Tag: Minds

  • [Podcast] Healthy Minds, Bright Futures: How to Navigate Mental Health & Build Support

    [Podcast] Healthy Minds, Bright Futures: How to Navigate Mental Health & Build Support

    Children’s mental health is in the spotlight like never before. Concerning data around anxiety and depression, as well as the increasing prevalence of conditions such as attention deficit hyperactivity disorder and autism spectrum disorder, are driving important discussions about supporting kids’ mental health.

    In this three-part series, our expert guests address evidence-based interventions and assessments to equip clinicians with the latest tools and tactics for enhancing a child or adolescent’s well-being. We’ll assess the current landscape of student mental health and dive deeper into ADHD, ASD and co-occurring conditions, and the latest BASCTM family of solutions.

    Check out the podcast episodes!


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    1. Ep. 1
      Getting Your Attention: What You Can Do To Support Children and Teens with ADHD



    Ep. 1

    Getting Your Attention: What You Can Do To Support Children and Teens with ADHD

    ADHD diagnosis rates vary widely, and the condition itself presents many complexities. We’ll explore actionable strategies for clinicians to identify children who need additional ADHD support and how to provide the right learning environment for them, with our guest: Tyler Vassar, Ed.S., a licensed school psychologist and assessment consultant at Pearson.







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  • Gaza Encampments “Made University Leaders Lose Their Minds”

    Gaza Encampments “Made University Leaders Lose Their Minds”

    The war in Gaza and the adverse reaction of U.S. colleges to the pro-Palestinian movement have completely changed students’ relationship to higher education, according to the maker of a new film about last year’s protests.

    A new documentary, The Encampments, follows the movement from Columbia University, where the first tents were erected in April 2024, as protests spread to hundreds of campuses worldwide, including the University of Tokyo and Copenhagen University.

    Not just isolated to Ivy League institutions in the U.S., the movement spread to many traditionally Republican-dominated states as well, Michael Workman, co-director of the film, told Times Higher Education.

    “These are not just places where the coastal elite are,” he said. “This movement touched and reached into the middle of America. In places like [Idaho], there were protests every day in solidarity and support.”

    He hopes that the film, which he sees as a “counternarrative” to the media’s negative portrayal of the encampments, will “haunt” higher education leaders for being on the wrong side of history.

    Although the conflict in Gaza continues, the student movement has had a much smaller impact this year, with many students facing severe repercussions from both their universities and the White House.

    “For some reason camping out on the lawn demanding an end to a genocide made all these administrators around the world, and especially in the U.S., lose their minds,” said Workman.

    He said the encampments arrived at a time of “heightened” organization and engagement among the student body. These movements are not sustainable but always “ebb and flow,” he added.

    Along with demanding that universities lend their voices to Gaza, students have called on institutions to divest from companies that they believe are funding a genocide.

    Workman said the “twin demands” of many of the students were to support Palestinians and to take universities, which they were paying lots of money, back to being educational institutions.

    “Students have seen their educations get turned into moneymaking machines, [instead of institutions] that are primarily there to teach students,” he said.

    “This has completely changed this generation’s relationship to higher education, and I think their relationship to the U.S. and U.S. foreign policy.”

    He said the war in Gaza has “woken up this generation,” which is why colleges reacted with such force.

    “It’s why they responded in the way that they did, because they felt they couldn’t do anything else. The cat was out of the bag,” he said.

    “These students are not going to go back to thinking what Israel is doing in Gaza was justified … and they’re going to continue to grow their movement to raise awareness around what’s happening and to fight against it.”

    Workman, who also teaches documentary film production at the University of San Francisco, said the response by faculty in the U.S. is “not a monolith” but that it is becoming increasingly supportive of the students.

    This has been particularly evident since the detention of activist and green card–holder Mahmoud Khalil, who features in the documentary, he said. Khalil, an international student who moved to the U.S. in 2022, was arrested in March following a crackdown on student protesters by President Donald Trump’s administration.

    “The more they repress the movement, in a lot of ways, the stronger it gets, because people aren’t backing down,” Workman said.

    “That doesn’t mean that we have this huge moment like the encampment moment, but we’re building a sustained foundation that is continuing to grow with really committed organizers.”

