Supporting Student Success

Over the past year, we've heard from many educators asking: How do I help my students use GenAI responsibly without becoming dependent on it? This question led us to create our newest free resource: A Student Self-Reflection Checklist for Strategic GenAI Use. The checklist is designed to be a practical tool to help students build safe, ethical, and effective habits when using GenAI. Our team at AI for Education developed this new resource to help students reflect on their current AI use, recognize where GenAI is supporting their learning, and identify when they may be over-relying on the technology. The resource includes: ✅ Self-evaluation frameworks across 4 key areas: academic thinking and problem-solving, creative work and expression, communication and social skills, and personal decision-making ✅ A self-scoring system for both strategic use behaviors and growth opportunities to drive reflection ✅ A practical action-planning structure for choosing one focus area and creating a concrete weekly practice plan ✅ An accompanying editable Google Form for educator use in the classroom It is also designed for both classroom use (discussions, small groups, conferences) and independent student reflection to set goals and track AI literacy development. We hope this checklist encourages meaningful reflection and helps students develop the strategic GenAI habits that will serve them throughout their academic and professional lives. It will also be featured in our new free, online GenAI Literacy courses for students, which are launching soon. The link to download the checklist is in the comments. How are you helping students develop healthy AI habits? We'd love to hear what's working in your classrooms! #genai #studentvoice #ailiteracy #K12 #resources

If your core reading instruction isn’t strong, no amount of intervention will fix it. I see it all the time—schools scrambling to add more reading specialists, extra small groups, and expensive intervention programs to “fix” struggling readers. But here’s the hard truth: If students aren’t learning to read in core instruction, intervention will always be playing catch-up. 📌 If phonics isn’t explicitly taught in whole-group instruction, kids won’t master decoding. 📌 If leveled readers are the norm, students won’t develop strong word recognition skills. 📌 If cueing strategies are still being used, intervention time is spent unlearning bad habits. Strong intervention starts with strong core instruction. ✔ Teach phonics systematically—so kids don’t need intervention just to decode basic words. ✔ Align intervention with core instruction—so struggling readers aren’t getting mixed messages. ✔ Focus on prevention—because the best reading intervention is effective first-time instruction. If most of your students need intervention, the problem isn’t the kids. It’s the system. 👉 Outdated reading programs won’t close learning gaps. A science-backed approach will. Let’s talk: https://lnkd.in/g94mTRip 👇 What’s one way schools can strengthen core instruction so fewer students need intervention? #ScienceOfReading #ReadingIntervention #K12Leadership #EducationReform

💡 New Zealand recently defunded humanities and social science research. Canada is doubling down on it to drive innovation. Who’s right? New Zealand’s government recently cut funding for social sciences and humanities (SSH) research, arguing that science and technology - not SSH - are the key to solving our productivity and growth challenges. Minister Judith Collins stated that only "core sciences" like physics, chemistry, and engineering will deliver real economic impact. Meanwhile, Canada is making the opposite bet. President of Canada's Social Sciences and Humanities Research Council (SSHRC), Ted Hewitt, argues that SSH is essential for turning science and technology into innovation and productivity gains. In this article, he lays out why: ✅ Innovation is more than invention. Science and technology create new products, but SSH research ensures they are adopted, commercialized, and integrated into society. Without SSH insights, many breakthroughs never reach their full potential. ✅ Industry needs SSH expertise. Canadian researchers are collaborating with businesses—from airlines balancing sustainability and profitability to fintech companies designing more inclusive products. SSH research is actively shaping business success. ✅ Workforce creativity fuels economic growth. The World Economic Forum’s Future of Jobs report lists creativity, critical thinking, and problem-solving as top skills for the future—precisely the skills fostered by SSH education. ✅ Better policy means better productivity. SSH research provides data-driven insights that help businesses and governments design smarter regulations, improve economic strategies, and remove barriers to growth. If New Zealand wants to lift its productivity and drive innovation, cutting SSH funding might be the worst decision it could make. Canada recognizes that science alone doesn’t drive economic success. It's the integration of SSH that makes innovation work. With Shane Reti set to take up the new universities portfolio plus Science, Innovation, and Technology, it's time for a rethink. #SocialSciences #Humanities #Marsden #Universities #Research #Productivity #NewZealand

