Supporting Student Success

Students, here’s a challenge for you: Introduce yourself to all your professors on week 1 (You can do this right after class or via email.) Keep it simple. Share a short intro, why you're excited for their course, and what you hope to learn. For some of you this comes naturally. For others it will take some guts. But here's why you should do it: Your professors can be a life-changing asset to you. They can provide: • Advice • Resources • Connections • Recommendations • Support in the course But... to really help you, they need to know who you are. • Your path • Your drive • Your goals And so on. To help them get to know you, you need to put yourself in situations where they can learn about you. Starting with an introduction on week 1. But don't leave it at that. Keep strengthening the connection throughout the semester. • Attend office hours • Participate in classroom convos • Ask thoughtful questions after class • Share your perspectives where relevant Do this and they'll get to know and understand you. Which makes it easier for them to help you. Just imagine you had two professors last semester: • One who you barely spoke to during the semester • One who you had regular, meaningful interactions with Which one would be able to write a stronger letter of recommendation for you? Which one would be able to give you more personalized advice? Which one would be likelier to make introductions on your behalf? Easy answer. So get those introductions out of the way on week 1. — PS. I've taught over 2,000 college students, and easily remember the ones who made an effort to build a connection while in my class. And I still help many of them in various ways, years after they took my class. They made the effort to build a connection. So I make the effort to support them whenever I can.

Scaffolding techniques are vital for supporting students with learning disabilities, as they provide structured, personalized pathways to understanding while honoring each learner’s unique needs. For students with dyslexia, tools like phonemic awareness activities, color-coded texts, and audio books can reinforce decoding and comprehension, allowing them to engage with content without being hindered by reading challenges. Those with dyscalculia benefit from hands-on manipulatives, visual models, and real-life math applications that make abstract concepts more concrete and accessible. Students with dysgraphia thrive when given graphic organizers, typing options, and chunked writing tasks that reduce cognitive overload and promote expression. For learners with ADHD, scaffolding might include clear routines, visual schedules, movement breaks, and task segmentation to maintain focus and reduce impulsivity. Meanwhile, students with auditory processing disorders need multimodal instruction such as written directions, visual supports, and opportunities for repetition to fully grasp spoken information. These scaffolds not only enhance student confidence and independence but also help teachers create inclusive environments where every learner can flourish. #AccessibleEducation

What defines a good #mentor?   I often hear from #PhD students and #postdocs who are disappointed with their #advisor. They feel like their advisor doesn’t care about their success.   Don’t get me wrong: there are some people who should not mentor students. (Topic for another day … it’s too depressing for today.)   I don’t think there’s one definition of an ideal advisor, because each person needs something different in a mentor. 👀 Some students feel like they need constant guidance. They don’t know how to be independent and need help to spread their wings. ☄️ Other students are independent from the start and forget that they have an advisor. They need help understanding that research is made better when we have supportive critics and help from someone deeply knowledgeable in the field.   There’s also not one list of ALL the things an advisor does (should do?) for her students. I think our main roles are: 👩🏻🎓 Keep a student on track to meet their goals. Help them identify milestones, hold them accountable for deliverables, assist in getting over speedbumps. 🦠 Facilitate access to resources. Whether it’s lab supplies, equipment time, data access, professional development, I don’t want my students worrying about resources. 🏁 Help them grow as independent scholars. I try to give my students a lot of freedom, but with that the advisor needs to have patience and believe in their students’ abilities. 👩🏻🏫 Provide honest feedback and a supportive environment in which to receive that feedback. I’m not doing my students any favors by telling them a manuscript is fine and then rewriting it behind their backs.   Sometimes even the most enthusiastic advisor struggles to do these things. But let’s assume that the advisor is well-intentioned and needs a little help to help.   When an early career scientist tells me their mentor isn’t what they expected, it’s often a lack of communication and of setting expectations that leads to this disappointment. 💁🏻♀️ So I ask them: what’s your role in creating your mentoring relationship? 🤦🏻♀️ Usually, they give me a stunned look: You mean I should DO something?   Yes. You should be proactive. Not all mentors are tuned into your expectations but are actually quite willing to help once they’ve been explicitly told what you need.   How do you build a good relationship with your mentor? 💬 Talk to each other. Honestly. Openly. ⭐️  Be clear about what you each hope to achieve both with this relationship and your career. Ask how the advisor feels that they can help you. This is two-way conversation: it isn’t about demanding things. 🙌 Ask your advisor what’s important to them. When we work towards a common goal, we’re more motivated to succeed than when we feel like adversaries. ⏰ Have frequent conversations. You wouldn’t call someone you just met your best friend; why would you expect to have a strong mentoring relationship immediately?

