Driving Out Fear in the Nontraditional Classroom: Five Practical Strategies From Neuroscience to Build Adult Student Success

Abstract

Although enrollment of nontraditional students in higher education is skyrocketing, the failure rate of these students is staggering. They come to a university full of fear and misgivings for a variety of reasons, and it keeps them from succeeding. Referencing the neuroscience of fear, this article offers practical strategies for university educators that will help nontraditional students, not only succeed but also flourish in higher education.

Perspectives in AE: Employing Positive Priming in Civic Integration Classes for Adult Immigrants

“…Believing in sincere approval of a person’s words generates in that person trust and a sense of their “legitimacy” to be part of a group, which is beneficial for the learning process of adult students. A “high trust environment of Share and Discover” co-created by the educator and students increases in adult learners sense of value of their education (Spagnola & Yagos, 2020, p. 93), a learning climate that elicits positive emotional experiences promote increased personal involvement in learning (Naude et al, 2014), and positive perceptions of learning environment positively related to learning outcomes (Trigwell et al, 2012). Therefore, the positive priming received during civic integration classes has an impact both on the performance of students in their host society and in their classes during learning activities.…”

“…These attitudes can however be changed when dealing with everyday problems and difficulties in a new society. In addition, adult immigrant students, being mainly nontraditional students, that is, over the age of 25 (Modenos, 2020) with children, can “lose initial motivation and excitement very fast if they experience any sort of setback due to their emotional vulnerability” (Spagnola & Yagos, 2020, p. 93) and have greater barriers to persist and thrive (Remenick, 2019). Therefore, activating positive attitudes toward the host society can be useful for newcomers, especially in times of COVID (Barker, 2021).…”

Shame and Adult Learners

“…There are many barriers to adult student success in higher education, especially in relation to access, finances, and institutional supports (Bergman & Olson, 2019; Kasworm, 2012). When adult students become matriculated, other factors come into play, specifically time and fear (Spagnola & Yagos, 2021). Adult learners have many obligations (work, family, community), and when school is added to the mix, often something has to give.…”

“…And the shame that adult students can and do feel in relation to that system and their place within it tends to prevent them from attempting college once again. It also can and often does influence their experiences with fear when they do decide to return, potentially harming their success (Spagnola & Yagos, 2020). While there are many areas where we can challenge hegemony and attend to shame in a diverse array of programming for adults, in this paper, I focus specifically on the intersections of vulnerability in the classroom, and curricula with and for adult learners.…”