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  • Aerial Aviators: Helping STEM minds soar one afternoon at a time

    Aerial Aviators: Helping STEM minds soar one afternoon at a time

    After a long day of school, most kids are ready to head home—but in San Antonio, teachers across Northside Independent School District’s (NISD) several middle schools are giving them a reason to stay.

    Amanda Quick, NISD’s K–8 STEM Coordinator, organizes Aerial Aviators for the district—an out-of-school time (OST) program that skips the busy work. Instead, students are learning to fly drones, solve problems, and build real skills they can apply in school, at work, and in life. 

    The Newest OST Program Takes Off

    Middle school is when students start figuring out who they are—caught between wanting more independence and being open to new challenges. It’s also when out-of-school-time programs have the most potential to make an impact.

    “We were looking at additional afterschool STEM opportunities for our middle school students that would build upon the coding skills they learn in elementary STEM classes,” Amanda explains. “We already offered a robotics program and a solar-car design program that have been highly engaging. With all the local development that uses drones in industry, having an afterschool drone program was a natural addition.”

    In San Antonio—home to the nation’s second-largest cybersecurity hub—the answer was practically built into the landscape: drones.

    With Echo Drones in hand and a city full of real-world inspiration, NISD launched Aerial Aviators, a program that goes far beyond the basics. Students take part in flight challenges, work together on real missions, and build the kind of confidence that sticks. It’s not just about learning to fly—it’s about seeing where they’re capable of going.

    Never Leaving Relevance Up in the Air

    Even with exposure to aviation, cybersecurity, construction, and engineering, not every student saw themselves heading into those fields. Instead, many came to the afterschool program thinking drones would be fun—but not exactly tied to their future plans.

    While visiting one school’s Aerial Aviators program, Amanda noticed a girl who had more of an entrepreneurial spirit than an engineering one. “Drones don’t feel like something I can use in my future. I want to own a restaurant,” she explained.

    Despite the depth of her imagination, the girl struggled to see how drones could be connected to her ambitions. But with some critical thinking and a fresh perspective, Amanda helped her see things differently.

    “Remember the Covid pandemic? What if you didn’t have the option of using people to deliver food? How could you solve this problem to keep your business running?” 

    Suddenly, “women in STEM” took on new meaning for the girl as she realized how much her dream job depended on technology. “I could use drones!”

    Like the girl, some students had their futures already mapped out, while others hadn’t even started to imagine careers beyond what they saw through the classroom window. No matter whether the students had their sights set on adulthood, or just their afternoon, Amanda and campus program sponsors knew the right opportunity would be memorable for everyone.

    “We want kids to see drone knowledge as a skill, not just a trend. We can’t predict exactly how drones will be used in the future, but we want them to ask, ‘How does this connect to something I’m already passionate about?’”

    The goal wasn’t to change their dreams, but to mold them—and for some, to show how a STEM mindset could make those dreams more attainable.

    Skilled Students are Soaring Students

    Students don’t have to look far to see how STEM technology fuels innovation. Right in their own community, drones are elevating industries—helping strip and repaint airplanes to protect workers from harmful chemicals, and delivering medical supplies in emergencies. As students get hands-on with drones, they begin to see how industries are connected and how transferable skills—beyond coding, engineering, and tech literacy—are key to making it all happen.

    “We’re seeing a lot of students troubleshooting when they connect devices to the wrong drone,” Amanda shares. “They’re collaborating, thinking critically, communicating with peers and tech support, and developing grit—lots of it.”

    When students get the chance to lead flight challenges, they don’t just show off their skills—they gain the confidence to share what they’ve learned with others. The campus program sponsors have seen this firsthand, noting how eager the kids are to include everyone in the fun:

    “At a family event held at one of our high schools where Aerial Aviators students displayed their knowledge and skills, one mom was nervous about her child struggling or breaking something. But before she could worry too much, one student stepped up and reassured her: ‘Don’t worry! If he breaks it, we know how to fix it!’ That moment left everyone smiling.”

    Although each student has different interests, the drone program’s design and flight challenges make sure every kid feels their talents are recognized. And the results speak for themselves: 100% of students in the post-program survey said they had a great time.

