I have a confession to make. For years in higher education, I focused so heavily on what I was teaching that I forgot who I was teaching. The content often outweighed the needs of my audience.
I recently read a study by Payne et al. (2023) that highlighted a sobering reality: many first-generation college students avoid seeking help from professors. These students weren’t "lazy"; instead, they engaged in a makeshift "benefit-cost analysis," weighing the value of an answer versus the potential for embarrassment or the fear of being perceived as unintelligent.
While some students cited shyness or self-sufficiency, a significant number in the study perceived their professors as unapproachable, cold, or even condescending. I found it striking that these students followed a similar self-reliant pattern before ever approaching an instructor:
As students enter our institutions with increasing emotional and social needs, building a culture of humanity is no longer optional—it is a pedagogical necessity.
Many students navigate a "fight-flight-freeze" response before even stepping into our classrooms. For a student who feels intimidated, afraid, or overwhelmed, this physiological stress isn't always obvious. It often manifests as quiet disengagement or "checking out." In these moments, the professor's expertise becomes secondary to the student's sense of safety and need for self-preservation.
The brain cannot prioritize complex calculus or literary analysis while it is feeling overwhelmed or threatened. Many students simply won't access your knowledge, no matter how brilliant an instructor you may be.
Content expertise is vital, but the "human part" of learning is what drives retention and belonging. Here are eight simple ways to build a positive emotional climate in your classroom:
Our perception of another person often becomes our reality before a single word is spoken. When we choose to be approachable, we develop a currency of trust. By making simple deposits into students’ emotional bank accounts, such as smiling, saying hello, and engaging in small talk, (or universally designing your syllabus) you appear accessible rather than just a distant authority figure.
Humanize yourself by sharing appropriate snippets of your life outside the classroom. Whether it’s a hobby, a favorite book, or a story about your own academic struggles, these tidbits prove you are a person, not just a lecturer.
I know a professor who makes it a point to learn one unique fact about each student. They make it a point to record their findings in a spreadsheet and follow up on those facts later in the semester. This personal touch made a huge difference in student engagement in their classroom.
Inclusive openings are a quick (less than 5 minutes) way of setting the tone, generating energy, and getting students connected before the beginning of class. This could be a brief poll or a fun reflection. For example, show a slide with nine different emojis and ask students to pick the one that describes their day. It builds connection before the "hard" content begins.
Nothing builds a personal connection faster than a quick, personalized message. A brief note can change a student’s entire week, whether it’s congratulating them on a strong assignment, checking in after an absence, or sharing a resource tailored to their interests.
Pressed for time? Create a document of "canned" or "fill-in-the-blank" message templates that you can quickly customize and send. If you aren't sure where to start, ask AI to brainstorm a list of supportive, one-to-two-sentence messages you can keep on hand.
Move away from the "gatekeeper" model. Rename office hours to "Student Support Hours" or "Coffee & Q&A." Offer flexible options like Zoom or even texting via tools like Google Voice. This supports students balancing caregiving or multiple jobs who cannot physically make it to your office.
Leadership author and speaker John C. Maxwell coined the phrase "fail forward" to encourage leaders to see mistakes as stepping stones to success. We can model this by sharing our own professional failures or by handling our in-class mistakes with grace and humor. When we normalize error, we create a safe space for students to take risks. Remember, Thomas Edison reportedly failed 1,000 times before successfully inventing the light bulb. There is immense value in failure; it is simply data on the path to a solution.
Work with your students to build a library of helpful resources. Ask for their input on which videos or articles helped them understand difficult content. By using a discussion board, Padlet, or other collaborative spaces to share vetted ideas, you build student agency and make them part of the instructional process.
Content expertise will get students through the final exam, but a culture of humanity will get them to graduation. Start small: pick one of these eight strategies to implement this week. You might be surprised by how quickly the "fight-flight-freeze" response melts into a genuine connection.
Payne, T., Muenks, K., & Aguayo, E. (2023). “Just because i am first gen doesn’t mean i’m not asking for help”: A thematic analysis of first-generation college students’ academic help-seeking behaviors. Journal of Diversity in Higher Education, 16(6), 792–803.