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You will incorporate all information from Part 1 and Part 2 to develop Final Project Part1 and Part 2 Is attached : You will create Part 3 – PowerPoint Presentation should be done in Apa Style,citations.
Assignment Instructions Below PowerPoint Presentation.
You will create a PowerPoint presentation for college students teaching the following:
1.time management strategies
2.learning strategies
3.self-management strategies
should have graphics
Additionally, you must type a script to align with the PowerPoint for a 30-minute presentation to college students, incorporating the sources previously used in Parts 1–2 of the Final Project and adding at least 2 additional sources.
Note: The script should be included in the notes section of the PPT.
The powerpoint should be 19 slides .
Part 1 – Professor and Student Interview
Name of Professor that you are interviewing: Professor John Keating
College or University where the Professor currently teaches: Western Michigan University
Course(s) the Professor currently teaches: English Literature and Language
Number of years as a college or University Professor: 6 Years
Describe your relationship with the Professor: Relative

1.What is your educational and career background and how does it contribute to your effectiveness as an instructor?
I hold a Bachelor’s Degree in English from the University of California, Los Angeles, and a Master’s Degree in the same with a specialization in British literature. I also hold a doctoral degree in English and have worked with students during teaching assistant opportunities across several states in America. I have worked as a graduate teaching assistant and have been instructing classes at the university and college levels for the last 10 years. My experience during these various graduate and teaching programs has allowed me to gain good experience in working closely with students from a variety of backgrounds and as a result, I have developed a knack for identifying problem areas and helping students find solutions to their learning difficulties.
2.How do you plan your instruction so that effective dialogues are attainable as a result of strategic questioning and discussion points?
I prepare my instruction in advance so as to try and avoid extemporaneous questioning. In my experience, I have discovered that such methods of questioning often have phrasing problems and are not logically organized. I always encourage students to use the desired thinking skills when holding discussion points or during strategic questioning as this encourages effective dialogues to take place during class instruction.
3.How do you ensure the classroom learning environment is welcoming to all students, safe from judgment, and free for exploring the subject matter? This is applicable to both face-to-face and/or online learning environments.
I always make sure that I greet the students with enthusiasm each day before I begin my lecture. I also allow them some minutes during the opening session to share some of their experiences or grieve their concerns about the class. I also use personal stories as an engagement strategy to expose or promote any common connections that may encourage positive interactions between the students and myself. While calling up a student, I always make it a point to highlight their strengths to protect their self-esteem and confidence.
4.What strategies do you find particularly useful for enhancing student motivation (i.e. participation, critical thinking, engaging the material, etc.)?
I find participation to be a useful strategy for enhancing student motivation because they learn how to express themselves and their ideas in a way their peers can understand. I found that students tend to learn better from asking questions and engaging with each other during class time and this has a positive effect on both their motivation and learning.
5.How do you support students who are failing in a manner that promotes learning?
I support failing students by fostering collaboration and this helps promote learning. Collaboration helps students realize that their peers are not their competition when it comes to assignments and test scores. This approach helps take the pressure off students and helps them remain motivated to learn from each other and from their mistakes.
6.In today’s society, technology is incorporated into every aspect of a person’s life. What is the role of technology in college courses today and what technology skills do students need in order to be successful? How do you specifically promote and incorporate the use of technology into the curriculum as a means to assist your students?
Technology has a significant role in college courses today. Students use technology to gain a better understanding of their courses, carry out assignments, and provide feedback regarding the instruction they are receiving. Technology also helps students study remotely and to access learning material whenever they need it, and this has been evident during the recent Covid-19 pandemic. In order to be successful, students must have typing skills, must be aware of online etiquette skills, be able to navigate through a word processing program and learn how to properly use the internet to carry out online research. I promote and incorporate the use of technology through PowerPoints, internet homework assignments, online grading systems, and sharing assignments through programs such as Google Drive.
7.How do you stay knowledgeable about current trends and issues in collegiate education, and how do you implement those strategies to assist students?
I stay knowledgeable about trends and issues in college education through reading journal articles and editorials, carrying out internet research, taking occasional classes, and attending seminars targeted at improving teaching strategies and education. I implement the strategies that I learn by activating and identifying the students’ strengths and by including active learning to gauge their response regarding the current trends and issues in education.
8.What have you most enjoyed teaching at the collegiate level?
