May 28, 2020

Responding to Students’ Needs During Crisis

In dealing with the pandemic and anticipating the return to normal life, post-secondary institutions must be completely focused on responding to their students’ needs.
Ross E O’Hara, Ph.D.
About
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5 min read
During a crisis, colleges must communicate strategically with students to make connections with necessary support resources
Student communications must lead with caring and provide students with a forum to share fears and anxieities
Students' mental health is of paramount concern during any local or national crisis

Students were abruptly sent home. Classes were rapidly converted to remote instruction. Fears and anxiety abound. Hopefully the spring of 2020 will be remembered as an aberration in the annals of higher education. Although there is much left to do to guide students through these rough waters, we must also take stock of what we’ve learned that could help colleges, faculty, and students weather the next storm, whatever it may be.

At Persistence Plus, we’ve learned a lot in the past month about supporting students and staff in crisis, and we’re thinking about how those lessons play into the larger story unfolding in higher education today. In that spirit, we want to share the steps we’ve taken to help others during COVID-19, so we can all be better prepared for the future. We’re also hearing from students every day about what they’re experiencing and how they keep going despite extreme circumstances. Students’ voices must be paramount in deciding the path we take from here, and I want to share some of their voices with you.

Read on to learn how Persistence Plus listened to our students and college partners to shift communications during the pandemic.

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From our experts

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Ross E O’Hara, Ph.D.

Chief Learning Officer

Dr. O'Hara is Chief Learning Officer at Persistence Plus, where he applies his expertise in behavioral science to develop scalable interventions that improve college student retention. He has developed motivational and empathetic messaging for college students for over 11 years, and he currently leads a Lumina Foundation-funded action research project on continuous enrollment in community colleges. Dr. O’Hara earned his Ph.D. in social psychology from Dartmouth College and completed post-doctoral fellowships at the University of Missouri and the University of Connecticut. His research has appeared in numerous peer-reviewed journals, including AERA Open and the Journal of Postsecondary Success, and he has contributed to Behavioral Scientist, the EvoLLLution, and EDUCAUSE Review, among others.

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