Supporting Transitions for Students

Universities and colleges put enormous effort into welcoming new students. Orientation weeks are colourful, busy, and full of opportunities to connect, but research shows that the sense of belonging students gain in those early days often fades as the semester progresses. The challenge, and opportunity, is for practitioners to design approaches that sustain belonging beyond the first few weeks. A recent study (International Journal of Qualitative Studies on Health and Well-being, October 2024) examined how students navigate educational transitions and highlighted the importance of realistic preparation, sustained connection, and the role of educators in shaping belonging. Drawing on the study, here are five domains to guide practice: 1️⃣ Prepare by setting realistic expectations. Too often, students arrive with glossy images of university life, only to feel blindsided by the pace, workload, or challenges of forming new friendships. Providing honest, balanced information before arrival helps normalise difficulty and reduce the shock of transition. Examples could include current student or alumni-led Q&A sessions, “What I wish I’d known” videos and resources.   2️⃣ Connect by creating micro-moments not just big events. Large welcome events can spark initial excitement, but belonging is sustained through everyday micro-connections - someone to sit with in class, a lecturer remembering your name, a peer inviting you to coffee. Encourage tutors to use ice breakers beyond week one, support student leaders to facilitate ongoing low-barrier activities that foster peer and staff connection like weekly walks or shared study sessions. 3️⃣ Empower educations as ‘belonging builders.’ The research reinforces that educators play a critical role in student wellbeing. Approachability, empathy, and inclusivity from teaching staff often matter as much as peer friendships. Small practices like checking in, learning names, or acknowledging diverse perspectives can have outsized impact. 4️⃣ Integrate by addressing compounding transitions. Academic demands, social shifts, housing changes, and wellbeing challenges often overlap. Students rarely experience these in isolation, and when combined, they intensify stress and risk of disengagement. Consider integrated and holistic advising models where academic, wellbeing, and housing staff collaborate to support students. 5️⃣ Monitor, recognising loneliness as an early signal Finally, loneliness is often the first indicator of deeper wellbeing issues. Monitoring connection levels can provide an early warning system for support. Use pulse surveys, quick check-ins in tutorials, or digital tools to flag students at risk of isolation, paired with clear referral and early intervention pathways (e.g., peer connectors, student mentors, proactive outreach). 🔗 Read the full study: https://lnkd.in/gjvUH6sa

I’ve lived the student struggle. Now, I teach institutions how to do better. As a first-gen college graduate, I’ve been there, navigating the transition from college to the job market without clear guidance. It was overwhelming, isolating, and filled with endless self-doubt. I remember feeling like I was alone in the struggle, unsure of where to turn or who would understand. But here’s the thing: Students don’t need to feel this way. Institutions have the power to make these transitions smoother, more empowering, and less uncertain. Here’s how: ✅ 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗽𝗲𝗿𝘀𝗽𝗲𝗰𝘁𝗶𝘃𝗲. When I was a student, all I wanted was to feel seen and heard. Institutions can make a huge difference by: → Listening to their experiences. → Creating safe spaces where students can share openly. → Acknowledging their unique challenges, especially for first-gen and underserved students. ✅ 𝗣𝗿𝗼𝘃𝗶𝗱𝗲 𝘁𝗮𝗶𝗹𝗼𝗿𝗲𝗱 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. One-size-fits-all advice doesn’t cut it. Personalization is key: → Offer personalized career coaching that speaks to their specific goals. → Connect students with mentors who truly understand their journey. → Create opportunities for career exploration that align with their passions, not just their degrees. ✅ 𝗙𝗼𝘀𝘁𝗲𝗿 𝗮 𝗴𝗿𝗼𝘄𝘁𝗵 𝗺𝗶𝗻𝗱𝘀𝗲𝘁. Life is full of challenges, but it's also about resilience and growth. Here’s what students need to keep pushing forward: → Teach them to see challenges as opportunities, not roadblocks. → Host workshops on resilience, confidence, and leadership. → Celebrate their wins—big or small—to keep them motivated and remind them how far they’ve come. When institutions step up, students thrive. They don’t just survive—they excel. They feel seen, supported, and empowered with clarity. It's not just about preparing students for careers—it’s about equipping them with the tools needed to navigate today's uncertain job market. What’s one way your institution supports students during transitions? 👉 Let’s share ideas to make a bigger impact! PS. My 2025 College + University Speaking Tour Continues! Today, I’ll be at Felician University and Georgian Court University guiding students on leveraging their strengths to develop their career paths and craft their personal mission statements.

