Building Trust Early: Supporting Students on the First Day
Imagine the first day of a student’s first year in college. Their schedule includes algebra, physics, organic chemistry, and stoichiometry. In each class, the professor introduces the course, reviews the syllabus, and begins presenting new material. The student moves from one classroom to the next, trying to absorb expectations, keep pace with unfamiliar content, and perform at their very best.
Now imagine that this student is the first in their family to attend college.
Alongside academic demands, this student carries an unspoken weight, the hope of their family and the pressure to succeed. When a professor asks, “Any questions?” the student hesitates. It appears everyone else already understands. When another professor invites students to use their first name, the student feels uncertain, especially if they were raised to address authority figures formally. Terms like “office hours” are unclear, should they attend only with specific questions, or is it acceptable to simply introduce themselves?
But, a deeper question is emerging: Do I belong here?
These thoughts often go unspoken, as sharing them may feel like an admission of being incapable to be in college. Even when faculty are supportive and welcoming, students may struggle to form meaningful connections. Without a sense of belonging or a trusted point of contact, they are often left to navigate the college experience on their own.
Understanding the First-Year Experience
Many students enter college with limited knowledge of academic norms and expectations. This lack of clarity can affect persistence and academic success. note that when institutions provide clear, accessible information early in the student experience, they improve retention, reduce achievement gaps, and support long-term success.
For example, a first-year biology major may find initial interactions with faculty intimidating. Asking questions, attending office hours, or requesting feedback may feel unfamiliar or even uncomfortable. Depending on how faculty structure and communicate these interactions, students’ early experiences can feel welcoming or discouraging.
The Role of Communication in Building Trust
Reflecting on past experiences, many faculty can recall a time when communication was limited. A canceled class announced only by a note on the door, or waiting for school closures to appear on television, illustrates how information gaps can create confusion and frustration.
Today’s students still face similar uncertainties, particularly when it comes to connecting with faculty. Informal discussions in online student communities highlight a common theme: while many students recognize the importance of building relationships with professors, some feel too intimidated or unsure to initiate those interactions.
This raises an important question: How can faculty communicate in ways that invite trust and engagement?
Clear, proactive communication is a strong starting point. Just as posting a note once served as a primary method of communication, faculty today can use announcements, email, and learning management systems to signal availability. Regular updates and reminders not only keep students informed but also reinforce that faculty are accessible and invested.
Often, it is through individual interactions, such as a brief office visit that students begin to see faculty as approachable and supportive. Once, while meeting with a student, I found out they could not afford breakfast and would come to class hungry. I provided breakfast bars in my office for the student to pick up on their way to class. These simple (and often needed) moments lay the foundation for trust.
Building Trust Through Intentional Practices
Trust develops over time through consistency, clarity, and respect. Students are more likely to engage when faculty demonstrate reliability, transparency, and genuine care for their success.
1. Start with Intentional Communication
Before the semester begins, consider sending a welcome message or recording a brief introduction video. In face-to-face courses, include an introductory slide that shares your professional background, teaching philosophy, and a personal detail to humanize the experience.
Learning students’ names is another powerful practice. Even small efforts to recognize individuals help foster a sense of belonging. One effective strategy is incorporating a brief first-day activity where students “teach something they know” in under three minutes. This approach:
- Activates prior knowledge
- Establishes a collaborative classroom culture
- Helps faculty connect names with individuals
- Allows students to begin seeing themselves as contributors
2. Clarify Expectations Early and Often
Timely communication is essential. Keep in mind, students are balancing coursework with jobs, family responsibilities, and other commitments. Clearly outline response times, assignment expectations, and course policies. Notify students promptly of any changes.
Making implicit expectations explicit reduces uncertainty, especially for first year students who may be unfamiliar with academic norms.
3. Create a Respectful and Transparent Environment
As highlighted in this year’s Student Trust panel, trust is deeply important to students. Many of the students shared powerful examples of how faculty demonstrated trust and how they reciprocated it. Faculty can build trust by:
- Designing clear, meaningful assignments and assessments
- Explaining the purpose behind coursework
- Applying grading criteria consistently
- Acknowledging and correcting mistakes when they occur
These practices signal respect and reinforce credibility.
4. Invite and Respond to Student Feedback
Mid-semester feedback surveys offer valuable insight into the student experience. One ÃÛÌÒÊÓƵ faculty member administers a brief survey just before the midterm, reviews responses, and implements appropriate changes. Importantly, the faculty member communicates those adjustments back to students.
Students report appreciating both the opportunity to provide input and the visible effort to respond to their feedback.
Whenever possible, implement student suggestions to demonstrate that their voices matter. When changes are not feasible, explain why. Being transparent in decision making strengthens trust, even when outcomes cannot change. Students welcome and appreciate when faculty share their challenges and how they adjust to make things work.
The “Real” Impact on Student Success
When faculty intentionally build trust, students become more confident in communicating their needs, seeking support, and engaging in the learning process. Over time, this increased engagement strengthens the student faculty relationship and fosters a greater sense of belonging.
Students who feel supported and valued are more likely to persist, succeed academically, and fully participate in the college experience.
Conclusion
Supporting student success does not require overhauling existing teaching practices. Rather, it involves being intentional in how those practices are communicated and experienced.
Trust grows when faculty are consistent, clear, and demonstrate genuine care. Students, in turn, strengthen that trust through engagement, communication, and follow-through. By making expectations explicit, reinforcing availability, and encouraging interaction, faculty can reduce uncertainty and build confidence, especially for those navigating college for the first time.
Small, thoughtful adjustments can have a meaningful impact. Together, these efforts create an environment where trust develops naturally, connections deepen, and all students are positioned to succeed.
References
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Aucejo, E. M., French, J., Ugalde Araya, P., & Zafar, B. (2025). Understanding gaps in college outcomes by first-generation status. (NBER Working Paper No. 34129). National Bureau of Economic Research.
Meet the Author
Eugenia Johnson-Whitt, Ph.D., is our Faculty Success Facilitator and is responsible for designing, developing, and delivering professional development training modules aimed at enhancing faculty teaching excellence. Since 2015, Eugenia has taught numerous undergraduate and graduate courses in the teacher preparation program and advises undergraduate adolescent and young adult students. She also has several peer-reviewed publications and has given many national/international and state presentations over her professional career.
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