Supporting Students Pathway

Higher education staff, faculty and leaders who work with students directly or make decisions that affect them.

Students rarely succeed because of one program. They succeed because someone saw them clearly, believed in them, stayed with them when it got hard, and helped build a campus where they belong. These four experiences help you do each one.

1. 1

   See the Student

   

   The Breakfast Club

   Beyond the Label

   What do the labels we give students hide, and how do you see the person behind them while still holding them to high standards?

   You'll be able to:

   • Look past a label or a behavior, and learn how the student understands their own experience, without assuming or diagnosing.
   • Take specific, small actions that show a student they've been noticed and belong.
   • Keep expectations high and hold students accountable while making clear you believe they can meet them.

   You'll leave with: A plan for seeing one student differently, or a clearer insight into the labels you reach for.

   No need to have seen it first.

   Not started

   Start
2. 2

   Develop the Student

   

   Cobra Kai

   The Mentor Effect

   How does the way you mentor someone shape who they become, including in ways you never intended?

   You'll be able to:

   • Recognize what students learn from watching you, including your habits, values and unfinished business, not just from what you teach.
   • Hold students to a real challenge while giving the support that makes it possible to meet.
   • Help students build confidence and motivation that belong to them, not to the mentor.

   You'll leave with: Your own mentoring approach, or a clearer insight into the mentors who shaped you.

   No need to have seen it first.

   Not started

   Start
3. 3

   Support the Student

   

   CODA

   Potential Isn't Enough

   What does a student need, beyond talent, to reach their potential, especially when their responsibilities pull them in another direction?

   You'll be able to:

   • Recognize the obligations, pressures and guilt that shape a student's choices, especially those that don't show up at school.
   • Actively tell students what you see in them, and help them imagine a future they might not have considered, without imposing it.
   • Adapt support to a student's real life, flexing structures but not standards, and look for ways the student doesn't have to choose between family and future.

   You'll leave with: A support strategy for one student, or a clearer insight into what students carry.

   No need to have seen it first.

   Not started

   Start
4. 4

   Create the Conditions

   Coming soon

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You can take any of these experiences on its own, in any order. No account needed.

Final pathway reflection