    Just the Beginning

    Aerial Aviators has already made an impact on students. Even when things don’t go according to plan—like a broken propeller or a misconfigured drone—these middle schoolers stay motivated, always eager to learn from setbacks.

    Looking ahead, students are eager to deepen their STEM experience—especially through coding. Many have even expressed interest in competitions where they can showcase their skills. It’s a level of enthusiasm that educators are proud of—and one they’re ready to champion. Amanda and the campus sponsors are now exploring ways to weave these opportunities into the program, ensuring student voice continues to shape its future.

    The success of Aerial Aviators has sparked growing interest, with the program expanding from three schools last year to seven this year. With more funding, the goal is to continue this growth and reach even more students in the year ahead.

    No matter how the program evolves, it’s leaving a lasting legacy with the students—whether they’re back in class, opening their own restaurant, applying to college, or building with friends. Equipped with critical 21st century skills, these kids will step into high school, careers, and society as inspired leaders, ready to lend a hand so everyone’s dreams can take flight.

    More Out of School Time Resources

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  • Inside the Minds of Grad Students: 5 Key Findings from Our Latest Study on Graduate Enrollment

    Inside the Minds of Grad Students: 5 Key Findings from Our Latest Study on Graduate Enrollment

    As a higher education leader, it’s no secret that you’re facing a fiercely competitive graduate enrollment landscape. You know as well as I do that understanding what prospective students want and how they behave isn’t just helpful – it’s crucial to your institution’s success. That’s why we teamed up with UPCEA to conduct a deep dive into today’s post-baccalaureate students, uncovering their unique needs, expectations, and wants.

    We’ve published those insights in our latest report to help colleges and universities fine-tune their graduate enrollment strategies and deliver real results. You can download the complete report here: “Building a Better Pipeline: Enrollment Funnel Needs and Perspectives from Potential Post-Baccalaureate Students“

    Our research focused on individuals who expressed at least some interest in pursuing advanced education, and this study sheds light on what matters most to potential graduate students—everything from program types and communication preferences to application expectations.

    As we dug into the data, some obvious themes emerged. Here are five key findings that can prepare your institution to stand out in this tight market and guide you in shaping strategies that resonate, engage, and deliver results.

    1. Graduate enrollment is a crowded market—and the stakes are high

    This is no surprise to those working in higher ed in recent years. Graduate enrollment is slowing, with just a 1.1% projected increase over the next five years. Adding to the challenge, 20% of institutions dominate 77% of the market. For everyone else, it’s a fierce battle for a shrinking pool of candidates. To win, you’ll need a sharp, focused approach.

    2. Online programs are the clear favorite

    Did you know that 71% of prospective students are “extremely” or “very” interested in fully online programs? Hybrid formats come in a close second, while traditional in-person options are struggling to keep pace. The data confirms that flexibility isn’t a trend—it’s a necessity.

    3. Program information is a make-or-break factor

    Here’s something we see far too often: quality programs losing prospective students simply because critical details—like tuition costs and course requirements—are buried or missing entirely from the school’s website. In fact, 62% of students indicated they would drop off early in their search for this exact reason.

    The fix? It’s simpler than you might think. By optimizing your program pages and doubling down on SEO, you can turn passive visitors into engaged prospects.

    4. Financial transparency builds trust

    Sticker shock is real. High application fees, vague cost information, and limited financial aid details are among the top reasons students abandon the application process late in the game. By addressing these concerns clearly and directly, you’re not just solving a problem, you’re building trust.

    When it comes to connecting with prospective graduate students, email reigns supreme. Whether it’s inquiring about programs (47%), application follow-ups (67%), or receiving application decisions (69%), email is the channel students trust the most.
    But here’s the catch: your emails have to be timely, personalized, and relevant in order to make an impact.

    The key to graduate enrollment success is just a click away

    The insights highlighted above are just the tip of the iceberg. Imagine what’s possible when you apply them to your graduate enrollment strategy.

    If you’re ready to refine your approach and stay ahead of the curve, we’ve got you covered. Our report dives deeper into the data and uncovers actionable insights, including:

    • Positioning your online and hybrid offerings to meet growing demand
    • Optimizing program pages to emphasize the information students value most
    • Communicating financial information proactively to convert candidates
    • Building email outreach strategies that build trust and keep students engaged

    Grab your complimentary copy of the report today, and let’s start building a better pipeline together!

