Supporting Transitions for Students

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

I’ve lived the student struggle. Now, I teach institutions how to do better. As a first-gen college graduate, I’ve been there, navigating the transition from college to the job market without clear guidance. It was overwhelming, isolating, and filled with endless self-doubt. I remember feeling like I was alone in the struggle, unsure of where to turn or who would understand. But here’s the thing: Students don’t need to feel this way. Institutions have the power to make these transitions smoother, more empowering, and less uncertain. Here’s how: ✅ 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗽𝗲𝗿𝘀𝗽𝗲𝗰𝘁𝗶𝘃𝗲. When I was a student, all I wanted was to feel seen and heard. Institutions can make a huge difference by: → Listening to their experiences. → Creating safe spaces where students can share openly. → Acknowledging their unique challenges, especially for first-gen and underserved students. ✅ 𝗣𝗿𝗼𝘃𝗶𝗱𝗲 𝘁𝗮𝗶𝗹𝗼𝗿𝗲𝗱 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. One-size-fits-all advice doesn’t cut it. Personalization is key: → Offer personalized career coaching that speaks to their specific goals. → Connect students with mentors who truly understand their journey. → Create opportunities for career exploration that align with their passions, not just their degrees. ✅ 𝗙𝗼𝘀𝘁𝗲𝗿 𝗮 𝗴𝗿𝗼𝘄𝘁𝗵 𝗺𝗶𝗻𝗱𝘀𝗲𝘁. Life is full of challenges, but it's also about resilience and growth. Here’s what students need to keep pushing forward: → Teach them to see challenges as opportunities, not roadblocks. → Host workshops on resilience, confidence, and leadership. → Celebrate their wins—big or small—to keep them motivated and remind them how far they’ve come. When institutions step up, students thrive. They don’t just survive—they excel. They feel seen, supported, and empowered with clarity. It's not just about preparing students for careers—it’s about equipping them with the tools needed to navigate today's uncertain job market. What’s one way your institution supports students during transitions? 👉 Let’s share ideas to make a bigger impact! PS. My 2025 College + University Speaking Tour Continues! Today, I’ll be at Felician University and Georgian Court University guiding students on leveraging their strengths to develop their career paths and craft their personal mission statements.

Re-thinking year 7 to prevent the spring slide Each September, year 7 students arrive with energy, nerves and fresh uniforms, ready to begin their secondary journey. The excitement of new beginnings is palpable: new friendships, new routines, and for many, genuine enthusiasm. But by the spring term, that energy begins to fade. A quiet shift occurs. Attendance starts to dip. Pupils who were once engaged and punctual become harder to reach. They begin missing days, withdrawing from lessons, or expressing increased anxiety about school. For some, this drift continues into year 8—and by then, the pattern is harder to reverse. Much of the conversation about transition focuses on the first few weeks of year 7. Induction days, meet-the-tutor evenings, and form group bonding activities are all designed to ease the move from primary to secondary. But the truth is, transition is not a moment; it’s a process. And for many students, it’s not complete by October half-term. By spring, the novelty of secondary school has worn off. Some students have struggled to find lasting friendships. Others feel overwhelmed by the step-up in academic expectations. Many begin to feel unnoticed—lost in a system that assumes they’ve “settled in.” It’s here that belonging begins to erode. And when belonging disappears, attendance often follows. We cannot leave belonging to chance. It must be intentionally built and consistently reinforced. The most effective schools are moving away from front-loading transition in the first half term and instead designing a year-long approach that centres relational connection, identity, and inclusion. Schools should explicitly plan for belonging in the first half term—not just through PSHE but across tutor time, curriculum, and wider school life. Activities that explore identity, values and connection can create a strong foundation. Year 7 students need to see their identity reflected in the curriculum and school culture. Spring is often when the cracks begin to show, yet few schools plan belonging interventions at this point. For students already showing signs of disengagement, create individualised belonging plans. These could involve joining a club, taking on a small leadership role, or having a weekly check-in with a trusted adult. Students are far less likely to disengage if they feel known by someone in school. A useful exercise is to audit each student’s connections: can they name three adults who know them well? Don’t wait until July to think about year 8. Instead, help students begin to reflect on their growth, take pride in their progress, and look forward with confidence. Invite them to lead sessions for incoming year 6s or contribute to a “Year 8 ready” display or event. By placing relationships and connection at the centre of the year 7 experience—and by sustaining that work throughout the year—we don’t just protect attendance. We protect young people’s confidence, identity and trust in school itself.

𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻 𝗦𝘂𝗰𝗰𝗲𝘀𝘀: 𝟰 𝗚𝘂𝗶𝗱𝗶𝗻𝗴 𝗣𝗿𝗶𝗻𝗰𝗶𝗽𝗹𝗲𝘀 𝗳𝗼𝗿 𝗦𝗲𝗰𝗼𝗻𝗱𝗮𝗿𝘆 𝗦𝗰𝗵𝗼𝗼𝗹 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻𝘀 After a restful summer, I’m excited to welcome students back and gear up for a new academic year! There’s always a special mix of anticipation and hope at this time, as both students and educators embrace new possibilities. ✨ As I begin my first Ed.D. course in Cognition and Learning, I’ve been reflecting on how transitions shape student development. The start of the school year brings new faces, routines, and challenges—requiring students to tap into higher-order skills like planning, adaptability, and self-regulation. Through my research—and with the assistance of AI tools—I developed a Student Transition Model emphasizing four key areas: 🎯 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗔𝗴𝗲𝗻𝗰𝘆 – fostering independence and purpose 📚 𝗔𝗰𝗮𝗱𝗲𝗺𝗶𝗰 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻𝘀 – navigating new expectations 🛠️ 𝗣𝗿𝗮𝗰𝘁𝗶𝗰𝗮𝗹 𝗦𝗸𝗶𝗹𝗹𝘀 & 𝗔𝗱𝗮𝗽𝘁𝗮𝘁𝗶𝗼𝗻– building effective coping strategies 🤝 𝗖𝗼𝗻𝗻𝗲𝗰𝘁𝗶𝗼𝗻𝘀 & 𝗕𝗲𝗹𝗼𝗻𝗴𝗶𝗻𝗴 – nurturing meaningful relationships In this student transition model, I integrate AI tools and digital literacy into each of the four key areas. This approach not only helps students adapt to new environments but also initiates important conversations about the ethical use of AI and digital tools. While change can feel overwhelming, it’s foundational for building student resilience and confidence. Applying cognitive learning theory, we can support students in developing coping strategies, cognitive skills, and a strong sense of belonging as they adapt. Alongside the student transition model, I’ve developed interactive scenarios representing common student transitions—from changing school levels to adapting after moving countries. Each scenario is paired with targeted strategies that make it easy for educators to support students in building confidence, connection, and resilience during times of change. Keep in mind, these scenarios are just examples and don’t cover every possible situation. They are meant to give a sense of common experiences and may not fit every student’s unique journey. Read more: https://lnkd.in/gVszCdnq #StudentTransitions #AIinEducation #EducationalLeadership #CognitiveLearning #BackToSchool

Action-Oriented Strategies for Higher Education Administrators: Supporting Students in the Age of AI As AI reshapes the workforce, Kathleen deLaski’s insights urge higher education leaders to evolve beyond traditional degree pathways. Institutions must help students develop adaptable skills, pursue flexible credentials, and prepare for a rapidly changing labor market. 1. Embrace Flexible Learning Pathways • Expand Credential Options: Offer stackable credentials, micro-certifications, and short-term programs aligned with workforce needs. • Support Lifelong Learners: Design offerings for career switchers, adult learners, and students seeking targeted upskilling. 2. Integrate Work-Based Learning Experiences • Offer Project-Based Learning: Embed real-world challenges into courses to help students build portfolios and apply classroom learning. • Promote Internships and Co-ops: Strengthen employer partnerships to provide more structured and scalable experiential opportunities. 3. Align Curriculum with Industry Demands • Prioritize Transferable Skills: Ensure students develop communication, critical thinking, problem-solving, and adaptability. • Introduce AI and Tech Literacy: Help students understand and responsibly engage with emerging technologies shaping their fields. 4. Deepen Employer Collaboration • Co-Develop Career Pathways: Work directly with employers to shape programs that reflect current and future job requirements. • Recognize Industry Certifications: Integrate or endorse credentials that are highly valued in targeted fields. 5. Rethink the Value Proposition of a Degree • Highlight Career Outcomes: Be transparent about employment rates, earnings, and skill acquisition tied to academic programs. • Support Alternative Pathways: Embrace and validate non-traditional routes to success, ensuring students can choose the right fit for their goals. ⸻ By adopting these strategies, higher education leaders can position their institutions as agile, student-centered, and aligned with the future of work in an AI-driven workforce.