I used to struggle connecting with my students. I knew that was the most important part of my job. So I found a better way. I hope you find it as useful as I did. It's the R.E.L.A.T.E framework. Don't skip any step. It's a package deal. R - Recognize individuality Every student is different. Notice their strengths, weaknesses, and interests. If you don't understand them, you can't reach them. E - Empathize with them What might they be experiencing? Don't just assume. Dig and find out. Teaching isn't just about academics. L - Listen to them Find out what they're going through. Understand why they might be disengaged. When you care you become someone they trust. A - Affirm their feelings Identify their concerns. Explain why their feelings are valid. Make sure they see you understand them. A few moments can make them feel seen and respected. T - Teach human skills It's not all about academics. Teach them empathy, responsibility, resilience. Validate their need to learn these skills. This helps them trust your guidance. E - Ensure regular feedback Address any concerns they have about their performance. Provide constructive feedback (hint: use AI). Encourage them to do better. When students see you put in effort They will reciprocate. This framework has been a game-changer for me. I hope it does the same for you.

Student Support is a functioning consciousness with the greatest needs of our young people as its axis. Here are eight pieces of advice for educators, who are preparing for our young people to return. 1️⃣ Even if you have anxiety about being back from summer break/vacation… our most vulnerable won’t see a real one until their late 20’s. Don’t assume that they are well rested but also bring some of that well rested energy to the table. For many kids the highlight of their summer may be coming back to school. 2️⃣ If you struggle with making your office space or classroom culturally responsive, start the year by making it responsive for you. Your space should make young people be curious about your lived experiences. Tell them who you are well before the true relationship building happens. Then as you grow together the space should be reflective of many experiences and cultures. 3️⃣ Master one relationship building skill really really damn well. Either it’s the greet, or dap at the door or the restorative exercise. Be known for being someone who is warm to the complexity of a young person. 4️⃣ Utilize essential questions. “How can this be used in the real world?” Or “Where does this live in your world?” No wrong answers here. 5️⃣ Do something unpredictable but fun and unique. Young people love feeling special. One time I brought yoga mats into a class room and we all laid on the floor facing the ceiling talking about Marxism, Capitalism, Socialism and Communism and ended with the young people wanting their own ���ism” 6️⃣ Send a note home to parents. “My name is Cory McCarthy. My fav show is greys anatomy, my pet peeve is folks who rush to get off planes instead of waiting their turn and I got into education because I want to make the world bigger for your child. My fav fruit is papaya. 7️⃣ Remember, just because they don’t do our work or take directives… doesn’t make them crappy kids. If you care about that fine line where delivery meets message the kids will respond in turn with the same. 8️⃣ Understand you have one young person, but three relationships to build. 1. The young person 2. Their parents. 3. The person that brings them joy or make them feel that anything is possible. 2 & 3 can be the same but as they grow so does their network of trusted humans. Be one of them. None of this is easy, but the greatest relationship building tutors are our young people.

Special Education Teachers, General Education Teachers and CST Members please hear me out: We are responsible for preparing students for life AFTER school! One of my students has been assigned a scribe for years. He has Dysgraphia — and also struggles with articulation, which makes speech-to-text tools inaccessible. How is a scribe preparing him for life after school? Here’s what’s even more troubling: 🔺 No Assistive Technology Evaluation has ever been conducted. 🔺 No structured writing intervention is in place. 🔺 The student is entirely dependent on someone else to record his ideas. 𝑯𝒊𝒔 𝒅𝒊𝒔𝒕𝒓𝒊𝒄𝒕 𝒊𝒔 𝒇𝒂𝒊𝒍𝒊𝒏𝒈 𝒉𝒊𝒎. A scribe can be a temporary support, but when used indefinitely — without a plan to build skills or explore appropriate tools — it becomes a barrier to independence. This reminds me of the recent landmark case where a student with Dyslexia graduated top of his class not being able to read. He was provided accommodations WITHOUT remedial instruction. Students with Dysgraphia need: ✅ Comprehensive AT evaluations (required by IDEA when appropriate) ✅ Tools that match their profile — like keyboarding instruction, word prediction, or symbol-supported writing ✅ Explicit, structured instruction in written expression ✅ A clear plan for reducing adult dependence over time Using a scribe as the only strategy — year after year — sends a damaging message: You can’t do this yourself. But with the right tools and instruction, he can. 𝑳𝒆𝒕’𝒔 𝒔𝒕𝒐𝒑 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒆𝒂𝒔𝒚 𝒂𝒏𝒅 𝒔𝒕𝒂𝒓𝒕 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒓𝒊𝒈𝒉𝒕.

