity, is for practitioners to design approaches that sustain belonging beyond the first few weeks. A recent study (International Journal of Qualitative Studies on Health and Well-being, October 2024) examined how students navigate educational transitions and highlighted the importance of realistic preparation, sustained connection, and the role of educators in shaping belonging. Drawing on the study, here are five domains to guide practice: 1️⃣ Prepare by setting realistic expectations. Too often, students arrive with glossy images of university life, only to feel blindsided by the pace, workload, or challenges of forming new friendships. Providing honest, balanced information before arrival helps normalise difficulty and reduce the shock of transition. Examples could include current student or alumni-led Q&A sessions, “What I wish I’d known” videos and resources.   2️⃣ Connect by creating micro-moments not just big events. Large welcome events can spark initial excitement, but belonging is sustained through everyday micro-connections - someone to sit with in class, a lecturer remembering your name, a peer inviting you to coffee. Encourage tutors to use ice breakers beyond week one, support student leaders to facilitate ongoing low-barrier activities that foster peer and staff connection like weekly walks or shared study sessions. 3️⃣ Empower educations as ‘belonging builders.’ The research reinforces that educators play a critical role in student wellbeing. Approachability, empathy, and inclusivity from teaching staff often matter as much as peer friendships. Small practices like checking in, learning names, or acknowledging diverse perspectives can have outsized impact. 4️⃣ Integrate by addressing compounding transitions. Academic demands, social shifts, housing changes, and wellbeing challenges often overlap. Students rarely experience these in isolation, and when combined, they intensify stress and risk of disengagement. Consider integrated and holistic advising models where academic, wellbeing, and housing staff collaborate to support students. 5️⃣ Monitor, recognising loneliness as an early signal Finally, loneliness is often the first indicator of deeper wellbeing issues. Monitoring connection levels can provide an early warning system for support. Use pulse surveys, quick check-ins in tutorials, or digital tools to flag students at risk of isolation, paired with clear referral and early intervention pathways (e.g., peer connectors, student mentors, proactive outreach). 🔗 Read the full study: https://lnkd.in/gjvUH6sa

The recent decision by Indian Institute of Technology, Kharagpur to induct 10 counsellors after a series of tragic student suicides is a stark reminder: "LEARNER WELL-BEING CANNOT BE AN AFTERTHOUGHT" This follows their SETU initiative (Support, Empathy, Transformation, and Upliftment) and the appointment of the first Dean of Student Well-Being- steps intended to ensure students don’t just cope, but feel genuinely supported. ✅ Why this matters High academic stress and career pressure remain very real. Proactive, visible counselling makes a difference, especially when counsellors meet students where they are in hostels, clubs, and common spaces, helping to reduce stigma and increase access. As someone working on national and international standards for educational institutions, I see this as a systemic challenge. Academic pressure, inadequate mental-health support, and the absence of clear operational benchmarks leave many campuses reactive rather than preventive. At the Bureau of Indian Standards, our Subcommittee on Campus Facilities and Accommodation Services (SSD 04:03) is finalizing the National Standard for Campus Facilities and Accommodation Services—Requirements. Thanks to dedicated team members- Sudhirkumar V Barai Sandeep Kanojia Aditya Bhatt Tarush Chandra Bhavna Tripathi Kajal Marwaha and the others- we are close to publication. The draft sets measurable requirements for: Safe, inclusive residential and learning spaces Health & wellness centres with mental-health and counselling services Mechanisms for continuous feedback and improvement, and more Standards can’t replace empathy- but they establish non-negotiable accountability and a measurable baseline that every campus, public or private, large or small, must meet. It’s time to move beyond ad-hoc measures. Every campus must be designed to nurture both intellectual growth and emotional resilience. True success is not only in academic achievement, but in how well students are supported along the way. We build that, and we build lasting resilience. https://lnkd.in/g-gh5dUN

Am I wrong for thinking we are just wasting millions to billions of dollars on standardized testing in education? How can we keep justifying these outdated systems especially in a post-pandemic era?!? What's more, how can districts and board justify standardized testing when schools are still struggling to secure teachers? We can't expect to get any kind of accurate measure of a student's learning when there hasn't been a certified teacher there to guide them. Here's what doesn't work: Pouring $700+ Millions of dollars into testing corporations is not going to improve student learning. It's time to rethink how we use standardized testing funds in education. Instead of over-testing, let's invest in areas that truly benefit our students and teachers: 1️⃣ Enhanced Teacher Support: Continuous professional development, mentorship programs, and mental health support can empower our educators and improve retention. 2️⃣ Holistic Student Services: More counselors, wellness programs, and extracurricular activities can ensure students' mental, emotional, and physical well-being. 3️⃣ Innovative Learning Approaches: Personalized learning paths, project-based learning, and expanded STEAM programs can make education more engaging and relevant. By reallocating these funds, we can create a supportive and dynamic learning environment that prepares students for the future and supports teachers in their vital roles. What do you think? #TooManyTests #EducationMatters #SupportTeachers #StudentSuccess #EquityInEducation