A Case for Caring: Humanizing the Student Experience (Part I)

As student-facing professionals in higher education, we have seen it. Likely, you have as well. A student begins the session very engaged, motivated, and productive. Then something happens. They drop off and do not respond to outreach. Or, they share their struggles with you—struggles that seem so insurmountable that they don’t think they can continue in their studies. With six decades of experience in higher education student services and teaching, we have encountered numerous students facing challenges, such as fear of being forced to return to their home country, homelessness, domestic abuse, physical and mental health issues, or increasing responsibilities at work or home—or any combination of these and other challenges.

 

Landscape of Student Struggles

It is no wonder students are feeling stressed, overwhelmed, depressed, anxious, and a host of other negative emotions. Research extensively documents the multifaceted challenges contributing to these experiences. According to a comprehensive study by Lipson et al. (2015), nearly 44% of college students reported symptoms of depression, with anxiety and academic stress being primary contributors.

Students may experience these negative emotions due to several interconnected factors: academic pressures, financial constraints, social isolation, and developmental transitions. Beard et al. (2014) highlighted that the first-year college experience is particularly challenging, with students navigating complex social environments, increased academic demands, and major shifts in their personal identity. A study by Green et al. (2022) revealed that academic workload, future career uncertainties, and financial concerns are significant stressors, with 87% of students reporting feeling overwhelmed by their responsibilities. 

Moreover, the COVID-19 pandemic has exacerbated these challenges, introducing additional layers of uncertainty and social disconnection. In our experience, even when students are not struggling with major life issues, they may be grappling with feelings of isolation, stress, and lack of belonging, especially early in their college career, that can negatively impact their academic performance and well-being. As believers in the humanistic approach to education, this matters to us because we see the negative impact on our individual students. We empathize with our students and want to support them, as humans, however we can.

 

Humanitarian and Strategic Perspectives

The struggles students face and the impact they have on their academic performance and persistence matter from both a humanitarian and strategic perspective. The economic implications of student mental health challenges are notable, with research demonstrating a direct correlation between student well-being and institutional sustainability. When students are unable to effectively engage with their studies due to mental health concerns, it adversely impacts retention, completion rates, and academic performance (Nair & Otaki, 2021). Likewise, Tinto’s seminal work on student retention (2012) emphasized that student engagement and emotional well-being are fundamental to academic persistence.

The financial implications are also substantial: Each student departure represents not only a lost tuition revenue stream but also introduces tremendous acquisition and onboarding costs for institutions. Kuh et al. (2019) estimated that the average cost of student attrition ranges from $10,000 to $40,000 per student, depending on the institutional context.

Moreover, persistent mental health challenges create a cascading effect, impacting classroom dynamics, institutional reputation, and long-term alumni engagement. By creating supportive academic environments, institutions can simultaneously address both ethical imperatives and strategic financial considerations.

 

Mental Health, Empathy, and Human Connections—Oh My!

In recent years, higher education has increasingly recognized the importance of viewing students as whole individuals rather than solely as recipients of information (Astin & Astin, 2000). This shift has been accelerated by global challenges like the COVID-19 pandemic, which highlighted the critical role of mental health, empathy, and human connection in student success (Kift et al., 2021). The traditional academic model often fails to accommodate students’ unique life circumstances, personal challenges, and identities (Noddings, 2005). Research demonstrates that institutions adopting a holistic student development approach see significant improvements in student retention, engagement, and overall well-being (Pelletier et al., 2023). As a result, we propose a different approach—building a culture of care within our institutions, specifically in the actions we take within our offices and classrooms. 

 

Defining Care 

Care can be defined simply as being attentive to the needs of another, and it does not have to be viewed as a task in addition to the myriad of other daily tasks we have as educators and administrators (Noddings, 2018). A culture of care can flow underneath all that we do to serve as a foundation for our daily interactions (Noddings, 2018).

In talking about how we define care, it is also important to point out what care is not. As we will demonstrate in the next section, care is not being friends, serving as a counselor to solve every problem, or getting too personal with students. Care is not saying “yes” all of the time, and care is not grade inflation. With intention, we can infuse all that we do for our students with care each day.

 

Culture of Care 

The pedagogy of care is an educational philosophy that emerges as a critical response to the increasingly depersonalized and performance-driven landscape of higher education. Rooted in humanistic values, it is a transformative approach that emphasizes compassion, empathy, and a profound commitment to holistic student well-being (Noddings, 2018). This approach fundamentally challenges traditional educational paradigms by encouraging faculty and administrators to see students not just as cognitive vessels or academic performers but as complex individuals with unique needs, intersecting challenges, and multifaceted aspirations (Rendón, 2009).

Examples of caring pedagogy practices include engaging in reciprocal and transpersonal caring relationships, creating safe, culturally responsive, and structurally accessible learning spaces, employing inclusive and strength-based teaching methods, and fostering environments where students can thrive and find meaning in their learning (Christopher et al., 2020). At its core, caring pedagogy underscores the belief that education is a profoundly human endeavor, one that must attend to the social, emotional, and relational dimensions of the learning experience (Park et al., 2023).

