Instructor strategies to alleviate student stress and anxiety in colleges and universities

Abstract

While student stress and anxiety are frequently cited as having negative effects on students’ academic performance, the role that instructors can play in mitigating these issues is often underappreciated. We provide summaries of different evidence-based strategies that instructors can employ to address and ameliorate student stress and anxiety that range from changes in instructional strategies to specific classroom interventions. We begin by highlighting ways in which instructors can learn about and prepare to act on issues of stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches can collectively reduce student stress and anxiety, as well as improve student performance. We conclude by discussing the roles that instructors can play in empowering students with skills that improve their time management, studying, and approach towards learning, with an eye towards ensuring their success across all their academic endeavors.

Student perceptions of an inquiry‐based molecular biology lecture and lab following a mid‐semester transition to online teaching

“…Second, student responses highlight the need for instructors to take deliberate steps to promote engagement among students; allowing the same breakout groups each time and providing time for community building may be beneficial. Third, instructors should be aware of the many challenges that students are facing when learning remotely, including a decrease in motivation and increases in stress and anxiety, 2,3,18 and can take steps to encourage intrinsic motivation of students and reduce student stress 31,37 . We also find that students appreciated having highly structured courses, in line with past reports that more structured courses promote greater learning 38,39 .…”

“…Third, instructors should be aware of the many challenges that students are facing when learning remotely, including a decrease in motivation and increases in stress and anxiety, 2,3,18 and can take steps to encourage intrinsic motivation of students and reduce student stress. 31,37 We also find that students appreciated having highly structured courses, in line with past reports that more structured courses promote greater learning. 38,39 Students reported that having regular formative assessments, such as problem sets and discussion questions, as well as having supplemental instruction led by undergraduates who had previously taken the course, were highly beneficial to their learning, and instructors can promote additional structure in their courses and add in frequent, low-stakes formative assessments and practice resources for students.…”

Promoting Academic Integrity and Student Learning in Online Biology Courses

“…Any changes that we make to our curriculum and courses should always be made with student learning in mind, and steps that prevent or deter cheating but damage student learning are counterproductive. In addition, given the increases in student stress and anxiety during the pandemic, instructors should couple these approaches with evidence-based strategies to reduce student stress and anxiety ( 70 ). I hope that this guide provides useful insight into promoting academic integrity in online biology courses during the COVID-19 pandemic.…”

“…Instructors should also be aware that such online proctoring may lead to increases in student anxiety and lowered student performance ( 68 , 69 ), and the use of such software may raise concerns about privacy and security. As such, if instructors do use such software, it may be helpful to explain the workflow in advance, provide practice runs with the software, allow for alternatives for students who may not be able to successfully use this software, and take steps to decrease student stress and anxiety ( 70 ).…”