The following examples provide guidance and support for teachers by outlining potential situations they might encounter with their students and offering strategies to address them effectively.
Scenario one
James, a second-year undergraduate student, approaches you after their lecture to discuss the challenges they are facing due to a flare-up in their longstanding anxiety disorder. James is finding it difficult to attend all their lectures consistently and to concentrate fully during the lectures they do attend. What advice would you give James?
Key points to address:
- Ensure an open and empathetic dialogue with the student and what their needs might be and invite James to book an office hour with you to discuss in more detail.
- Refer and provide the student with information of the appropriate support services and academic mentor if they haven't already sought help.
- Offer reasonable flexible options such as access to lecture recordings and adjusted deadlines.
- Maintain regular communication with James.
Scenario two
Leyla is in their third year of undergraduate studies. They book an office hour with you as their class teacher to discuss the difficulties they are facing due to a chronic medical condition. Leyla explains that their symptoms are particularly severe in the morning, making it nearly impossible for them to attend any morning classes.
This medical condition has been a longstanding issue, but recent exacerbations have made managing their academic responsibilities increasingly challenging. Leyla has already discussed their symptoms with the Departmental Senior Student Advisor who has provided her with advice about the relevant services and processes.
Key points to address:
- Ensure an open and empathetic dialogue with the student about their challenges and what their needs might be.
- Encourage the student to discuss this with their academic mentor.
- Seek permission from the student to discuss with the course convenor and/or academic mentor.
- Offer reasonable flexible learning options such as access to lecture recordings and the possibility of adjusted deadlines after discussing with the course convenor or Head of Department.
Scenario three
A postgraduate student, Taylor, has approached you as their academic mentor to discuss the intense anxiety they experience related to participating in class discussions. Taylor explains that anxiety is so overwhelming that it prevents them from speaking up during lectures or group activities, which is affecting their academic performance and participation grades. Taylor has not seen a doctor, nor have they been in touch with the Student Wellbeing Services.
Key points to address:
- Ensure an open and empathetic dialogue with the student about their challenges and what their needs might be.
- Refer and provide the student with information of the appropriate support services if they haven't already sought help.
- Reach out to the class teacher/course convenor to discuss and options for alternative methods of participation in line with the intended learning outcomes of the course such as:
- Allowing Taylor to submit written responses or reflections instead of speaking up during class.
- Providing opportunities for Taylor to participate in smaller group settings or one-on-one discussions with the instructor.
- Utilising online tools such as Menti where Taylor can contribute at their own pace without the pressure of speaking in front of peers.
Scenario four
A course you lead has an assigned group presentation as the summative assessment. A student, Dina, has requested an adjustment to work alone due to severe anxiety that makes group work challenging. She has previously had adjustments put in place.
Key points to address:
- Ensure an open and empathetic dialogue with the student about their challenges and what their needs might be.
- Refer and provide the student with information about the appropriate support services available at LSE.
- Offer alternative participation methods: Given the severity of Dina’s anxiety, you could work with Dina to create a participation plan that reasonably accommodates their needs. The plan may include:
- Allowing Dina to complete the presentation individually rather than in a group.
- Providing options for Dina to present in a smaller setting, such as to the teacher alone or in a recorded format.
- Utilising written or multimedia presentation methods where Dina can demonstrate their understanding without the pressure of public speaking.