The gradual release model, developed by Pearson and Gallagher in 1983 is a transformative instructional approach that nurtures student independence while reinforcing comprehension. Rooted in scaffolding, it begins with direct teacher-led instruction, transitions into guided collaboration, and ultimately empowers learners to apply concepts independently. This intentional progression ensures students build confidence, deepen their understanding, and take ownership of their learning journey. Lesson Plan Examples Using the Gradual Release Model: 1️⃣ Reading Comprehension : Main Idea & Details - I Do: The teacher models identifying the main idea in a passage, highlighting key details. - We Do: Students work in pairs to analyze a new passage, discussing their findings. - You Do: Students independently read a text and summarize the main idea with supporting details. 2️⃣ Writing (Narrative Structure) - I Do: The teacher walks through a story outline, explaining key elements like character, setting, and plot. - We Do: Students brainstorm and co-write a short paragraph, exchanging feedback. - You Do: Each student crafts their own story, applying the structure independently. 3️⃣ Math (Word Problems) - I Do: The teacher models solving a multi-step word problem, verbalizing reasoning. - We Do: Students collaborate to solve similar problems, checking each step together. - You Do: Students attempt word problems independently, using strategic scaffolding as needed. Best Practices for Implementing the Gradual Release Model: ✅ Use clear modeling ensure teacher demonstrations explicitly show thought processes. ✅ Facilitate interactive collaboration engage students in peer discussions and guided practice. ✅ Provide timely feedback adjust support based on student needs and misconceptions. ✅ Balance structured guidance with autonomy gradually reduce teacher-led instruction while increasing student agency. ✅ Encourage metacognition help students articulate why they made certain choices. By systematically easing students into independent learning, the gradual release model not only strengthens their comprehension but empowers them to take ownership of their growth.

I am bewildered that this is not on the front page of every media outlet. Why would Australia turn away from a $22 Bill oppportunity? Two new reports from Learning Creates Australia reveal just how much potential our current education system leaves on the table by focusing too narrowly on traditional academic achievement: 💡 $22Bill in future value is within reach if we commit to improving social & emotional skills in every Australian child. That’s the net present value added to our national economy through better earnings, productivity & workforce participation over coming decades. 💡For every $1 invested in building these capabilities, Australia could see a return of $4. 💡Beyond the numbers lies a compelling human story: tackling disengagement, boosting wellbeing & genuinely preparing all young people for a thriving, adaptable future. Report 1: The Economics of More Capable Young People This first report exposes the myth that “soft skills” are a luxury. In reality: - Social and emotional skills such as emotional regulation, resilience, teamwork & collaboration are increasingly rewarded in the modern economy. - Meta-analyses of school-based social & emotional learning (SEL) programs show significant and lasting gains: - Improved attention, behaviour, academic outcomes. - Boosted adult earnings, higher status jobs & better health in later life. - Priority equity groups,students from disadvantaged backgrounds,stand to benefit most from investments in social & emotional learning. Report 2: The Economics of Improving Transitions Shifting how we recognise learning, beyond just ATAR and test scores can deliver: - Up to $27,200 extra/year for individual young people, especially those facing the greatest barriers. - System-wide benefits: $2.1 to $5Bill higher GDP annually thanks to better job matches, faster transitions from education to work & a more skilled workforce. - Real world stories show broader recognition drives school engagement, reduces suspensions, and increases students’ optimism & prospects. 🔥 TAKE ACTION 🔥 ✅️ Integrate, don’t isolate. Academic skills & broader capabilities must be developed together. Australia’s education debates need to move past either/or thinking. ✅️ Prioritise equity. The most transformative impact is seen for students who start with the least advantage. Systemic recognition of diverse skills can level the playing field. ✅️ Invest in schools & teachers.Strong implementation through explicit SEL teaching, whole school strategies & professional learning is critical for impact. ✅️ Redefine success. Universities & employers are already shifting what they value. Education policy must catch up, not just for economic reasons but for national wellbeing & cohesion. By recognising & building young people's academic, social & emotional capabilities, Australia can unlock transformative gains for individuals, communities & the economy. The $22 billion opportunity is real, and so is the urgency.

