In addition to improving your tutorial ‘technique’, it is helpful to think ahead about the kinds of concerns that students are most likely to present so you can have relevant suggestions and contact details ready. These fall into a number of basic categories:

Problems with academic work

• Worries about course choice.  It is very common for new students to wonder if they are on the right course. This may be related to other anxieties and will be overcome as they gradually settle down generally; you can help students best by enabling them to deal with the kinds of concerns outlined below. However, in some cases, it may be necessary for them to review their course choice. Careers Service staff can be very helpful here in offering unbiased advice and a chance to talk through the issues. Contact details can be found on the Student Services website.
• Difficulties with particular modules. Encourage the student to discuss this with the module leader first.  However, if they are reluctant to do so for any reason, you can talk through any general issues with them, but be careful not to invite criticism of professional colleagues. Instead, help them to identify the underlying problem (e.g. inappropriate module choice, specific academic difficulty, personality clash with staff or students…) and to explore possible solutions for themselves, as this will help them to cope better in future.
• Difficulties with general academic skills, such as writing essays or coping with examinations.  The university offers a number of face to face services and online resources to support most aspects of university study; these are available for all students. You can find links to these on the Helping Students to Learn page.  These generic resources are intended to complement rather than replace course-specific guidance on academic study which is often integrated into first year modules or the written advice in course handbooks.
• Time management is another common problem, particularly during the first year. Students who have been used to reminders from parents or teachers at every stage of A-level coursework can find it hard to manage multiple deadlines on their own. Help them to draw up a sensible work-plan at the beginning of every term, but avoid taking on a ‘parental’ role or nagging them about this – they need to learn how to take responsibility for themselves.  Resources on time management and organisation can also be found on Resources to use with students page.
• Problems with other students may arise from group projects, which can easily spark personality conflicts. Avoid taking sides, but help them to work towards a compromise. As with other transferable skills, the ability to work well in groups requires practice and some support.
• Dyslexia or other specific learning difficulty. If you suspect this is the cause of academic difficulties, do encourage the student to contact the Disability & Dyslexia Team for an expert assessment, as they may be entitled to additional support and specialist tuition. You can find more information and links on the Success for All page

Keep a note of any recurrent concerns, and consider building some subject-related ‘study skills’ development into first year modules, or running free-standing sessions with other tutors.

Personal problems

If you have built up a good relationship, it is quite natural that students will see you as their first port of call if they have any personal problems. Nevertheless, it is important to be aware of the professional support offered by Student Services and other specialist agencies and the role of Student Support and Guidance Tutors in signposting this.  Although you should expect to give advice on academic matters, do NOT attempt to take on the role of a personal counsellor.

When a student comes to you with a serious medical, financial or other personal problem, listen sensitively to what they are telling you, but avoid the temptation to offer well intentioned but amateur advice.  Instead use open questions to help the student clarify the issues in their own mind, and encourage them to make contact with the SSGT and/or Student Services, who will refer them to an appropriate specialist if necessary.   Keep the relevant contact details easily available for reference.

Where personal or health issues may impact on academic assessments, be aware of university procedures for Mitigating Circumstances appeals.(Please note that the Mitigating Circumstances process will be transferred to a single office for the start of academic year 2021/22 and will become known as ‘Additional Consideration’. For further details of approved process changes please see Academic Board paper. A series of briefings will take place in the new academic year.)

See also Specialist Advice and Referrals

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