✨How OTs Help with Dyslexia✨ In occupational therapy, we play a crucial role in supporting individuals with dyslexia, a learning disorder that affects reading, writing, and spelling abilities. Our approach focuses on enhancing specific skills and strategies tailored to each person's needs. By employing innovative techniques and personalized interventions, we aim to improve reading comprehension, writing fluency, and overall academic performance. Our goal is to empower individuals with dyslexia to navigate their challenges more effectively and achieve academic success and confidence in their abilities. 1. Visual Perception Training: 🌻 Enhances visual discrimination and recognition skills. 🌻 Improves eye-tracking and scanning abilities. 2. Sensory Integration Techniques: 🌻 Uses sensory activities to enhance learning experiences. 🌻 Addresses sensory processing difficulties affecting reading and writing. 3. Fine Motor Skill Development: 🌻 Improves handwriting fluency and legibility. 🌻 Enhances fine motor control for better manipulation of writing tools. 4. Auditory Processing Strategies: 🌻 Develops auditory discrimination and comprehension skills. 🌻 Implements auditory processing exercises to improve phonological awareness. 5. Cognitive Training: 🌻 Enhances memory and executive functioning skills. 🌻 Implements strategies for organizing thoughts and information. 6. Multisensory Approaches: 🌻 Integrates multiple senses to reinforce learning. 🌻 Uses tactile, auditory, and visual modalities simultaneously. 7. Environmental Modifications: 🌻 Creates dyslexia-friendly learning environments. 🌻 Reduces distractions and enhances focus during tasks. 8. Assistive Technology Utilization: 🌻 Introduces tools like text-to-speech software for reading support. 🌻 Utilizes speech-to-text tools for writing tasks. 9. Self-Regulation Techniques: 🌻 Teaches self-monitoring and self-regulation strategies. 🌻 Improves attention and reduces anxiety during learning tasks. Occupational Therapists play a crucial role in supporting individuals with dyslexia through a holistic approach that addresses various challenges associated with the condition. By focusing on enhancing visual, auditory, and sensory processing skills, improving fine motor abilities, and implementing tailored strategies,  OTs empower dyslexic individuals to overcome academic barriers and succeed in their educational journey. Through collaboration with educators, parents, and utilizing assistive technologies, OTs foster an inclusive learning environment where dyslexic individuals can thrive and achieve their full potential. #OccupationalTherapy #OccupationalTherapist #WhyOT #OTMatters #OT #OTR #OTD

✏️ How to Support Children with Language-Based Learning Disabilities (LBLD) 🔎 What it Means A language-based learning disability doesn’t mean a child isn’t smart. It means their brain processes spoken and written language differently, which can affect: - Reading (decoding, fluency, comprehension) - Writing (spelling, organizing ideas, grammar) - Listening (understanding directions, remembering verbal information) - Speaking (finding words, expressing ideas clearly) 💡 What It Looks Like in the Classroom - Struggles to sound out or recognize words - Trouble remembering instructions unless repeated or written down - Difficulty expressing thoughts in complete sentences or paragraphs - Writing that’s short, choppy, or full of spelling errors - Avoidance of reading or writing tasks due to frustration 📚 How to Teach & Support ✅ Multisensory instruction (pairing visuals, movement, and sound—like tracing letters while saying sounds aloud) ✅ Chunking instructions into small, clear steps with visual aids ✅ Pre-teaching vocabulary before lessons ✅ Allowing extra processing time for responses ✅ Using assistive technology (audiobooks, speech-to-text, graphic organizers) ✅ Encouraging strengths in problem-solving, creativity, and oral expression 👩🏫 Children with LBLD thrive when instruction is explicit, systematic, and compassionate. They learn best when strategies are repeated, reinforced, and delivered in ways that engage multiple senses. ✨ With the right supports, these students can unlock their potential and build confidence in their learning.

College can be a great fit for neurodivergent students - with the right support. As more high school students with learning differences prepare for college, families are often asking: Where will my student be supported and thrive? Fortunately, there are more neurodiversity-friendly options than ever before. These include: ✅ Four-year colleges with autism support programs ✅ Colleges specifically for students with learning differences ✅ Robust learning support services for students with ADHD, dyslexia, and other diagnoses Some programs focus on academics and executive functioning. Others also provide social coaching, peer support, or life skills development—which can make a real difference for students who need support in these area. Not sure where to start? We help families assess college readiness, identify the best-fit schools, and complete applications with confidence. 🎥 Watch a quick video tutorial on how to explore our curated database of neurodiversity-friendly colleges: https://lnkd.in/gPNsSipA 🎥 Or check out our expert panel discussion: Spectrum of Support: Q&A with College Programs for Neurodivergent Students https://lnkd.in/gRMKZyAD We’re also familiar with a wide range of resources- including gap year options, scholarships, and executive functioning coaching. Check out our website for more resources here! https://lnkd.in/eqGBAa9 💬 Know a program we should add to our list? Let us know! #CollegeWithSupport #AutismInCollege #ADHDSupport #DyslexiaAwareness #LearningDifferences #CollegeBoundNeurodivergent #InclusiveEducation #CollegePlanningHelp #TopCollegeConsultants