* Building Relationships: Take the time to get to know students individually. Learn about their interests, hobbies, and what motivates them. For example, a teacher might start the year with a survey asking students about their favorite things or spend a few minutes each day chatting with individual students about their lives outside of school. * Showing Empathy and Understanding: Recognize that students' behavior is often a reflection of their experiences and challenges. Be patient and understanding, and try to see things from their perspective. For example, if a student is consistently late to class, a teacher might ask them privately if everything is okay at home rather than immediately punishing them. * Creating a Safe and Supportive Classroom: Establish a classroom environment where students feel safe to take risks, make mistakes, and express themselves. This can be achieved through clear expectations, consistent routines, and a focus on positive reinforcement. For example, a teacher might create a classroom agreement with students outlining expectations for behavior and communication. * Providing Opportunities for Success: Offer students opportunities to shine and experience success, regardless of their academic abilities. This can be achieved through differentiated instruction, flexible grouping, and a focus on individual growth. For example, a teacher might allow students to choose their own projects or assignments based on their interests and strengths. * Celebrating Diversity: Create a classroom environment where diversity is celebrated and all students feel valued and respected. This can be achieved through inclusive curriculum, culturally responsive teaching practices, and opportunities for students to share their unique perspectives. For example, a teacher might incorporate diverse texts and perspectives into their lessons or invite guest speakers from different cultural backgrounds. * Using Positive Language and Reinforcement: Focus on praising effort and progress rather than just achievement. Use positive language to encourage students and build their confidence. For example, instead of saying "That's wrong," a teacher might say "That's a good start, let's try it this way." * Being a Role Model: Model the behaviors and attitudes you want to see in your students. Be respectful, compassionate, and enthusiastic about learning. For example, a teacher might share their own struggles and successes with students to show them that it's okay to make mistakes and that learning is a lifelong process.

Having had the privilege of visiting and working with many schools across the GCC and in particular in the UAE, I share below some of the common features I have observed of effective and inclusive schools. The starting point is an inclusive vision and coherent policy development related to the vision. The vision is usually underpinned by a common language, clearly understood by all stakeholders. The admission, teaching & learning, assessment, well-being, and curriculum policies clearly promote inclusive practices. In the most inclusive schools , there are leaders at all levels, including students, who consistently promote inclusivity and work collaboratively to address and remove barriers to learning. There is always regular professional development, that effectively focuses on improving outcomes for all groups of students. Leaders and teachers use data effectively to support all groups of students as well as appropriately. Teaching and learning assistants strongly promote independance and effectively supported and trained The curriculum is adapted well to meet diverse learning needs. This includes modifying content, processes, resources, and learning environments to facilitate access for all students Schools design the lessons to provide multiple means of engagement, representation, and expression. The lessons are not text or teacher dependent, and students have choice and agency when using technology Co-teaching models are often utilised so that general and special education teachers work together in the classroom to support all students. parents and families are equal partners in the educational process, providing them with resources and support to help their children succeed. Regular assessments that are contextual are : conducted regularly and adapted to meet the needs of the student progress and adjust teaching strategies as necessary. In the most effective and inclusive schools, they develop clear, concise IEPs that set goals tailored to individual needs and they are regularly reviewed. The goals are challenging, not repetative and detail strategies to secure success.. Fully inclusive schools create a common and positive language with reference to inclusion. Schools ensure that all students have access to extracurricular activities and that they are designed in a way that enables different groups of students to express their talents in different ways Schools utilise online resources and platforms that cater to various learning styles and needs and they use assistive technology well In effective, inclusive schools regularly seek feedback from students, parents, and staff to identify areas for improvement to inclusive practices. Effective inclusive schools have established professional learning communities where educators can share experiences and strategies related to inclusion.

Headteachers and senior leaders should respond to this by recognising that inclusion is not an initiative to delegate, but a culture to lead. If inclusion is “a culture, not a room,” then it cannot sit solely with the SENCo, pastoral team, or a single department. Leaders must model it visibly and consistently. That means embedding inclusive values into behaviour policies, curriculum design, CPD, performance management, and daily decision-making. Inclusion should shape how timetables are built, how resources are allocated, how staff are supported, and how success is defined. Senior leaders must also take responsibility for regulation at the top. “Regulate the adult before the child” challenges leaders to ensure that staff feel safe, supported, and emotionally equipped. A dysregulated system cannot produce regulated classrooms. Leaders should prioritise staff wellbeing, reflective practice, and trauma-informed approaches so that calm, relational responses become the norm. The message that “regulation is a right, not a reward” calls for policies that guarantee access to support without children having to earn it through compliance. Headteachers should review behaviour and inclusion systems to ensure that adjustments, safe spaces, and relational repair are proactive rather than reactive or conditional. The principle that “fair is not equal” requires courageous leadership. Leaders must be prepared to explain to staff, governors, and parents why equity sometimes looks different for different children. Resource distribution should be needs-led, not uniform. Finally, if safety is the prerequisite for learning, then leaders must audit their school culture through that lens. Do children feel emotionally and relationally safe? Do staff? Inclusion begins with belonging. In short, headteachers and senior leaders should respond by owning inclusion as a core leadership responsibility — modelling it, resourcing it, protecting it, and ensuring it permeates every layer of school life. #InclusiveLeadership #InclusionIsCulture #EquityInEducation #BelongingInSchools #TraumaInformedSchools #RegulateTheAdult #FairIsNotEqual #LeadershipMatters #SchoolCulture #InclusionForAll #EducationalLeadership #SafeToLearn #SENLeadership #EquityNotEquality #WholeSchoolApproach

