Supporting first-generation students

First-generation students (students who are the first in their families to go to college) arrive at Tufts with diverse backgrounds and experiences, but they may experience common challenges, such as unfamiliarity with traditional academic norms and expectations, financial insecurity, and a lack of a sense of belonging.

While everyone experiences stressors which may temporarily detract from their ability to focus and to learn, ongoing challenges, such as those experienced by first generation students, may chronically deplete their mental bandwidth (Verschelden). Mental bandwidth is not a measure of intelligence; instead, it refers to the cognitive resources we have available to devote to engaging with ideas and to exercising the executive functioning skills necessary to succeed as a student, such as setting goals, planning, and managing our time and emotions. Each of us has a varying amount of mental bandwidth to dedicate to learning at any given time.

In order to help increase the mental bandwidth students have available to learn, we recommend faculty implement the following inclusive strategies: 

Examine assumptions and demystify processes

• “Hidden curriculum” refers to the unspoken values, rules, and messages which underlie dominant academic norms. Students coming from well-resourced schools are more likely to be familiar with these rules, which helps them to succeed in academia. Identity and interrogate your assumptions about what students should know and do and demystify these processes. For instance, students may not feel comfortable asking for an extension, despite an extension policy being listed on the syllabus; or not seek out help during office hours because they do not understand the kind of issues which would be appropriate to raise. Explaining how and why students might ask for an extension or come to office hours helps students to take advantage of these opportunities.

Be transparent about expectations

• Explain your criteria for assessing students’ engagement (participation in class discussion, etc.)
• Clarify the why, what, and how of assignments using the TILT framework:
  • What is the purpose of the assignment? What should students be able to understand or do as a result of completing the assignment?
  • What is involved in the task?
  • By what criteria will students be assessed? 

Identify possible financial barriers of your course (the cost of textbooks,access codes,  lab materials, art supplies, etc.) and consider how you might reduce them:

• Incorporate Open Education Resources (OER), teaching, learning and research materials which can be accessed at no cost
• Place materials on library reserve
  • If necessary, request library purchase a digital copy of the book
• Apply for Tisch Library’s Affordable Course Materials Award, which provides financial support for faculty members to revise or to develop a course to incorporate no- or low-cost materials

Normalize the difficulty of learning and asking for help

• Students who are the first in their families to attend college may hesitate to ask for assistance, thinking it signals weakness.If you are comfortable, normalize help-seeking by sharing that learning is challenging for everyone, and share stories of your own academic challenges. Even explaining that you find particular readings difficult can help students to realize difficulty isn’t a sign that they are “doing it wrong”.
• Share resources with students:
  • The StAAR Center offers offers free resources including subject tutoring, writing support, and academic coaching on time management and study strategies
  • Tisch Library has a student-facing resource for accessing textbooks and other course materials
  • The FIRST Center offers financial support, a lending library, and laptop loans. 
  • Counseling and Mental Health Services offers appointments 

While we cannot fully know what challenges students may be experiencing, implementing these strategies will not just help first generation students, but all students.

If you have concerns (academic or non-academic) about a student, please reach out to Academic Advising. 

References

Verschelden, Cia. Battle of the Bandwidth. Liberal Education 108.4 (2022): 22-8. ProQuest. Web. 7 July 2025.