Students are more likely to withdraw as the result of stress that they cannot successfully respond. Two common sources of stress for students related to school are academic erosion stress (feeling that they aren't important) and academic stagnation stress (feeling like they are at a dead-end and losing sight of purpose).
Working with students to change to a positive paradigm can help students cope with stress and remain in school.
I intend to apply this knowledge by focusing more on setting clear, realistic expectations from the very beginning of the admissions process and ensuring consistent support throughout the student journey.
In learning about many avenues of stress and stressors, Attribution in other words "quitting" is the result of many levels of stress which tarnishes a student's self-motivation to succeed. For example, General Adaptation Syndrome is when students are able to handle issues that are beyond their control, the student then wants to fall back his/her will to drive on their career goals. Students who find that other students are successful, simply by nature and they fall short of success, thoughts of quitting settle in.
This is what is called General Adaptation Syndrome. Many first-time college students experience this level of stress, because competition with others may be a factor. This is a form of Power of the Paradigm. Many students fall into this category of stress due to self-doubt and lack of confidence. At this point, students would be a "good fit" to meet with a human services professional much like a life coach, mentor, and/or counselor.
I would like to contribute to my students the importance of self-confidence by controlling stressors that trigger feelings of quitting or dropping out. There are many ways to overcome these feelings by simply:
1). Acknowledgment 2). Plan of Action 3). Execution. As success leaders, it is our duty to get our students to open up those hidden feelings which includes Academic Erosion Stress, Academic Stagnation Stress, and School Commitment. As a result, once these areas of student concerns are acknowledged, then and only then, the student(s) will have an opportunity to overcome these stressors and stay on the road to success.
#WeWin!!!!
Faculty and staff (insturctors) should take their role in retention more seriously. A lot of subliminal or passive remarks are made typically about what knowledge students should already have when engaging in classes...instructors/professors/teachers seldom are as committed to "retaining students" as the support staff are. Practice mindfulness and intentionality from root to fruit.
Stress comes in many forms, and impacts a student's ability to stay focused and positive on academic success. Students must feel that faculty and administrators care about their success to feel supported through stressful times.
I believe now that Understanding Attrition involves examining why students leave an institution before completing their program, and identifying patterns and contributing factors that may be preventable.
Quitting/withdrawing from school is most often caused by stress.
We as a campus should support students throughout their programs. Stress affects student's ability and decision making to continue their program as a campus we should plan and strategize on helping, supporting and encouraging our students
I have studied resilience, determination, and overcoming challenges on an individual level, but it is truly eye-opening to recognize the impact of institutional commitment in preventing academic decline and stagnation. Student success is a shared responsibility, and this module highlights how every faculty member plays a crucial role in guiding students through their educational journey. Our interactions and support can make a profound difference in their perseverance and ability to complete the program.
Stress is a significant factor to why we decide to leave school, change jobs, or break away from personal relationships. Post-secondary institutions need to factor this into their decision making and improvement of student wellness which will impact student retention.
Always being positive and reassuring to the students is a key to success and retention.
Comment on Robert Anthony Baysa's post: I agree with you. If the students see that they are being supported, they would put in their best.
Faculty need to understand that student's success in part depends on faculty support.
Importance of understanding the dynamics of stress
Importance of having adequate stress coping resources available to student
How to use power to modify the paradigm that students use to view the world
Importance of making students aware of the commitment, personal interest and concern for them
Attrition begins with the instructor and involves the chain of command within the school to reassure/reinforce the students importance and future in their education.
When a student is doing poorly in school academic erosion begins with possible student attrition from school. Teachers are to assist the student with the process of resolving failure. Assisting the student to more positive energy and attitudes can help a failing student stay in school. Early intervention to identify why a student is not passing is truly necessary for student success.
Comment on Susan Wright's post: poor student services can send the same message and affect retention directly.
A student will feel unimportant themselves and lose the drive to succeed if the school makes them feel like they are unimportant to itself. I had a conversion with a student recently who decided to come back to school, having left before when he saw both ends of the spectrum. He was having issues with his attendance due to extenuating circumstances and his instructors and director rallied in support of him, but as he went through the necessary process with the different offices he was treated without care. He was passed around by various people who kept picking up his case without checking the notes given and meeting with him blindly. His program's director pushed to get him the support he needed, and while he ended up getting it, he felt very disillusioned with the school. He saw how much the faculty cared to help him, but what he sees as the school itself (the staff at the offices) could not be bothered. All the faculty's efforts looked like an empty facade to him now. He ended up leaving citing a "loss of interest in the program", as he didn't want to get anyone fired.
It made me wonder how many similar cases have occurred, without anybody looking further for answers.
I'm always reassuring students that additional help is available. We frequently schedule one-on-one help sessions so each student knows that they can get individual help, if needed. Every student is important to us, no one is "unimportant".
Stress can show for students in different ways and sometimes this links to their choice to stay in school or not. If students' needs are not being met, this can also lead to attrition.