Research consistently demonstrates the profound impact of relational pedagogies on student success. When students feel seen, heard, and respected, they are significantly more likely to engage actively in their learning, develop a robust sense of belonging, and persist through academic challenges (Reibel, 2021). A care-centered approach goes beyond superficial support, actively working to reduce student anxiety, foster psychological resilience, and enhance overall mental well-being. By creating intentional spaces of connection and understanding, institutions can enable students to focus more deeply on their academic and personal growth (Chandra, 2021).

Critically, the pedagogy of care is not about compromising academic rigor or offering simplified alternatives. Instead, it represents a sophisticated educational strategy that meets students where they are while simultaneously challenging them to reach their fullest potential (Noddings, 2018). It recognizes that academic excellence and student support are not mutually exclusive, but rather deeply interconnected. By prioritizing relationship-building, practicing open and responsive communication, and implementing flexible, empathetic teaching practices, educators can create learning environments that are both intellectually demanding and emotionally supportive.

Palmer et al. (2010) argued that this approach transforms education from a transactional model of information transfer to a transformative experience of human development. In an era marked by increasing student mental health challenges, economic uncertainties, and rapid social changes, the pedagogy of care marks a strategic imperative for institutional effectiveness and student success.

 

Conclusion 

Recognizing and addressing the holistic needs of students is non-negotiable for higher education institutions. But how do we move from understanding the importance of care to embedding it into our everyday practices? In our article for Odyssey’s next issue, we will explore actionable strategies for creating a culture of care, highlighting practical examples of how faculty, staff, and administrators can humanize the student experience. The challenges students face will persist. However, as faculty and student services professionals, we have a unique opportunity to positively influence the students we serve, ultimately fostering learning environments where every student can thrive.

 

References

Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. W. K. Kellogg Foundation. https://www.naspa.org/images/uploads/kcs/slpkc_learning_reconsidered.pdf

Beard, C., Humberstone, B., & Clayton, B. (2014). Positive emotions: Passionate scholarship and student transformation. Teaching in Higher Education, 19(6), 630-643. https://doi.org/10.1080/13562517.2014.901950 

Chandra, S. (2021, June 28). 10 ways to build your students’ resilience and involvement. CampusGroups. https://blog.campusgroups.com/campusgroups/2021/5/25/strategies-to-build-student-resilience

Christopher, R., de Tantillo, L., & Watson, J. (2020). Academic caring pedagogy, presence, and Communitas in nursing education during the COVID-19 pandemic. Nursing Outlook, 68(6), 822-829. https://doi.org/10.1016/j.outlook.2020.08.006 

Green, J. G., Lipson, S. K., Budge, S. L., Karyotaki, E., Romeo, R., Clabaugh, A., & Liu, C. H. (2022). Academic stress and mental well-being in college students: A survey of United States students during the COVID-19 pandemic. Frontiers in Psychology, 13, 886344. https://doi.org/10.3389/fpsyg.2022.886344

Kift, S., Thomas, L., & Shah, M. (2021). Retention and success in the midst of a pandemic. In M. Shah, S. Kift, & L. Thomas. (Eds.), Student retention and success in higher education (pp. 295–333). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-80045-1_14 

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2019). Student success in college: Creating conditions that matter. Jossey-Bass.

Lipson, S. K., Zhou, S., Wagner, B., Beck, T., & Eisenberg, D. (2015). Major differences: Variations in undergraduate and graduate student mental health and treatment utilization across academic disciplines. Journal of College Student Psychotherapy, 30(1), 23–41. https://doi.org/10.1080/87568225.2016.1105657

Nair, B., & Otaki, F. (2021). Promoting university students’ mental health: A systematic literature review introducing the 4m-model of individual-level interventions. Frontiers in Public Health, 9, 699030. https://doi.org/10.3389/fpubh.2021.699030

Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. Teachers College Press.

Noddings, N. (2018). Philosophy of education (4th ed.). Routledge.

Palmer, P. J., Zajonc, A., & Scribner, M. (2010). The heart of higher education: A call to renewal. John Wiley and Sons.

Park, B.-Y., Campbell-Montalvo, R., Campbell, T., Cooke, H., Sidorova, O., Arnold, C., Chrysochoou, M., & Diplock, P. (2023). Applied environmental teaching using caring pedagogy is essential in educational disruptions. Research Issues in Contemporary Education, 8(1). https://par.nsf.gov/servlets/purl/10531371 

Pelletier, A., Robert, J., Arbino, N., Muscanell, N., McCormack, M., Reeves, J., McDonald, B., & Grajek, S. (2023). 2023 EDUCAUSE Horizon Report: Holistic student experience edition. EDUCAUSE. https://library.educause.edu/resources/2023/10/2023-educause-horizon-report-holistic-student-experience-edition

Reibel, A. R. (2021, September 23). Doing the invisible work: The value of relational pedagogy. All Things Assessment. https://allthingsassessment.info/2021/09/23/doing-the-invisible-work-the-value-of-relational-pedagogy/

Rendón, L. I. (2009). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Stylus Publishing, LLC.

Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.