When a tutee causes a disturbance or in some way adversely affects the learning or well-being of other students the issue has to be addressed as soon as possible. Please refer to student-services-AT-RISK-leaflet09.PDF. If the disturbance is minor this can be done via the tutoring relationship. If it is serious or repeated the Course Director, or your line manager, should be informed.
A student in difficulty
As we all know most students go through difficult times. This is normal but sometimes a student experiences problems that should be acknowledged in a personal tutorial, especially if it is impacting upon their work.
Experienced Personal Tutors suggest:
- Refer student to appropriate help and support early if you feel he/she is in danger of withdrawal or low attainment.
- Be open and honest with the tutee about the concerns you have. If their work is suffering or you are worried about their health or well being, it is appropriate for you to voice your concerns.
- If you are not sure how best to help the student or tackle a difficult issue, seek guidance and support from your Tutor Co-ordinator, Line manager or Student Services.
- Let the student know about the range of support service available – see www.arts.ac.uk/student/about/staff.htm and refer to the Student Union when appropriate.
- Be aware of your personal and professional limitations and boundaries.
- Be careful not to get over involved.
- Respect the tutee’s privacy, (they may not want to talk in detail about their difficulties).
- Make brief notes of all significant events and conversations.
If a student needs support it is usually better to encourage them to make contact themselves - Student Services 020 7514 6230 or online.
If you are unsure how to help a student in difficulties contact Student Services for a consultative conversation.
All tutors should be familiar with the University’s approach to confidentiality – see www.arts.ac.uk/docs/Confidentiality_Policy.pdf.
Disability and reasonable adjustments
Personal tutors should encourage the disclosure of individual students’ access requirements at the start of term. When scheduling appointments, prioritise those students who have specific access requirements, for example, students who need language support so that the appropriate arrangements are made in a timely way. This may involve arranging a sign language interpreter or locating a room which is physically accessible to the student.
Ensure students are given the opportunity to outline learning support needs at every tutorial session. Identify and record whether the student has any specific needs relating to disability and with the student’s agreement refer them to the appropriate person (at College or University level). If necessary check if disability and dyslexia screening, reasonable adjustments and accommodated assessment need to be put in place. See: www.arts. ac.uk/student/ss-dis-contacts.htm and www.arts.ac.uk/student/ss-dis-pubs.htm
Equality and diversity
The University has an explicit commitment to promoting equality and diversity. In order to achieve this commitment it may be helpful to consider ways of supporting and advising students in relation to the following areas:
- The extent to which the student feels able to bring aspects of their cultural identity into their work as and when appropriate.
- Whether the student feels part of the community within their course or whether they’ve faced any challenges in working with other students or staff.
- What additional support and information is available, for example, through Student Union networks / assemblies addressing Equality and Diversity issues or the Diversity team.