    Your roadmap to winning in the competitive graduate market.

    Optimize Your Enrollment Funnel

    Get the latest data on graduate student enrollment trends. Download the full report now.

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  • Student Minds Blog : Loneliness at University: A Common, Shared Experience

    Student Minds Blog : Loneliness at University: A Common, Shared Experience

    William discusses the common experience of loneliness at university, emphasising that it’s okay to feel this way. He shares tips for coping and encourages students to connect, support each other, and create a more inclusive environment.



    – William Sarenden

    Loneliness is something we don’t talk about enough. Yet, it’s an experience many students face — perhaps more often than we realise. 

    The transition to university is a massive life change. You’re stepping into an unfamiliar environment, meeting new people, and often leaving behind the support systems you’ve relied on. You might even find yourself feeling lonely despite making friends, excelling in your studies, or working toward your goals.  

    If this resonates with you, know this: you’re not alone in these feelings, and it’s okay. Loneliness is a deeply human emotion, and acknowledging it is the first step toward overcoming it.  

    The Impact of Loneliness

    Loneliness is more than an emotional challenge and can affect many aspects of life, from academic focus to physical well-being and self-esteem. It often leads to a cycle of withdrawal, making it even harder to break free from. But loneliness isn’t a sign of weakness or failure; it’s a natural signal that something needs attention. Much like hunger tells us to eat, loneliness is a reminder to seek connection. What matters is how we respond to this feeling and the steps we take to address it.  

    The Value of Community

    During my time at university, I’ve learned that community is vastly understated. Whether it’s sharing a laugh during a chaotic group work session, exchanging smiles in a lecture, or starting a conversation at an event, small interactions can lead to the most meaningful connections. It’s true though that building a sense of community requires effort. Imagine how different university life could feel if we all made an effort to include others — whether by saying hello, organizing a get-together, or simply asking, “Are you okay?” It’s not about having a vast social circle but about fostering genuine moments of connection.  

    Practical Ways to Tackle Loneliness

    If you’re struggling with loneliness, here are some strategies that have worked for me and others I know:  

    • Reframe Your Perspective – Loneliness is a signal, not a flaw. Instead of seeing it as something negative, think of it as an opportunity for growth. This mindset shift can help you feel empowered to take action.  
    • Seek Social Opportunities – Get involved in campus clubs or societies that align with your interests. I found that group activities have helped me slide into conversation more easily, allowing me to grow my circle and feel more comfortable starting conversations with new people.  
    • Open Up – Sharing your feelings with someone you trust can make a significant difference. Vulnerability can deepen relationships and help others understand you better.  
    • Start Small – Begin with small gestures, like greeting someone in your class or striking up a light conversation. Over time, these interactions can grow into meaningful connections. I know that some of my closest friends have come from these small acts.  
    • Care for Yourself – When loneliness feels overwhelming, self-care can often be overlooked. Prioritise eating well, exercising, and getting enough rest—your physical well-being directly affects your mental health.  

    A Shared Journey

    Loneliness is a common experience that doesn’t define you but reminds you that you’re human. It might feel daunting at times, but with patience, persistence, and a little drive, it’s something you can overcome.  

    If you feel isolated, remember that many of your peers are navigating similar challenges. None of us have it all figured out, and most of us have moments of uncertainty and longing for connection.  

    University life is full of ups and downs, but it’s also brimming with opportunities for growth and connection. Let’s make an effort to create a more inclusive and supportive environment, together. Who knows? That awkward hello might lead to a friendship that lasts a lifetime.  

    Take care of yourselves, and don’t hesitate to seek support if you need it.

     

    Find out more about how you can overcome loneliness at the Student Space.

    I am a final-year Philosophy undergraduate, and I wanted to write about loneliness because it’s something I’ve observed all too often during my time at university and something I’ve experienced myself. Reflecting on my journey, I realise how helpful it would have been to have some guidance along the way. My hope in sharing these thoughts is that it might help others feel a little less alone.

