Session Outline

Personal tutors often notice early signs of student distress before any formal disclosure: non-attendance, late work, withdrawal from group tasks, or abrupt changes in communication. Many tutors want to help, but feel uncertain about what is “appropriate”, how to avoid saying the wrong thing, and how to keep clear boundaries while still being supportive. This session applies key concepts from aviation psychology and human factors, stress and performance, mental workload, fatigue, and communication under pressure, to make student support conversations safer, clearer, and more consistent.

The session introduces a practical Human Factors Tutoring Script that tutors can use in 2–3 minutes: (1) stabilise the conversation and reduce pressure, (2) check workload and stress signals using simple prompts, (3) agree a small next step, and (4) signpost appropriately without “diagnosing” or taking on a counselling role. The approach is designed to protect both student wellbeing and staff wellbeing by keeping expectations realistic, decisions proportionate, and documentation simple.

Audience involvement is built in but low-risk: delegates will (a) complete a short self-check reflection on common “stress signals” they see in tutoring, (b) apply the script to two short case vignettes (individually or in pairs, participant choice), and (c) adapt a one-page prompt guide to their own institutional context (e.g., support services, escalation routes). The emphasis is on practical phrases, boundaries, and repeatable routines that help students feel supported and more willing to seek help early.

Learning Outcomes

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