I have mostly enjoyed being a more accessible, human professor to my students because it made me realize that they are more engaged, motivated, and become better learners. I thoroughly enjoy using my personal stories as learning opportunities for the students because of the positive response and feedback I receive through their performance. I also enjoy receiving student feedback regarding the course because it helps me tailor each lesson better than the last and allows me to fully express my gift as a college professor.
9.What have been the challenges you have experienced teaching at the collegiate level? What kinds of support have been most helpful to you in addressing these challenges and describe any areas in which you feel that you could benefit from more assistance?
Some of the challenges I have experienced include students coming to class unprepared, teaching being prioritized over professional activities and meetings, and being overworked as a junior faculty member. However, I have been lucky enough on a few occasions to receive help and support from colleagues whose main goal also lies in ensuring that students get the quality education that they need. One area that I believe I still need more assistance with is disciplining students because I find it to be a process that is both timely and emotionally taxing. Although encountering students who lack good manners is not uncommon, finding effective disciplinary strategies without necessarily disrupting learning processes is a challenge that I am constantly working to overcome.
10.If I were to be a first-year college or university professor next year, what advice would you give me?
The best advice would be to engage with your students as frequently as possible as this will allow you to quickly determine what their strengths are and which teaching strategies best work with them.
Part 2: Student Interview
Name of Student that you are interviewing: Ally McCowan
College or University of the Student: Western Michigan University
Course(s) the student is currently learning: English Literature and Language
Number of years as a college or University Student: Freshman
Describe your relationship with the student: Friend
1.What aspects of the school make you feel safe, secure, and comfortable?
I enjoy the family environment that is available within the campus and the camaraderie shared between students, their peers, and their teachers. The environment has helped me achieve my self-actualization and I am now more aware of my full potential as an English Major student.
2.How often do you feel lonely while in school?
I am always in the company of a few friends while in school, so I hardly ever feel lonely. Also, I find it easy to share my ideas with my lecturers who are always ready to provide help or give feedback, therefore, I hardly ever feel like I am on my own when tackling difficulties at school.
3.Do you always feel excited to attend a lecture or a class?
I am always looking forward to attending my classes because it gives me the opportunity to showcase my talents and to also learn from my peers. I often feel engaged during class time and I find it easy to keep up with the lessons because the instructors are always willing to share their knowledge in a way that I can easily resonate with.
4.How often do you procrastinate on your assignments?
Sometimes I may feel anxious or exhausted about an assignment and this often dampens my good mood and motivation for completing an assignment. However, I often overcome such moments by prioritizing or taking a break just to rest and reset my energy levels.
5.What motivates you as a college freshman?
Although my first year of college is still filled with moments of self-doubt and hesitation, I remain motivated by the fact that my efforts will bring rewards that far outweigh the difficulties of being a college freshman. I am constantly working hard and looking for more opportunities to learn not only what is being taught but also how to be an adult for the first time in my life. I have developed tremendous interpersonal relationships with my peers and lecturers, and this has made my college experience successful so far.
Strategies Plan
Each generation of students brings new opportunities as well as challenges to instructors and those serving in student affairs on college campuses. Staying up to date with identifying the different needs of college students today can be an insurmountable task due to the daily positional responsibilities that each instructor carries. However, it is a teacher’s greatest responsibility to make sure that they direct their resources and time toward meeting students’ needs and preparing them for their futures (Wolters & Brady, 2021). This goal is made even more challenging because of ever-changing realities on new legislation, available resources, global and national events, as well as shifting institutional priorities. Therefore, instructors should understand the basics of student development theories and their roles in implementing strategies for self-management, time management, and learning for college students (Hopper, 2015). Taking the time to reflect upon one’s core values as a professional will position an instructor well when attempting to implement any researched strategies. Identifying student needs requires constant research and communication on the instructor’s part with an eye on providing the learners with the opportunity to share their suggestions, perceptions, and thoughts (Dembo, Nicklin & Griffiths, 2007). Students cannot be expected to reach their highest potential unless their basic needs are met.
