I appreciated the reframing of retention as not something we should consider as a "goal" but as a by-product of doing things the right way. Also, the complexity of actions (and the diversity of actors) that lead to attrition is concisely presented in this module.

I have sometimes felt in my institution that the blame for failing at retention is constantly shifted from one department to another, and I have personally felt guilty for not recognizing that a student needed help. To learn that "students are notorious for not sharing problems at a point when they can be solved”… >>>

 I learned that successful student retention depends on early intervention, effective communication, and a strong culture of support and commitment to student success. I also learned that confidence, encouragement, and a sense of belonging greatly influence a student’s ability to persist through challenges. I intend to apply these concepts by practicing empathy, active listening, and supportive communication to help others feel motivated and empowered to succeed.

I learned that student retention is strongly influenced by stress, personal perception, and the level of support students feel from their school. I also learned the importance of active listening, empathy, positive reinforcement, and structured intervention strategies in helping students overcome challenges before they reach a crisis point. I intend to apply these principles by being more proactive, supportive, and student-centered in my interactions, while helping students identify solutions and connect with appropriate resources.

Comment on Rhisalyn Cruz's post: Good points, Rhisalyn! I agree that students don't quit because they are incapable. In my role as an Admissions Coordinator, I am having to detach myself from the notion that I must have been wrong about a candidate I decided to admit. It makes me feel guilty, and hampers the building of a positive connection with that student, which I think is necessary for them to break free of the stress mindset. 

Comment on Crystal Arnold's post: Stress and attrition certainly go hand in hand. I'd say that stress itself is inevitable, and even healthy--meaning if a student doesn't feel a little stressed, are they really trying hard enough? My question (I just started this course, haven't reached the meat of it yet) is how to help students move past the paralysis and the "fear" response that often accompanies stress. I think one can be stressed but not afraid. Perhaps it's the fear we need to work on removing. 

One idea (something that has helped me) is to create spaces -… >>>

I believe the eight-stage process improves student outcomes by helping identify and address challenges early, before stress leads to disengagement or withdrawal. Building trust and connection makes students feel valued and supported, which reduces feelings of academic erosion and stagnation. Learning to guide students to reflect, explore options, and create action plans. Students will learn to process and strengthen their problem-solving skills and self-worth. Regular follow-up reinforces progress without creating dependency, keeping responsibility with the student. I feel this structured approach increases persistence, student confidence, and academic success.

I learned General Adaptation Syndrome (GAS).

I learned that retention rates cannot be “fixed” directly because retention is only an index.

Student stress and attrition go hand in hand. Supporting students is essential while understanding that some attrition is healthy.

I have learned that customer service is essential for every business, its the new marketing of today and it makes economic sense.