Prevalent Issues Facing First-Year Students
Written by:
Julie Rothhaar
Assistant Dean, First-Year Experience
Katie Julian
Staff Associate, New Student Programming & Advising
Office of Undergraduate Advising and Academic Programming
Developing competence
First-year students transitioning to college look to develop competence, both intellectually and
interpersonally.
In the area of intellectual competence, students aim to develop skills and strategies to manage the
depth and breadth of the Institute curriculum, which in many ways may differ from their
experience in high school. Students are no longer at the top of their class, the peers that surround
them are also the best and brightest. Many students may have excelled in high school without
knowing “how to study,” relying on their natural ability or memory to succeed. They must adjust
to the pace of work and the time management required, and can often be unsure of how to ask for
help. Therefore, it is important to promote the development of good study skills and habits,
including accessing additional academic resources in a proactive manner.
First-year students in transition also strive to feel interpersonally competent. For many, this will
be their first time away from home and the familiar support system of family and friends.
Students want to feel like they “belong” to a community on campus and benefit from diverse
types of activities that facilitate getting to know peers on a deeper level. For some students, such
as those on the autism spectrum, adjusting interpersonally could be a bigger challenge than
adjusting to academics. These students may need more explicit coaching and guidance from
mentors on how to navigate peer group dynamics or connect with faculty.
First-year students who may struggle in the intellectual and/or interpersonal realms often feel as
though they are “the only one” experiencing this difficulty. By listening to their experience and
reassuring them that they are not alone and that there are many people available to assist them,
can help first-year students feel less isolated.
Adjusting to new freedoms and responsibilities
Many first-year students come to campus eager to take advantage of all the newfound
“freedoms” they have---free time, freedom from family rules, freedom to select from a multitude
of courses, living groups, and activities, develop their own living routine, etc. The media often
portrays college as an “Animal House” atmosphere, which can lead to unrealistic expectations
and unhealthy behavior. Consequently, it is important to remind first-year students that with such
freedom comes responsibility---responsibility to uphold academic integrity, to be considerate of
others in your dorm, to manage your time, to engage in healthy behaviors, and to seek help for
yourself and others when necessary. Learning how to balance these freedoms and responsibilities
makes for a successful student in and out of the classroom. Mentors can talk with students about
their decision-making process and share examples from their own experience about managing
freedom and responsibility in college.
Managing Emotions
Particularly at MIT, where the metaphor of the “firehose” rings true, developing adequate coping
skills to deal with troubling feelings of anxiety, depression, anger, grief, shame, and
disappointment in a way that does not significantly impact academics can be challenging at
times. Mentors can encourage accessing resources such as Student Support Services and MIT
Mental Health, as well as engage in wellness and stress-reduction activities with students,
modeling balance in their own life. Managing emotions also includes effective conflict resolution
and civility in student life. Mentors can encourage students to talk through disagreements with a
roommate, strategize with their Area Director, GRT, or other member of their House Team or
utilize mediation services, which will help them come to a compromise rather than moving out or
avoiding an issue. Engaging students in conversations about their behavior and its impact on the
community facilitates deeper understanding of the consequences of one’s actions.
Exploring Identity
While some first-year students may take this opportunity to “reinvent themselves,” all students
will undergo some kind of identity exploration, contemplating “who am I?” This question will
continue to surface throughout the college years and beyond.
They will start to examine more deeply different dimensions of their identity such as:
a) Social Identity (race, class, gender, religion, sexual orientation, etc.)
b) Academic/Professional Identity (major, career plans, internships/UROP, graduate school
plans)
c) Family Identity (level of autonomy/connectedness within their family unit)
d) Peer Group Identity (living group, FSILG, club, athletics, ROTC, role in these groups)
e) Personal values, beliefs and morals (personal ethics and integrity)
Some students will be reluctant to explore these aspects of their identity, and may rely on a more
circumscribed set of beliefs. Others will take the opportunity to try new experiences and
contemplate new ideas. Still others will find themselves undecided as to where they stand on a
variety of these areas. As a mentor working with first-year students, it is important to understand
that each student will progress at their own pace and provide appropriate challenge and support
to foster identity development.