The first step in ensuring the needs of students is met is to reduce barriers that prevent learners from connecting to an important resource. Students often spend an excessive amount of time accessing resources that already exist on campuses where there is no centralized information point (Wolters & Brady, 2021). This process can often be overwhelming for students as they try to find resources to cater to their basic needs while on campus. Centralizing information can help reduce the hardship students face when tracking down these sources because this is a hindrance to how they manage their time and themselves as they attempt to balance personal, work, and school obligations. A one-time audit of the resources that are accessible to students should be carried out to ensure that the resources are centralized and placed in a web portal that is easily accessible. By doing so, students will be able to reduce the amount of time spent searching through various portals for study resources, thus allowing them to manage their time and themselves more effectively. In addition, this step will improve the students’ learning strategies since the required study materials will be available at a centralized location and thus easily accessible (Hopper, 2015).
Another step towards making sure that student needs are met is to provide guided support when connecting the students with the resources that they need. Some assignments and study materials can be daunting and confusing, especially for students who are in their first year of college. In addition, this approach teaches students how to work on their assignments or study for their tests and helps improve both their time management and self-management skills (Wolters & Brady, 2021). For example, daunting or confusing class assignments can be easily dealt with once a student gets the needed help from the instructor on how to approach the tasks at hand, and this helps them prioritize and break down their workload so that they can choose which tasks to work on and which ones to save for later as they wait for feedback or guided support. Guided support can also come in handy when students need to make applications for housing, or any other student facility needs as most Freshmen in college tend to spend too much time going through application processes to secure housing or food needs while on campus (Hopper, 2015).
Encouraging students to record all due dates and deadlines is also an effective step toward ensuring that their self-management, time management, and learning strategies are effective (Dembo, Nicklin & Griffiths, 2007). When giving take-home assignments at the end of every class, most students tend to prefer taking mental notes of teacher announcements regarding upcoming assignments, quizzes, or exams. However, such students end up forgetting about their mental notes and instead end up panicking once they realize that the due dates are fast approaching yet they are unable to complete the tasks on time (Wolters & Brady, 2021). Thus, instructors can help students save themselves from last-minute scrambles to finish assignments by encouraging them to write down the information being relayed by the teacher as it is being shared. It is advisable for instructors to encourage their students to also go through syllabi and the course calendar during the first few days of the beginning of the semester so that they can take note of any important dates. This approach is excellent for improving the students’ self-management skills as it allows them to better prepare for what is coming up during the semester (Dembo, Nicklin & Griffiths, 2007).
Creating a routine is also highly encouraged for students as it helps them manage their time and themselves better. By encouraging students to get into a routine, instructors can help them reduce any uncertainty that they may have regarding fitting in their study time and homework on top of work, school, and personal obligations (Hopper, 2015). This process should begin at the start of the semester so that the learners can adjust to any changes necessary early and see if they can make additional time for any other engagements both in and out of school. Although it will not always be perfect, students need to understand that sometimes they may have to forego having fun or staying up late to keep up with their studies and ensure their learning is progressing. Effective time management demands that students use their time effectively by being aware of what they are spending most of their time on (Wolters & Brady, 2021). Students can effectively increase their efficiency by taking note of timewasters and setting achievable goals.
Students should also be encouraged to space out their studying as the semester progresses because it helps facilitate learning. Many students as well as instructors wait until the last minute to either study for a test or to review a test. However, evidence suggests that even though enough students get good grades on a test and seem to have grasped the learning material, most of the information they would have learned tends to vanish from their minds less than a few weeks later (Hopper, 2015). Allowing and encouraging students to break down their studies into small chunks guarantees more durable learning. Research has shown that students tend to learn and relearn information that they are taught more effectively whenever they leave a little space in between their learning. This approach would be excellent for improving the learning strategies of college students (Dunlosky et al., 2013). Instructors can encourage their pupils to create studying calendars that would help them effectively plan out how chunks of information are received and what time would be ideal to review each chunk of content.
Another strategy that could help improve a student’s learning, time management, and self-management skills is retrieval practice. This learning strategy helps improve a student’s learning process by transforming their ideas on studying as being a process of re-reading textbooks or notes and into viewing studying as being able to retrieve vital information from memory (Roediger III & Butler, 2011). Research has found that having information right in front of us tricks us into believing that we are aware of something. Forcing students to retrieve learned information from memory helps them become more effective learners because it allows them to fish out information from their minds in a manner that almost seems like they are testing themselves. Students can do this by either explaining to the rest of the class what they know so far about a particular subject or teaching their peers or friends everything they have learned in class so far. By allowing themselves to retrieve that knowledge from their minds, it will be easier for them to remember what they have learned later (Roediger III & Butler, 2011). An effective way to ensure students master this retrieval process in class is to have them put all their books away, turn off any electronic gadgets they may have, and ask them to jot down all they know about a particular topic, subject, or term. Once this is done, the learners should then be encouraged to discuss any misconceptions and check their understanding as a class.
