Navigating Grief and Uncertainty: Supporting Students and Ourselves

This morning, I have been reflecting on my students and colleagues as they navigate the psychological complexities of grief in response to the election outcome. Reality feels notably weightier today, underscored by an atmosphere of uncertainty and anxiety about what lies ahead. As I consider these reactions, I am drawn to Maslow's hierarchy of needs and the implications it holds for our work. The challenges we face in supporting student success are significantly amplified when fundamental needs in the physiological and safety tiers are unmet. When students face insecurities regarding their basic needs and autonomy, their capacity to fully engage in academic pursuits is undoubtedly diminished.

"The emotional burden feels heavy, and I recognize that my own well-being influences my capacity to support others."

I, too, find myself struggling to process the weight of these events. It is not just my students and colleagues who are grieving; I am also experiencing my own sense of loss, uncertainty, and fear. The emotional burden feels heavy, and I recognize that my own well-being influences my capacity to support others. This shared grief binds us together, but it also requires us to be gentle with ourselves as we work through these challenges. Acknowledging my own emotions has become an important step in understanding how best to be present for my students and staff. Our work is as much about recognizing and managing our own vulnerabilities as it is about supporting those of others.

When students are grappling with foundational concerns—their safety, sense of belonging, and access to essential resources—their ability to participate meaningfully in their educational journey is compromised. This is a crucial reality we must confront as advisors and educators who are committed to fostering student success. Academic advising transcends the administrative processes of course selection and degree planning; it requires an empathetic presence that helps students navigate the broader challenges that directly impact their capacity to thrive. Academic advisors recognize that academic achievement is untenable when students are consumed by fear, instability, or unmet basic needs. By acknowledging this interdependence, we can more effectively conceptualize the comprehensive support that our students need.

In times of heightened socio-political uncertainty, we must create spaces where students feel their emotional experiences are acknowledged and validated. This involves actively elevating awareness of the resources available to meet students' basic needs, whether related to safety, housing stability, or mental health services. Moreover, it is essential to foster an environment in which students feel psychologically safe to articulate their anxieties, and we must actively cultivate communities that provide them with stability and connection. The impact of our interventions extends beyond the services we deliver; it is deeply embedded in how these services are provided. Ensuring that students perceive a genuine concern for their well-being requires attentive listening, empathetic engagement, and a proactive commitment to dismantling barriers that may impede access to necessary resources.

"our collective support for one another—as colleagues and as human beings—is equally vital, given that these societal challenges impact us all. The interconnectedness within our academic community means that the hardships experienced by any one member inevitably reverberate throughout the whole"

Today serves as a reminder that our responsibilities as educators extend far beyond the traditional confines of academic advising. Our work is fundamentally about helping students secure the support necessary to navigate their immediate challenges, to facilitate a path toward eventual thriving. In parallel, our collective support for one another—as colleagues and as human beings—is vital, given that these societal challenges impact us all. The interconnectedness within our academic community means that the hardships experienced by any one member inevitably reverberate throughout the whole, and it is through our collective resilience that we will ultimately advance. By nurturing a culture of care, we may create a foundation that empowers not only our students but also our colleagues, ensuring that they feel supported and capable of persevering through difficult circumstances.

To my fellow advisors, educators, and all those who support students during these uncertain times: I see your dedication, I value your commitment, and I am genuinely proud to be engaged in this work alongside you. Though the path ahead may be unclear, our dedication to the success of our students and to one another remains steadfast. And as we do this work, we still must care for ourselves and for each other, recognizing that our own well-being is just as critical in sustaining the energy and empathy we need to serve our students.