When we talk about accommodations, there’s a critical gap we often overlook: the transition from high school to college. In high school, students with disabilities often have IEPs or 504 Plans, along with a team of teachers and counselors helping them navigate and advocate for accommodations. However, once they reach college, many find themselves in an environment that shifts the responsibility almost entirely onto them—with far fewer resources and support to back them up. Most college disability offices across the country are well-intentioned, but many aren’t fully equipped to bridge this transition effectively. Too often, students with disabilities are expected to know what accommodations they need, how to request them, and how to navigate complex systems—all without the guidance they once had in primary school. This expectation places an enormous burden on young adults who are already adjusting to new academic and social pressures. Instead of pointing the finger at students to have all the answers, college disability offices should be proactive allies. Imagine if colleges prioritized: • Proactive Orientation Programs for students with disabilities, covering available accommodations, self-advocacy strategies, and campus resources. • Staff Training on inclusive support that doesn’t assume students know what to request, but instead helps them explore their options. • Clear, Accessible Information on accommodations, eliminating the need for students to dig for resources they may not even know exist. As a disability advocate, and someone who has gone through the system to a professional program and now a career- I see firsthand the challenges students face in navigating this transition. We need a cultural shift in higher education where supporting students with disabilities isn’t about minimum compliance but about empowering them to succeed. #DisabilityAdvocacy #HigherEducation #Inclusion #Accessibility #Accommodations #StudentSuccess

I sat in an IEP meeting recently for a student whose learning profile requires slow, repetitive instruction and extensive small-group support. On paper, they were “on track” for a high school diploma. In reality, they were barely meeting academic expectations and still needed intensive support for everyday skills. The school’s transition assessment recommended life skills instruction, community-based learning, and vocational training. Private evaluations said the same. But throughout the meeting, one phrase kept coming up: “This student is on a diploma track.” That label was used as a reason to deny the very supports that would make independence, work readiness, and the meaningful use of that diploma possible. But here’s the truth: there is no “diploma track” in IDEA. Transition services aren’t determined by whether a student is earning a diploma—they’re determined by what the student needs to prepare for adult life. In my latest Substack article, I break down this common misconception, explain what the law actually says, and share why every student deserves both academic learning and real-world preparation. 👉 Read “There Is No Diploma Track” here: https://buff.ly/CD2EWBd #TransitionPlanning #SpecialEducation #IDEA #IEP #TransitionServices #LifeSkills #PostsecondaryReadiness #CollegeReadiness #DisabilitySupport #InclusiveEducation #TransitionAssessment #IEPProcess #HighSchoolToAdulthood #StudentSelfAdvocacy #CareerReadiness