Another step towards improving college students’ learning strategies is through elaboration. Instructors should be advised to describe and explain ideas using detail to help students make connections with the study material and go beyond simply recalling information (Hopper, 2015). Learners should also be encouraged to ask each other and themselves open-ended questions regarding the class and material being taught, use as much detail as possible to answer and have their peers cross-check the materials to make sure they correctly understand what is being taught. Instructors can take advantage of brief class discussions to apply this strategy and to encourage their students to incorporate elaboration while creating or scheduling their own study plans (Dunlosky et al., 2013). This approach can also be combined with interleaving, a process where learners interleave, or mix, multiple topics or subjects to improve their learning.
Interleaving is also an effective tool to help improve a student’s self-management skills. Although common belief suggests that learning a skill requires repeated practice over time, research now shows that such skills can be learned more effectively if their practice is mixed with other skills (Wolters & Brady, 2021). For example, when doing some English assignment tasks, it is typical to find students working on different versions of the same problem in the same order. However, instead of doing this, instructors can encourage students to try using different orders to solve different problems. This approach makes solving the said problems much harder; therefore, students will be finding it more difficult to get to the correct answers and will be making more errors as a result. However, they will be learning a more important lesson in how to solve each problem by using certain strategies instead of using just one approach and doing the same thing. Therefore, it is advisable for instructors to avoid having their pupils repeat the same processes more than once when setting exercises (Dembo, Nicklin & Griffiths, 2007). It is far more beneficial if they weave in other skills as this will help them also develop their critical thinking skills.
Using weekly checklists is also an excellent approach that helps students better manage their time and themselves while on campus. At the end of each week, instructors should encourage their learners to write down any projects or assignments that are due in the upcoming week. Students can also be allowed to use color coding for different topics or subjects and to input the final checklist into their schedules. This approach will ensure that no task is overlooked or forgotten even as the semester continues to become busier (Hopper, 2015). Also, students should be encouraged to leverage technology when looking to improve their self- and time-management skills. There are various time-management apps that can easily be downloaded onto devices for the students to use. In addition, other tools such as calendars or timers located within the students’ handheld devices can be used to improve time- and self-management strategies (Wolters & Brady, 2021).
Effective strategies for self-management, time management, and learning for college students vary and can each be deployed to help better student performance. Most students often find themselves facing a chaotic and unbalanced semester due to poor planning and a lack of focus, with many having to split their time between school and work or personal obligations. Students with competing priorities often do not perform to the best of their potential. However, it is important for instructors to remember that encouraging students to focus on improving their self-management, time management, and learning skills is a good way to guarantee that their teaching strategies are well received and that students perform to the best of their abilities.
The interview processes revealed several things regarding both instructor and student needs when it comes to collegiate education. Some of the things that came up included the need to create a family-like environment for the benefit of the student’s learning and to also encourage college professors to develop a sense of camaraderie among their peers while laying down the groundwork for student instruction. At the collegiate level, most students fail to develop healthy relationships with their peers as well as professors due to ineffective learning strategies and time- and self-management skills. On the flip side, most professors often overlook the need to build close connections with their students and pay little heed to the fact that student learning is also dependent on how they relate to their instructor (Dembo, Nicklin & Griffiths, 2007). This exercise has also revealed that in some cases, students fail to grasp the learning materials because they are unaware of how to go about asking for help and are more comfortable going to their peers instead of their teachers when such moments occur. Although student learning can also take place effectively when they learn from each other, incorporating an instructor’s assistance in such times also proves to be beneficial (Hopper, 2015).
The interview with the college freshman revealed that having a family environment around campus makes students feel more comfortable, safe, and secure while they pursue their studies. The research plan also revealed that students who are comfortable or feel secure with the teaching strategies are more likely to perform better than those who do not. Thus, it is crucial for teachers to ensure that their lessons offer a sense of comfort in terms of giving support and allowing the students the time they need to grasp a subject or topic effectively (Wolters & Brady, 2021). It is also crucial to remember that such approaches can include retrieval practice, reducing barriers to resource access, providing guided support, discouraging the taking of mental notes during scheduling, and creating routines. Most importantly, students need to feel a sense of belonging while in school to ensure that their strategies for self-management, time management, and learning help them become better students (Wolters & Brady, 2021).