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  • Student Minds Blog : Dealing with homesickness and loneliness: tips for year-abroad students

    Student Minds Blog : Dealing with homesickness and loneliness: tips for year-abroad students

    Before you go on a year abroad, you’re told plenty of advice: try to take it all in, say ‘yes’ to everything, and speak as much of the local language as possible. The list goes on.   

    Much of this advice before I moved to Lyon in France for my year abroad faded into irrelevance as I was consumed by nerves and worries about the move. What was my accommodation going to be like? Would it be easy to make friends? Was I going to be able to cope with university academics in another language?  

    Although many of these questions have fortunately been replaced by positive experiences, there are two things I didn’t quite expect to encounter: homesickness and loneliness. When I was not in Lyon, I studied at The University of Manchester, a city I grew to love and appreciate. Embarking on a year abroad is particularly challenging when you’ve become accustomed to one place, only to uproot everything and move. Adjusting to living away from home in a new location is hard enough, but having to do it again and re-adjust next September adds another layer of difficulty. One of the most important things is to acknowledge that you are completely within your right to feel homesick and unsettled. I’ve found it really helpful to avoid comparing my current experience to my life in Manchester. This has limited feelings of homesickness and instead allows me to appreciate that the two experiences will be inherently different.   

    I have grown to learn that I instead cannot simply ‘replicate’ my life in Manchester in Lyon. Keeping similar routines and activities has allowed me to be more settled, even just having the same decorations as my last two rooms at university.    

    Surrounding yourself with people from all walks of life can also be beneficial in helping with homesickness – being open with how you’re finding it can spark conversations and ultimately build stronger friendships too. Having friends who also come from your home country can help too – it’s surprising that not hearing your own language whilst out and about can be isolating. I will never take for granted the experience of being a home student in the UK again.  

    I’ve become much better at using FaceTime, as keeping up with friends from home, university, and my year abroad can be challenging. It’s comforting to know that even though I don’t see them as often as I used to, many of my friends are still there for me. Scheduling calls can help you stay in touch with those who matter a lot to you.  

    Another challenge I’ve found with doing a year abroad is overcoming loneliness and feelings of isolation. Fortunately, there is a group of students who’ve also come from Manchester, as well as friends from all over the world, who have made the experience a lot easier. The temporary nature of a year abroad (or even just a semester for some) is undoubtedly a double-edged sword. While you want to make the most of everything, it’s impossible to do it all. Spending an evening in my flat instead of going out with friends, or dedicating a weekend day to relaxing and catching up on work – though necessary – sometimes leaves me feeling like I’m not fully maximising the experience I could be having. The reality is, we’re only human. Going out every night, constantly staying busy, and completely neglecting university work would ultimately have negative consequences in the long run. It can be hard not to compare yourself to others who are on a year abroad, whether they’re in different cities, countries, or even the same place as you. 

    While social media allows us to stay updated on the experiences of lots of people, it often serves as a highlights reel—especially for something like a year abroad. I frequently remind friends who respond to my Instagram stories about day trips, scenic viewpoints, or fun activities that it’s not all sunshine and rainbows. Many people who’ve done a year abroad focus on sharing the positive moments, often leaving out the less glamorous side of the experience. My grades from the university here don’t directly transfer to my final transcript; instead, all I need to do is pass. 

    This has been incredibly helpful in reducing the pressure to excel academically, allowing me to focus on making the most of the experience. However, the free time this arrangement inevitably gives me has been a challenge as someone who thrives on staying busy. That said, it’s been a valuable learning experience. My second year in Manchester was intense—I was constantly juggling my course, societies, and socialising with friends. Being abroad, though, has forced me to slow down, providing a much-needed break. It’s been a steep learning curve but one I can say has been incredibly beneficial for my personal development.  

    Remember that your home university is there for you throughout your year abroad and the reason you pay a percentage of fees that year is for continued access to services (including mental health support). The Foreign and Commonwealth Office’s Travel Aware Campaign has specific advice on mental wellbeing and living abroad too.

    I’m a third-year History and French student at The University of Manchester but am currently studying in Lyon in France as part of my year abroad. I’m passionate about making sure more students are aware of the support they have access to and destigmatising the challenges mental health can pose whilst in education.  

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