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 was gonna write a "How's your first 6 months of 2023?" post. But this is more important to write about. In particular, this sentence: "Suicide remained the leading cause of death for youths aged 10 to 29 for the fourth consecutive year – about a third of all deaths in this age group were suicides." It pains my heart that young people experience so much pain that in order for it to end, they end their life. 😭 Institutions can play a part: 👉Schools can create positive environments by being intentional about well-being #education, positive language, emphasis on the whole child. For the past 12 years, I have worked with more than 100 schools here in Singapore to do just this. 👉In my role as the inaugural Wellness Director at Yale-NUS College, I worked hard to establish a low-barrier, high-access approach to #mentalhealth so as to destigmatize seeking help. No matter was too small, no pain would be dismissed, no one should feel shame asking for help. I hope more higher-ed institutions work towards this, instead of only on intervention. Beyond institutions, we as adults can play a significant role: 👉 Teachers: - Learn the skills to relate to students emotionally, not just about subjects or tasks assigned to them. One of the frequent survey results I see students write is "I wish my teacher spoke more to me as a human than as a task master." - Focus on their capabilities not just their weaknesses. Yes, we can be frank and tell them their areas to improve. BUT do not neglect their strengths. Strengths are fuel and #motivation , the inner resources that remind them that "they can". - Be persistent and not give up on them. Some of those who lose hope or feel like they are alone, need someone who can remind them they are worthy and valuable. Remind them that you care. 👉 Parents: - Stop comparing them to their sibling, normative standards, other people's children etc etc. Value them for who they are. Each of them are a gift and have their unique talents. - Love them regardless of whether they fail, succeed, struggle or are ok. Just like us, they will go thru trials and wins. They want to know we will be there for them - even if it's just a hug, a note of encouragement, keeping your mouth SHUT when they are already feeling really bad about themselves. - Create a #positive environment at home. Talk about what went well, small wins, what they are good at. Fill their hearts with joy, #love and #hope, so they can draw down on that bank when things feel lousy or challenging. 👉Youth: - It is not easy to be you in this day and age. The uncertainty in the environment, #socialmedia (cyberbullying, unrealistic view of other people's lives etc etc), climate change. It can all feel overwhelming and hard. - Talk to someone when you feel that way. Reaching out for help is NOT a sign of weakness. In fact, it is a sign of strength and #courage . #suicide is preventable. We can all do our part. Pls #share and #repost so we can raise more awareness. 🙏

Did you know that allowing children to make their own academic choices can lead to remarkable success and fulfilment in their lives? As parents and professionals, we often find ourselves torn between our desires for our children's futures and their aspirations. The pressure to excel in traditional academic paths can sometimes overshadow the importance of self-discovery and personal fulfilment. As an executive coach with years of experience guiding individuals towards their goals, I firmly believe in the power of autonomy and self-discovery in education. I've not only preached this philosophy but practised it in my own family with remarkable results. I advocate for empowering children to choose their academic paths and even take breaks for self-exploration after their 10+2. This approach not only fosters independence but also leads to greater fulfilment and success in their chosen endeavours. Autonomy Breeds Success: Allowing children to make their own academic choices empowers them to pursue their passions and develop a sense of responsibility for their futures. Self-Discovery Through Breaks: Taking a break after 10+2 education provides invaluable time for self-reflection and exploration, enabling young adults to gain clarity about their interests and goals. Fulfilment Beyond Academics: While academic achievements are important, they should not overshadow the development of character and values. Awards for personal values, such as integrity and compassion, are just as significant—if not more so—than gold medals. Consider my own daughters as prime examples. Despite excelling in traditional subjects like Biology and Mathematics during their 10+2, they chose to pursue unconventional paths in Fashion Design and Bachelor of Fine Arts, respectively. Today, both have not only succeeded academically but have also been recognized for their outstanding values and character. My younger daughter was Conferred with the GOLD Medal in Academics and the Shri Baljit Shastry Award for the best in Human & Traditional Values yesterday during her Convocation. #amityuniversity I encourage you to reflect on your approach to guiding the young minds in your life. Are you empowering them to make their own choices and discover their passions? Share your thoughts and experiences in the comments below. Let us remember that true success lies not only in academic achievements but also in the development of character and values. By giving our children the freedom to choose their paths and encouraging self-discovery, we pave the way for a future generation that is not only successful but also fulfilled and compassionate individuals.

In the past few weeks, while conducting audits of universities, my conversations with faculty and some counsellors reminded me how overwhelming the transition from school to university can be for a learner. I often hear quiet stories of students who seemed confident but often sat alone, sharp minds slowly dimming under the pressure to fit in, toppers' groups that felt more like scoreboards than support systems. There are many more such examples. In the next 3 months, thousands of students full of hope and quiet uncertainty will soon step onto campuses. Studies show that nearly 1 in 3 first-year college students experience anxiety or depression. We still don’t talk about it enough. Having worked closely with educational institutions, and as a parent, I often ask myself-Are we truly preparing our children for the life that lies beyond grades, essays, and admissions? When my child started her higher education, instead of big advice, I shared a few simple reminders with her as some gentle truths! 1. It’s okay to say “no.” You don’t have to accept everything. Not every invite or opinion deserves a yes.  Saying “no” is not rejection. It’s protecting your time, energy, and focus. 2. Your mental health matters. Bad days happen. Don’t carry them alone. Talk to someone. Asking for help is strength and an essential life skill. 3. Don’t chase what’s popular, choose what’s right for you. Courses, clubs, electives- pick what truly excites you. NEP encourages personalised learning for a reason. 4. Find your tribe. You don’t need a big group, just a few genuine connections. Look for those who support and respect you. Build strong relationships that will be your anchor in challenging times. 5. Stay curious. College is more than exams and degrees. It’s about asking questions, exploring ideas, developing skills and growing in ways that last a lifetime. 6. Time won’t manage itself. College comes with freedom but use it wisely. Plan your week, lock study hours, prioritise rest. This is a fresh start, full of possibilities. 7. Learn how to manage digital distractions. In addition to the academic freedom, college life also comes with constant online noise. Learn when to disconnect. Set time limits for social media and don't look for validation there. 8. Build a habit of reflection. A few quiet minutes a day can build awareness. Journaling, walks, or just thinking counts. 9. You’re allowed to make mistakes. You will mess up, miss a class, say the wrong thing, choose something that doesn’t work out. That’s okay! Mistakes are part of learning, not signs of failure. What matters is how you bounce back, reflect, and grow. Be kind to yourself in the process. 10. Hold on to where you came from. When things feel shaky, remember your values, your roots, your family. They’ll guide you through more than any Google search or an app ever will. To every student entering this new phase: We believe in you. We see your strength, even if you don’t yet.