The interview conducted with the college professor also helped in determining the effect of encouraging dialogue among students during questioning and discussions. This approach is in line with a teacher’s greatest responsibility which is to ensure that all students’ needs are being met and that they are being well-prepared for their futures (Hopper, 2015). The interview also revealed that having a comfortable learning environment is essential in guaranteeing that a student performs well, and this goes hand-in-hand with the need to encourage students to space out their studying. This helps the students study in a more relaxed manner and they become more capable of grasping what is being taught and retrieving the information at a later date (Dembo, Nicklin & Griffiths, 2007). This exercise has been an eye-opener in terms of ensuring learners manage themselves and their times well and has also revealed several ways through which teachers can improve their teaching strategies and students their learning approaches.
Ally McCowan, English Literature and Language Student, Western Michigan University
Dembo, M. H., Nicklin, J., & Griffiths, C. (2007). Motivation and learning strategies for college success: A self-management approach. Routledge.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the public interest, 14(1), 4-58.
Hopper, C. H. (2015). Practicing college learning strategies. Cengage Learning.
Professor John Keating, Senior English Literature and Language, Western Michigan University.
Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319-1351.
Part 2
Clergy and Counselor Interview
In every discipline, teaching tactics are used that include interviewing procedures. Therefore, this evaluation will describe a conversation with a clergyperson, John, and an academic counsellor, Mary, who have worked at Western Michigan University for a period of over 7 years. I have interacted with the two in my course of study at the institute both at a personal level and student level. This one-on-one interview assesses how college students organize their time, social lives, and intellectual pursuits. The piece will also include a consultation with an academic counsellor who socializes with college students. Additionally, the assessment will heavily draw on the knowledge discovered via individualized research and consulting. This will significantly aid in developing an instructional approach plan to address the demands of college students regarding their emotional, psychological, and spiritual well-being.
Interview with Clergy
Name of Clergy that you are interviewing: John Howstead
College or University where the Clergy currently works: Western Michigan University
Number of years as a college or University Clergy: 8 years
Describe your relationship with the Clergy: Family relative.

How can college students do well under a professor’s pressure?
Students commonly lament the workload strain that their various lecturers place on them. As I engage with them, I find that pressure is more prevalent among students. Notably, it often causes the pupils’ stress levels to increase. This is most likely to happen, particularly when the lecturer expects the students to complete their assignments on time. This often occurs around the semester’s conclusion when the department chair approaches them and encourages them to expedite the projects within a few days. Students under such strain may have severe psychological issues and breakdowns, harming their lives and future.
How should students organize their time while at college?
The viewpoint of time management to confirm a high-caliber performance has the most impact on students. Most students may find it overwhelming to choose their top priorities. This is a problem, particularly when all students’ efforts are required for each activity. As a result, most students schedule their obligations without giving them the proper priority, which leads to them putting off most of their core academic commitments. These curricular activities include sporting as well as leisure activities for the students. This also makes the students dull, affecting their psychology when there is the need to be mindful, as lack of prioritizing is the kind of circumstance that is quite challenging to avoid. Learning to prioritize is a process and an experience to figure out the most efficient technique.
How can students manage their college studies?
Most students in higher learning institutions fail to effectively manage their studies within the given time, meaning that time management is their main problem. Most of them complain of starting their days late, a widespread situation affecting most students’ learning progress within many learning institutions. Also, most students have reported having troubles with their spiritual growth, affecting their day-in-day studies. If the pupils fail to offer their courses the necessary attention while providing for their potential spiritual worries, this is most likely the issue. The problem seems to undermine their overall performance in terms of learning.
How can students handle their personal lives more effectively?
Many students have been unable to properly and effectively manage their personal lives. Many student deaths have been reported by being committed through suicidal actions, usually due to personal issues. This is due to students’ accumulating stress because they cannot effectively manage their academic and personal lives. For students to better manage their personal lives, the first thing that I recommend to students is to take 5 minutes of their day to have a conversation with the Lord. Also, to avoid the use of alcohol and drugs as well as perform some sports where they can exercise their bodies and relax their minds.
Where can students get spiritual direction?