The future of schools isn’t about better exams. It’s about whether we’re preparing kids for a world that won’t stand still. I recently revisited a set of education reports and one stat stopped me cold: 📊 Over 60% of classroom time globally is still spent on memorisation and standardised testing, even as AI systems can recall, summarise, and explain information instantly. That raises an uncomfortable question: 👉 If machines can remember everything, what exactly are we training children to do? Education has always been the engine of progress. But right now, it feels like we’re optimising for certainty in a world defined by constant change. As Alvin Toffler warned decades ago: “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” That future has arrived. What’s breaking down Here’s the mismatch I keep seeing: • We teach answers, but the future rewards question-askers • We reward obedience, while the economy now values original thinking • We optimise for accuracy, but innovation is born from curiosity and iteration The World Economic Forum now lists critical thinking, creativity, adaptability, and problem-solving as top future skills, yet most school systems still measure success by recall under pressure. We’re shaping students for an economy of repetition, while the future belongs to people who can reframe, connect, and reinvent. What needs to change (practically) If education is going to stay relevant, the shift isn’t cosmetic, it’s structural: ✅ Teach how to think, not what to remember → Systems thinking, reasoning, and sense-making over rote learning ✅ Measure growth, not just grades → Progress, reflection, and learning velocity matter more than rank ✅ Normalise experimentation → Treat failure as feedback, not as a flaw ✅ Build transition skills → Moving between roles, tools, and contexts will define careers As John Dewey put it: “Education is not preparation for life; education is life itself.” The real test ahead The future of education won’t be about passing exams. It will be about passing transitions. From: • one tool to the next • one role to the next • one industry to the next The question isn’t whether AI will change work, it already has. The real question is: Are we helping children become adaptable thinkers or just excellent test-takers for a past economy? 💬 What’s one thing schools should stop teaching and one thing they should start? 📌 Save this it reframes how trust, learning, and AI actually work together 🔁 Repost if you believe trust, judgment, and depth will always beat speed alone ➕ Follow Sandeep Gulati🎯for AI × Digital Marketing systems built for credibility, not just efficiency IC: Pascal Bornet

For decades, higher education has been organized around individual programs. Degrees, majors, certificates – clearly defined but often treated as endpoints. That model has served many students well. But the context around it has changed. Over time, the cost of attending college has increasingly demanded more from students who work while they learn. The data is clear: paying for education now requires more hours, more trade-offs, and more endurance than it did for previous generations. That reality changes how responsibility should be reflected in the design of higher education. But as I look ahead, it’s increasingly clear that the next chapter of higher education will reward institutions that think beyond programs and focus instead on pathways. Today’s learners are navigating longer lives, faster-changing careers, and more frequent transitions. Education is no longer a one-time decision made at eighteen; it’s a series of moments spread across a lifetime. Pathways acknowledge that reality. They connect learning experiences over time, allow skills to build and stack, and make it easier for students to move forward without starting over. They also invite employers and healthcare systems into the design of education in more meaningful ways. This change is about responsibility. Universities have a role to play in creating clarity where complexity is growing, and continuity where learners often experience fragmentation, especially when the cost of missteps is higher than it once was. As we move through 2026, the institutions that make the greatest impact will be those that help learners see both where they are today and how education can continue to support them wherever life takes them next.

What if the moments between screens mattered just as much as the content itself? In eLearning and microlearning, transitions are more than simple navigation; they are cognitive bridges that guide attention, create rhythm, and help learners connect new insights. Thoughtful transitions minimize mental friction, reduce cognitive overload, and strengthen retention by signaling shifts, providing brief pauses, or prompting reflection. When designers craft these “in-between moments” with intention, each chunk becomes part of a seamless, self-regulated learning journey rather than a series of disconnected clicks. How do you design transitions that keep digital learning flowing effortlessly from one idea to the next? #microlearning #InstructionalDesign #training #neuroscience #instructionaldesigners #elearning #elearningdesign #talentdevelopment #education #learning #StrategicLearning #LearningDesign #LxD