Contextual Factors impacting first-year student transition
Level of engagement with the community
Students who are involved in something, whether it be an academic, living group, or
extracurricular activity, tend to have more success in their first year than those who are not
involved. Such involvement in educationally purposeful activities; such as academic research,
leadership within a house, club, or team, helps students develop a routine, meet new people, and
build leadership skills for the future. Such involvement also makes students feel more connected
to campus, which can ease the transition process considerably. Students who are disengaged
from campus life, either by not attending class, getting to know their professors, joining clubs or
leaving campus from time to time, tend to feel more isolated from the community and thus can
struggle more. Additionally, at a school like MIT, students can also fall into the trap of over
involvement, which can also lead to negative outcomes and increased stress, so mentors should
assist students in developing a balanced schedule.
Access to a support network
Students who access a support network on campus generally fare better in a transition than those
students who assert “they can do it on their own.” Utilizing resources such as ones House Team,
tutoring services, office hours, or counseling, as well as developing relationships with one’s
advisor, Area Director or GRT, helps students develop a network of allies and advocates that can
support them through the ups and downs of their first year. Students who do not take advantage
of these resources often end up struggling and many wish they had asked for help earlier.
Distance from “home”
Students who come to MIT from far away may have more difficulty transitioning than their
peers. International students have various levels of acculturation to America, which can be
challenging, while students from the south and west coast must adjust to the New England
weather. “Home” does not always represent where someone sleeps at night, but rather a familiar
community where they feel they belong. Thus, students who live closer to MIT may still struggle
with homesickness because of the difference in the living and learning environment.
Social Identity
A first-year student’s social identity can play a significant role in their integration into the
institution and their sense of belonging on campus. Students with marginalized social identities
(i.e. students of color, women, first-generation college students, LBGT students, students with
disabilities, etc.) may have more difficulty transitioning to their new environment because they
often face oppression from the campus community and society at large. Navigating an unfamiliar
and at times hostile climate can be an additional stressor on students. As with all it is important
for these students to feel included in their community. Belonging to a community means that
where you live and learn accepts and celebrates all of who they are.
Parent/family involvement
Levels of parent and family involvement in a first-year student’s life can vary significantly and
impact their transition. Some students will have extremely involved parents and family and
prefer to keep a close relationship with them. Others will have overly involved parents and
family and will need help navigating the new changes in their relationship so they can develop
more autonomy. Sometimes, parent and family views can clash with a student’s wants or needs,
which can lead to additional stress on the student. On the opposite end of the spectrum, some
students have very uninvolved parents and family which can lead to a range of feelings. They
could especially benefit from connecting to mentors on campus who can serve as a support
system and advocate.
Residential Life and Peer Culture
Each residence hall at MIT has its own unique culture, which plays a large role in students’ firstyear experience. Many students will find their first or closest friends in their selected living
group, but they may also have to resolve their first conflicts with roommates and community
members there. Some students may also be exposed to unexpected social pressures in the halls
that may be very different from their experiences at home. Similarly a first-year student will also
find close connections and potential conflict if they choose to become a new member of an
FSILG (fraternity, sorority or independent living group).
The pressure to belong in any peer group can be intense for first-year students, for many of our
students MIT is the first place they feel full accepted by their peers. Students can sometimes feel
like they are the “only one” who may be struggling socially or that they “have to” do something
in order to fit in. It’s important to stress the importance of maintaining personal values and
making healthy decisions and encourage students to seek out multiple environments to meet new
people (i.e. classes, clubs, intramurals).
Mental health status
Students who come to MIT having received treatment for a mental health concern may have
more difficulty adjusting to the new environment and the changes in lifestyle. Some may be out
of their routine for taking medication and/or checking in with a mental health professional and
may need assistance accessing such resources. Others may manage their conditions without
much outside support.
Additionally, students with no prior mental health history may find the transition to be
overwhelming at times and may benefit from speaking with a helping professional. Sometimes
these students may have an undiagnosed mental health condition, but many experience typical
transitional issues.
Coping skills
When faced with a transition, students who have developed healthy coping skills tend to do
better than those who have not developed coping skills or have developed unhealthy coping
skills. Students who utilize campus resources, develop a regular study and stress-management
routine, pursue outside hobbies, and do not connect their performance directly to their self-worth
demonstrate signs of healthy coping skills. Conversely, students who abuse alcohol and other
drugs, get little sleep, eat poorly, never take breaks from schoolwork, or who are reluctant to
seek help demonstrate signs of unhealthy coping skills.