Academic multitasking is a common practice among students, and it greatly influences how anxious they feel about God. Other times, you see the kids losing their spiritual direction while in school or lacking it altogether, which leads to their lack of the fruit of the Holy Spirit. Several pupils have admitted to being unkind, rude, and intolerant of other students while at school in my observation. This occurs when pupils lack the Lord’s presence in their hearts and the required spiritual direction to maintain a commitment to God’s ways. Students can receive spiritual paths at the university or any church they prefer. Many colleges have a designated area for religious gatherings, and others have a priest or clergyperson to assist students needing spiritual guidance.
Interview with Academic Counselor
Name of Counselor that you are interviewing: Mary Watkins
College or University where the Counselor currently works: Western Michigan University
Number of years as a College or University Counselor: 7 years
Describe your relationship with the Counselor: Close family friend

Can students learn effectively under a Lecturer’s academic pressure?
Many pupils manage their fundamental academic subjects while under intense instructor pressure. However, most students find it challenging to study well under their teachers’ microscope. I usually advise students to get to know their lecturers to complete their assignments or even homework successfully. I also advise students to regularly examine their course material to organize their time effectively and be aware of the due dates for tasks. Tremendous pressure is usual for college students, but depending on their mental fortitude and resistance, it might build up stress and worry. Others will disintegrate due to it, while others will struggle through it.
What strategies can college students use to manage their time better?
While completing their allocated work, time management may be complex for many college students. My own experience shows that students prefer to focus on doing a particular assignment perfectly. Some kids have little trouble handling several tasks, while others struggle. This may lead to pupils missing breaks to finish their piling assignments and homework in time for the deadline. As a result, most students do not prioritize their work as they need to. All students need to learn how to prioritize their tasks, manage their time effectively, and choose the best ways to finish their coursework.
What do you suggest students do to handle the transition to college better?
Most learners are primarily influenced by their parents, which implies that their parents’ preferences dominate and rule much of their lives. While juggling their own lives, university students from diverse institutions have more complicated lives. Due to their inability to adequately manage their adjustment to college life, students are under increasing stress. This is risky because many children fear what their parents will say if they seek assistance. Students start to consider suicide when they cannot deal with failure, subpar exam scores, and problems at home. Every child who came to my office for therapy received my advice to contact their parents. Kids who were willing to swallow their pride and ask their parents for assistance, in my experience, fared well in college. I thank every kid who comes into my office seeking help and tells them how smart they are to do so since it will affect their future.
Why do students face so much academic stress?
At some time throughout their college careers, all students experience stress, which several external sources may bring. Additionally, the student’s inability to control many distractions in their daily life while attending college adds to the burden. The truth is that students often underestimate how much time their projects, homework, and other studies would take to complete, which leads to psychological, intellectual, and emotional stress. One of the biggest causes of students’ poor life management and the main reason they experience so much stress and worry throughout their college years is this.
Can students get support and spiritual direction while attending college?
Students who want assistance or spiritual guidance are welcome to visit the campus church and speak with any of the religious advisors. They can preserve more secrecy than I can; therefore, I sent many students to them, particularly those who felt more comfortable talking to a priest. As a social worker, I must uphold set guidelines for the student’s health and safety. Many kids feel more at ease speaking with the priest than I do because they learn early on to put their faith in him rather than me.
Instructional Strategies Plan
It is well-acknowledged and common knowledge that university students face more difficult issues than many of us anticipate they would. It is also apparent that many students struggle with time management, life management, and study management. Students in different educational institutions may not have the necessities to complete their corresponding curriculum. To ensure the students’ efficient time, life, and study management, this strategic plan will address their varied emotional, psychological, and spiritual requirements (Vansteenkiste et al., 2020); this is because many kids face several obstacles in life but fail to ask for help from their parents.
Additionally, these techniques will enhance the university-level learning environment for all students. The three major categories of demands that the various pupils must meet are crucial to effectively addressing this instructional approach plan. Emotional requirements are included in one of these areas. In their simplest form, emotional desires are the psychological or even mental demands of intrapsychic origin that often center on a student’s underlying feelings. These basic feelings are essentially one person’s total empathy, comprehension and support of another. There are psychological demands as well. The psychological state in which something is needed or desired may describe psychological requirements (Hagenauer et al., 2018). The model of psychological needs put forward by Albert Maslow in his 1943 work, known as A Theory of Human Motivation, is the most widely accepted. According to the self-determination theory, among many other things, people typically have three fundamental psychological needs. These include the requirements for relatedness, competence, and autonomy.