If I were creating a university today, it would look like this: 🎓A strong humanistic core the first year (and ideally the second). Students would engage deeply with the great books, but always through an interdisciplinary lens. Think: Plato’s Republic taught not just by a philosopher, but together with a historian and a political scientist who surface its ethical, political, and cultural dimensions. This year would include no specialization. All courses would be short modules, each requiring students to produce a rhetorical, argumentative, or creative piece by hand—literally. The foundation is analog so that students can explore big questions and discover their own voice without technological mediation. Rightly keeping the human at the center. 🎓Replace the credentialing model with four core focus areas. After the humanistic core, students would choose a developmental pathway by asking: “How do I want to contribute to society with my particular gifts?” The four pathways would be: - Economic Development - Creative Development - Scientific Development - Community Development Each exists not to manufacture mini-scholars in some theoretical domain but to cultivate the habits, methods, and practical judgment needed to build and sustain these areas of society. 🎓Keep humanistic formation tied to practical formation. Each year after the first would include one analog module for continued humanistic development. Students would keep a portfolio of “big questions” and their evolving answers, demonstrating how their values and intellectual growth inform their practical pursuits and the problems they want to work on. Great books with specific tie ins to their areas of focus would be the through line. This ensures the humanities remain at the center, permeating how students think about economics, art, science, and community—not as an add-on or distribution requirement, but as the moral and intellectual spine of the whole enterprise. 🎓Redefine what a university is for. The goal is not to secure a credential in a shrinking content silo. The goal is to equip thoughtful, virtuous, and capable people to contribute concretely to the world. True specialization (theoretical mastery of a discipline) comes in graduate school. The undergraduate years are for forming the person and cultivating discernment. Now, I think this places the proper telos of a university at the center while recognizing the need to equip people for the demands of the modern world. The humanities aren’t in conflict with job preparation or pitted against one another. They are the animus of a students contribution to the common good. Most important: it keeps education HUMAN while recognizing the need to learn skills and how to use tools that will be essential for future employment. A lot more to think through. Of course, this is not a comprehensive vision! P.S. I attempted to begin sketching this out visually but my 2 year old wanted to make her mark.

As colleges struggle to connect between school and work, advising usually gets written off. But new evidence from our study with Georgia State University National Institute for Student Success suggests the opposite: when done right, advising can shape long-term career outcomes. The Burning Glass Institute tracked the long-term careers of 23,000 Georgia State grads who had participated in a student success program, including proactive advising, and compared them with peers. Participants experienced stronger earnings outcomes, faster advancement into management, and greater alignment between their degree and their eventual career. And the effects were strongest for those who received multiple coordinated supports. Even more striking: Pell-eligible students who accessed multiple supports ultimately outperformed their non-Pell peers in career outcomes. Three broader implications stand out: 1. Advising only works when it is systematic. The Georgia State model pairs analytics with human intervention, using real-time data to identify when students are off track and trigger targeted support. The technology matters, but the staffing and institutional commitment matter just as much.   2. The real payoff is not just completion—it’s trajectory. Much of the conversation around student success focuses on graduation rates. But the more consequential question is what happens after the degree. When advising integrates academic pathways with career insight, it can influence how students translate education into opportunity.   3. The “school-to-work” problem may be partly an institutional design problem. If advising is treated as a marginal student service, its impact will be marginal. But when institutions treat it as infrastructure—connecting curriculum, skills, and career pathways—it becomes a powerful bridge between learning and labor markets. For a sector searching for ways to strengthen the college-to-career pipeline, this is an important reminder: Advising isn’t just about helping students graduate. At its best, it helps them navigate toward opportunity. You can find the report "Programs That Make a Difference" at: https://lnkd.in/dHK3b4pi Thank you to Burning Glass Institute colleagues Cecilia Joy Perez, Olivia Gunther, Daniel Sexton, Aditya R., and Carlo Salerno for their work on this report, as well as to our partners at Georgia State University’s National Institute for Student Success: Timothy M. Renick, Mackenzie DeForest, M.S, Benjamin Brandon, and Priscilla Moreno Bell, Ph.D. #education #careers #highereducation #collegesanduniversities

🌟 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