Understanding the Child Before Correcting the Behaviour Understanding a child's habits, behaviour, needs, strengths, and concerns is extremely important for teachers, parents, and caregivers. Every child is different, and every behaviour may have a reason. A child who is moving constantly, avoiding work, making sounds, refusing an activity, or becoming upset should not immediately be labelled as "naughty" or "disobedient." Before correcting the behaviour, we should try to understand what the child is communicating. Some practical examples: 1. A child avoids writing activities. Instead of saying, "The child is lazy," observe whether the child has difficulty with pencil grip, fine motor skills, hand strength, visual-motor coordination, or understanding the task. 2. A child frequently leaves the classroom. The child may need a movement break, may feel overwhelmed by the classroom environment, or may be trying to avoid a difficult task. 3. A child covers their ears. This may indicate sensitivity to loud sounds or sensory overload. A quieter environment and preparation before noisy activities may help. 4. A child refuses certain foods. Instead of forcing the child to eat, understand their food preferences, texture sensitivity, eating routine, and possible sensory concerns. 5. A child makes repetitive sounds. Observe when and why the behaviour occurs. It may be connected to communication, self-regulation, sensory needs, anxiety, or seeking attention. 6. A child becomes aggressive. Look beyond the behaviour. The child may be unable to communicate frustration, express a need, wait for their turn, or cope with changes in routine. 7. A child does not participate in group activities. The child may need support with communication, social interaction, confidence, or understanding group expectations. 8. A child struggles with transitions. Visual schedules, advance warnings, first-then strategies, and transition cues can help the child move comfortably from one activity to another. Teachers can observe behaviour in the classroom. Parents can share information about routines and behaviour at home. Caregivers can provide consistency and support in daily activities. When teachers, parents, caregivers, and professionals work together, children receive better and more consistent support. The goal is not simply to change a child's behaviour. The goal is to understand the reason behind the behaviour and teach appropriate skills that help the child communicate, learn, participate, and become more independent. Before correcting a behaviour, understand its purpose. Before judging a child, understand their needs. Before focusing on weaknesses, recognize their strengths. Every behaviour has a reason. Every child has potential. Our responsibility is to understand, support, and guide each child with patience, empathy, and respect. #SpecialEducation #ChildDevelopment #InclusiveEducation #ParentSupport #ChildBehaviour

Very impressed with the Transition for Academic Success Programme for all first-year undergraduate students that we're piloting at City St Georges this year - many congratulations to my colleague Dr Margaret Carran (our AD for Education) for her leadership on this, alongside Prof Pam Parker (Director of Education Innovation and Pedagogy) and our VP (Education), Prof Juliet John. Aligned with our strategic priorities to enhance education and the student experience, the programme aims to address the unique academic challenges faced by first-year students when transitioning from secondary education or when returning to Higher Education from employment. The programme has been fully co-created with students and contains the following 10 sessions which are being delivered online across terms 1 and 2 (I love the creative and engaging session titles below, and the focus on balance, presence, resilience, student voice, amongst other things): 1) It’s a Two-Way street (Effective Communication in Higher Education) 2) From Book to Brain (Effective Reading and Notetaking Skills) 3) The Academic Balancing Act - Part 1 - (Managing Workload to support academic success and self-care) 4) Be Present, Be Ahead: The real value of attendance (Engaging in different teaching formats) 5) Balancing the Books (Managing money and academic demands for term 2) 6) The Academic Balancing Act – Part 2 – (Managing workload to sustain academic success and self-care) 7) Write, Reflect, Refine (Transforming feedback into academic progress) 8) Crack the Coursework Code (Planning, pacing, and piecing together strong assignments) 9) Critical voice activated (Finding your voice in academic writing and discussions) 10) Level Up (Building resilience for your next academic chapter). Having taught Year 1 students as the module convenor for Criminal Law, for many years, initially at Brunel, and worked closely with them from various academic responsibility roles, including as HoD over the last few years, and in leading on "beyond the classroom" activities that are especially meaningful to them, I could not emphasise enough how important a programme like this can prove to be for incoming students. Year 1 students bring into University transformative levels of energy and enthusiasm; the more effectively we can address the challenges that are also inherent in transition to University, the more considerably we will be able to collectively draw on that unique resource that Year 1 students are, enriching our programmes and learning opportunities as well as enhancing the broader student experience. The City Law School Richard Ashcroft Mark O'Brien Cat Edera Elaine Fahey City St George’s, University of London

2025 is the year to strengthen how we support students—together. Small signals—like missed class, lower participation, or changes in behavior—aren’t just signs of struggle. They’re opportunities to step in, support, and help students grow. What works? Simple but intentional actions: ➔  Quick one-on-one chats during office hours. ➔  Peer mentoring programs that connect upperclassmen with new students. ➔  Regular wellness check-ins and clear pathways to support. ➔  Study groups that encourage collaboration and connection. Sometimes, students feel more comfortable opening up to peers before seeking professional help. That’s where the community steps in. Friends help friends, study partners share tips, and mentors guide the way. These moments create the first steps toward professional support and build a culture where asking for help feels normal. A shared study break, an extra moment explaining a tough concept, or asking, “How are you doing?”—these small steps have a real impact. In 2025, let’s create a campus where no one feels invisible, and every student has the support they need to succeed.