Spiritual requirements are included in the third group of needs that pupils must have. The term “spiritual needs” refers to those requirements that help students find personal significance in their lives. Spiritual needs often become apparent when a person is coping with disease and other personal circumstances where spiritual counseling might be helpful. Additionally, everyone needs strong convictions that provide a feeling of purpose and optimism during setbacks, tragedies, and failures. For the deep and inward wounds of sorrow, guilt, anger, forgiveness, self-rejection, and humiliation to be healed, every living thing needs a spiritual support system. As a result, life always has a purpose, which helps to explain why everyone will need spiritual support when their time on earth ends.
Emotional Needs
To provide a supportive learning environment, a student has a variety of emotional demands. These dynamic requirements facilitate the students’ increased academic time management and life management (Vansteenkiste et al., 2020). Examples of these emotional requirements include the following;
Protection involves building a relationship of trust with someone and feeling secure enough to be honest, and vulnerable with them. Emotional safety is the ability to express yourself fully and be your most genuine self with someone. Additionally, emotional safety is reciprocal.
Be mindful
An emotional bond, a collection of irrational emotions that come together to establish a tie between two individuals, is known as an emotional connection. The definition of emotion is to elicit strong emotions. The emotions might be any of the myriads of human emotions, including rage, grief, joy, and love.
Community involvement
A feeling of accomplishment) the pupils’ emotional requirements would aid in directing their academic advancement. Additionally, these would help the kids develop all the practical methods for assessing their time management, life management, and study management abilities while in school since they would be helpful to them in the future (Rigby et al., 2018). Teachers, parents may use these emotional needs, and counsellors to help adolescents succeed in their personal and academic lives.
Psychological Needs
The psychological requirements of students will support them as they make their best efforts to enhance their time management and other aspects of their lives. Students’ academic achievement, study skills, time management, and personal lives will improve if they have a solid psychological foundation that can help them cope with the pressures of school (Gilal et al., 2019). Among the several psychological requirements are the following:
Certainty and significance.
Love & Relationship in a way that when you experience love, your bodily chemistry, especially your neurotransmitters, alters dramatically (brain chemicals). It has a variety of effects on your social interactions, changing how you interact with others around you. There are many different kinds, each of which you experience differently, such as the love you have with your spouse, family, and friends. It may make you feel anything from happiness to sadness.
Participation Certainty suggests that the kids must have a setting that supports their comfort and safety, which they will need while they hone their academic abilities. This includes the instructors, who foster positive interaction with the pupils and help them develop superior learning skills (Baik et al., 2019). Students wishing to develop emotionally and spiritually may find many excellent chances due to the desire for variety, diversity, and change. One of the critical motivations for students with a busy daily routine is to promote a brighter future; thus, they will look for diversity to vary as required.
Students driven by this urge could, for instance, look for chances for learning and growth wherever they can. Students are more motivated to pursue their life objectives, such as maintaining relationships with family, friends, and the community, when they have a sense of significance, love, and connection (Baik et al., 2019). Any individual, even students, wants to continue growing personally and contribute positively to the neighborhood where they reside and socialize. This holds for parents as well since they must continue supporting the kid throughout their time in college and inspire them to improve both academically and emotionally.
Spiritual Needs
Following their transition to college, many students who had grown in their walk with the Lord strive to maintain their faith and spiritual connection. Many institutions allow students to connect with chaplains and religious student organizations and participate in worship services on campus. Students may plan religious events, ask other students to share their spiritual experiences, and promote Christian education (Royal Servants Ministries). Students who are coping with stress and anxiety might benefit significantly from spirituality. During the school year, students may cultivate their spirits and be inspired to do good deeds for others via weekly meetings.
Spiritual needs and internal connections might aid them in efficiently managing their personal lives, time and schoolwork, just as any other student’s demands could (Royal Servants Ministries). This one is distinct since it satisfies the students’ spiritual and emotional demands, in addition to their physical and mental ones, having taken care of their emotional and psychological needs. In addition, kids must get healing and empowerment from love, particularly from their classmates, themselves, and the ultimate source, to effectively navigate life.
Renewing transcendental eras. These are broad periods that extend beyond the present sensory worlds.
Developing fundamental ideas that will help kids find purpose and hope despite the daily losses, tragedies, and failures they experience daily (Royal Servants Ministries).
