17.1 Students At Risk

There are three notes that discuss students at risk. This general note and two specfic ones; one for grades and the other for mental health. They are related.



We have listened to instructors in the past who have said that they have no responsibility or obligation to consider the individual student and if they are at risk of failing or experiencing a mental health issue related to being a student. Nope, not their job.

We respectively disagree. Just like a professional Engineer is responsible to bring ethical and safety issues they become aware, or should be aware of, to the proper authority, we think that instructors and the institution bear some responsibility for monitoring and being aware of students at risk.

General thoughts...

• We are not their parents or guardians, however we are responsible for the process they are paying to be part of. This is a key distinction and when someone (individual or society) is paying us to do something, certain expectations and obligations exist. And, not just the morally high-ground ones (e.g., doing the right thing).
• For example, is the department aware during the term that a student is struggling in more than one course and might fail multiple courses and be forced to withdraw?
• Does an individual instructor know that a student is even struggling? Do they watch for engagement and think about interventions or are they willing to let Darwinian theory do its work and cull the crop? We have to remember that students are people and deserve to be treated better than just a number or bum-in-seat.
• Does an instructor know that the student struggling in their class is also struggling in other classes in the same term, or perhaps in the previous term? Is the student on a watch list for potential academic meltdown?
• What tools exist within the course assessment design, or perhaps an online learning environment that will provide some clues or early warning indicators of a student going off the rails?
• It is not possible for an instructor to dedicate every hour of the day for teaching and student management (which this is), but it is reasonable in our opinion to spend 1-2 hours each week reviewing the class performance and engagement.
• Student privacy is of course a conern, but it is also true that they are in a program within the department and most instructors have access to marks and grade information. It is not unreasonable to imagine a short meeting of the instructors part way through the term to discuss term progress and identify possible students who need extra care and feeding (e.g., directing to counselling, accessibility). It might be also possible for the instructors to work out a recovery program for a student. This is in the spirit of reformative justice vs. punative processes.
• If there are no general, appropriate settings in which to raise a question, it might be possible to work through the Associate Chair, and have the AC check with other instructors; how is xxx doing?

Further reading

• Walker, B., Cheney, D., Scott, S., Blum, C., R.H. Horner (2005). Schoolwide Screening and Positive Behavior Supports: Identifying and Supporting Students at Risk for School Failure. Journal of positive behavior interventions, 7, 4, pp. 194-204.