Session Outline

Students' self-image, crafted through their formative years in school, is challenged on arrival at university in many ways. One aspect of this self-image is academic identity: the student's sense of their own intellect and excellence in academic activities. This is put at significant risk in the face of difficult course content, unfamiliar approaches to learning, and other academically successful peers. This can lead to many maladaptive coping responses, such as perfectionism, avoidance, and disengagement, and ultimately to burnout, shame, and poor mental health.

This is particularly pronounced with academically gifted students, who may be experiencing these difficulties for the first time. Students with neurodivergent conditions, particularly alongside a sensitivity to rejection, may also be heavily impacted. For a tutor, accurately identifying the basis of these behaviours is vital, since treating them simply as laziness or lack of motivation could exacerbate the problem. Conversely, providing appropriate support to manage their self-image in this new context can have a substantial positive impact on their academic performance, well-being, and sense of belonging.

This session draws on practice from working with academically capable and highly neurodiverse groups of students, primarily in the first year of their university careers. It introduces practical frameworks and strategies to understand the drivers of their difficulties, alongside approaches to supporting students as they navigate this shift in their academic identity, including expectation setting, reframing and guided reflection exercises. In addition to this individual-level support, the session will explore more general approaches to creating psychologically safe environments where students can thrive during moments of uncertainty and challenge.

Participants will be prompted to share brief reflections on their advising practice, with aggregated input presented in real time to highlight common challenges and approaches. Delegates will leave with a clearer understanding of academic identity shock and a set of practical strategies they can immediately apply to their own contexts.

Learning Outcomes