Their self-esteem and psychological stability will solely and dramatically rise as a result of the skill of uncovering and cultivating their inner knowledge, self-love and creativity.
Acquire principles of justice, honesty, and love as your values and priorities to guide you in leading a life that is both individually and socially conscious.
The desire to follow God’s path by becoming more and more conscious of their interconnectedness with everyone and everything on the earth, including the natural world and all other living creatures.
Possess the necessary spiritual tools to help individuals improve their lives and cure their sorrow, guilt, resentment, forgiveness, self-rejection, and humiliation (Royal Servants Ministries).
Develop deeper feelings of self-confidence, optimism, joy, and the love of life.
These spiritual requirements will support the students in keeping their spiritual direction and communication with the Lord open or continuing. This will make it easier for them to manage their time and pursue spiritual growth and fellowship in the Lord’s way (Royal Servants Ministries). Additionally, students who need to broaden their understanding of Christianity may get support from the institution for any problems with their spirituality and other aspects of their lives. It is crucial to emphasize that only God has the authority to force these changes onto people; everyone else lacks that authority. The student’s heart has to be receptive to all these adjustments and open to receiving the Lord.
In conclusion, there are a few crucial requirements that students must meet to succeed in the academic world. Every person’s emotional, psychological, and spiritual needs are essential, but for students, they may make the difference between failure and success (Vansteenkiste, Ryan & Soenens, 2020). While completing their allocated work, time management may be difficult for many college students. My own experience shows that students prefer to focus on doing a particular assignment perfectly. Some kids have little trouble handling several tasks, while others struggle. This may lead to pupils missing breaks to finish their piling assignments and homework in time for the deadline. As a result, most students do not prioritize their work as they need to (Hagenauer et al., 2018). All students need to learn how to prioritize their tasks, manage their time effectively, and choose the best ways to finish their coursework. This entails creating the techniques that fit their time management the most. The students will ensure sufficient time, life and study management skills, and the atmosphere essential for their achievement if they can positively fulfil and include these fundamental demands. Additionally, this will aid in their long-term trauma recovery and increase their sense of connectedness to God, others, and themselves (Vansteenkiste, Ryan & Soenens, 2020).
Students must be ready to modify their behaviors and be open to hearing and receiving guidance to succeed. On the other hand, parents and instructors need to develop friendly relationships with their pupils to offer a setting that will support this advice. Spiritual requirements are included in the third group of needs that pupils must have (Vansteenkiste, Ryan & Soenens, 2020). The term “spiritual needs” refers to those requirements that help students find personal significance in their lives. Spiritual needs often become apparent when a person is coping with disease and other personal circumstances where spiritual counseling might be helpful. Additionally, everyone needs strong convictions that provide a feeling of purpose and optimism during setbacks, tragedies, and failures (Baik, Larcombe & Brooker, 2019). For the deep and inward wounds of sorrow, guilt, anger, forgiveness, self-rejection, and humiliation to be healed, every living thing needs a spiritual support system. As a result, life always has a purpose, which helps to explain why everyone will need spiritual support when their time on earth comes to an end.
Additionally, this will support students’ academic and spiritual growth in their educational institutions. This will assist in resolving or minimizing the issues identified during the interviews mentioned above with the priest and academic counsellor (Hagenauer et al., 2018). Students who want assistance or spiritual guidance are welcome to visit the campus church and speak with any of the religious advisors. They can preserve more secrecy than I can; therefore, I sent many students to them, particularly those who felt more comfortable talking to a priest. As a social worker, I must uphold set guidelines for the student’s health and safety. Many kids feel more at ease speaking with the priest than I do because they learn early on to put their faith in him rather than me.

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674-687.
Gilal, F. G., Zhang, J., Paul, J., & Gilal, N. G. (2019). The role of self-determination theory in marketing science: An integrative review and agenda for research. European Management Journal, 37(1), 29-44.
Hagenauer, G., Gläser-Zikuda, M., & Moschner, B. (2018). University students’ emotions, life-satisfaction and study commitment: A self-determination theoretical perspective. Journal of Further and Higher Education, 42(6), 808-826.
Rigby, C. S., & Ryan, R. M. (2018). Self-determination theory in human resource development: New directions and practical considerations. Advances in Developing Human Resources, 20(2), 133-147.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31.
Western Michigan University. Available at