Why Challenge?
New students often burst into college confident because of their high school records. Many of them have held solid “A” averages throughout school. And whether they work hard or barely crack their textbooks, they have come to expect that the effort they expend will result in a high grade.
But once they enter college, that changes. Suddenly, they are asked to be far more active learners, asking questions in class and tackling new ways to learn. I’ve often said that compared to high school, the college semester moves three to four times as fast accompanied by far fewer in-class hours. The difference is the amount of time spent out of class reading, researching and writing. Many entering college students aren’t prepared for that. And rather than ask for help when they hit their first hurdles in college, they often hunker down. This means they work harder and harder using techniques that simply don’t work in college.
In essence, they’re being challenged from the beginning of school. Why should we go out of our way to give them even more?
The Delicate Balance
We know that college students thrive when educators master the art of providing both challenge and support to promote their continued growth. This approach, often called the “challenge and support theory” in higher education, was developed by Nevitt Sanford in 1967. While the theory isn’t new, I’ve found it incredible helpful over the years, and easy to understand.
Academic and other challenges in college push students beyond their comfort zones, encouraging critical thinking and personal growth. Rigorous coursework, complex projects, and high expectations help develop essential skills for future careers. When students grapple with difficult concepts or tackle ambitious assignments, they build resilience and problem-solving abilities that serve them well beyond graduation. In addition, challenging experiences encourage students to seek help when they need it—a key element of college student success.
A Practical Example
When I directed a scholars program at a public college, we held an intense summer program for the incoming cohort of students. The summer program combined intense academic experiences in a compressed nine-day format. Inevitably, students found themselves slightly overwhelmed by the work they had to do, and asked for help. (We were careful to watch for people who became truly overwhelmed.) Their asking for help—modeled by the peer mentors who led them—gave them key insight into the importance of using campus resources and acknowledging the need for a paradigm shift as they enter college. I’m proud of the willingness of these entering students to shed their embarrassment and ask for help.
Challenge alone, however, can lead to burnout, anxiety, and disengagement. This is where robust support systems become crucial. Effective support in college takes many forms. One is academic advisors who guide course selection and career planning. Another support is writing centers that help students improve their communication skills, paired with robust tutoring services. Another—and one many folks don’t think about—is mental health services. Faculty office hours offer opportunities for one-on-one guidance, while study groups and learning communities create collaborative environments where students can learn from peers. These supports, when paired with challenges make all the difference.
Another Secret?
Another way we support students is by providing them a way to belong. Students who know they are part of something larger than themselves and that people care about their success, are better prepared to meet the challenges that college presents them. In addition, when they have that supportive community around them, they’re more likely to take on even greater challenges voluntarily. These include engaging in research, serving as teaching assistants and peer educators, and taking on campus leadership positions. And yes, that’s what the students in my scholars program did—consistently.
Finding the right balance between challenge and support requires constant adjustment. Too much support without adequate challenge may lead to dependency and reduced motivation. On the other hand, excessive challenge without sufficient support can discourage even the most talented students. This may lead to their withdrawal or transfer. Success lies in creating an environment where students feel stretched but not strained, supported but not coddled.
Ultimately, the goal is to develop resilient, independent learners who can face future challenges with confidence. When institutions balance challenge and support successfully, they don’t just produce graduates – they cultivate lifelong learners equipped to navigate an ever-changing world.
I used to have a tagline on my email signature: “support helps you survive, but it’s challenge that makes you thrive.”
‘Nuff said.