Q: “I’m struggling with when to intervene when I see students struggling, even if it is productive. I know that this is an important part of the learning process, but sometimes I intervene too early and save them from the learning, and sometimes too late, and the students quit on themselves. Is there a sweet spot that I should be shooting for?”
-Signed, An eager classroom teacher
A: Teachers often find themselves navigating the delicate balance between fostering independence and providing necessary support. Understanding when to intervene when students are struggling productively is a critical skill that can significantly influence a student’s learning experience. The challenge lies in identifying the right moments to intervene and doing so effectively.
I struggled with this for a long time in the classroom. First, my classes weren’t rigorous enough, and then, perhaps too rigorous. I didn’t know when to allow scaffolds to support them and when to let them struggle. As a matter of fact, in my AP English class, I used to start the school year with a group assignment asking students to review all the standards in the AP handbook—unpacking as many as they could in one class period. I wanted to see how students dealt with frustration, so I’d know how to identify it in the future. Usually, about three-quarters of the way through the class, I would tell students to stop. “I didn’t expect you to be able to finish,” I would say, and they would shake their heads in disbelief. And then we would debrief the activity: discuss why the assignment was assigned, what they learned from it and the bigger meta-opportunity to help them know they could do more than they thought they could. They learned that there would be many moments in this class that would challenge them in ways they hadn’t experienced before. More importantly, they would recognize when they needed help and when to ask for it.
Recognizing signs of struggle
The first step in knowing when to intervene is recognizing the signs that a student is struggling. This can manifest in various ways:
- Academic indicators: Look for declines in grades, incomplete assignments, or a noticeable drop in participation during class discussions. There may also be an overcompensation of These are often clear indicators that a student may be facing challenges.
- Behavioral signals: Changes in behavior, such as increased frustration, withdrawal from group activities, or a lack of enthusiasm for learning, can signal that a student is struggling. Pay attention to any shifts in a student’s demeanor.
- Social interactions: If a student is experiencing difficulties in group work or social settings, it might be an indication that they are struggling with the material or their confidence. Students might also be disruptive, trying to derail others in their group.
Creating an open environment
Before diving into intervention strategies, it’s essential to create an environment where students feel safe to express their struggles. Make sure to create opportunities for students to share their feelings about the material and their learning processes. Regular check-ins can help students feel more comfortable discussing their challenges. You can do this through reflection activities or one-on-one conferences that allow students to convey concerns in private. Holding office hours before or after school can also provide ample opportunities to share their concerns and get the help they need.
Additionally, we want to establish a classroom environment that prizes mistakes and learning from them. We can do this by showing that effort and persistence over perfection offers the greatest learning opportunities. Educators who model these behaviors are more likely to have students who embrace them. Remind students that struggling is a natural part of the learning process and that seeking help is a sign of strength.
Lastly, take the time to get to know your students. Building strong relationships can create a sense of trust and safety, making it more likely that students will reach out when they are struggling. Plus, the better you know them, the more likely you will recognize when they are off.
Assessing the situation
Once you have identified a student who may be struggling, the next step is to assess the situation more deeply. Spend some time observing the student in various contexts, such as during independent work, group activities, and one-on-one interactions. This can provide valuable insights into their specific challenges. These observations should be tracked over a few days to ensure it isn’t just a bad day, but truly a situation where the student needs assistance.
Engage the student in a conversation about their experiences. Ask open-ended questions to encourage them to share their thoughts and feelings. Questions like “What part of this assignment do you find most challenging?” can yield helpful information. When you ask these questions, pay close attention to the answers. If intervention is needed, you will know how to move forward.
You may also want to consult with their other teachers and support staff. They may have observed different aspects of the student’s behavior or academic performance that can inform your understanding of the situation. If the behavior is happening in more than one class, the issue may be bigger than just not understanding new learning.
Implementing intervention strategies
Once you have a clear understanding of the student’s struggles, it’s time to implement targeted intervention strategies. Here are some practical approaches:
- Differentiated instruction: Tailor your teaching methods to meet the diverse needs of your students. This may involve providing additional resources, modifying assignments, or offering different ways to engage with the material.
- Small group support: Consider forming small groups for targeted instruction and support. This allows you to provide more personalized attention and support to those who need it while also encouraging collaboration among peers. This also ensures that all students are getting what they need. One easy way to do this is with learning centers or stations.
- Use peer mentoring: Pair struggling students with peers who can offer support and guidance. Peer mentoring can be an effective way to reinforce concepts and boost confidence. Be mindful not to assign the same strong student all the time as this can be burdensome for some students. It is more helpful to ask students if they want to be in this capacity before engaging in the model. It may be useful to use lunch periods or other non-class time to make it a safer space for this strategy to work.
- Provide resources: Offer additional resources such as tutoring, online materials, or workshops. Ensure that students know where to find help when they need it. This kind of help is most effective when the student seeks it out themselves. Having a space in your room where students know helpful resources exist is one way to start. Maybe have a sign-up sheet for tutoring online or on a clipboard. You can also offer sessions during lunch for targeted extra help.
- Set goals: Work with the student to set achievable, short-term goals. This can help them focus on specific areas for improvement and track their progress over time.
Follow-up and reflection
Intervention does not end with the implementation of strategies. Continuous follow-up is crucial for ensuring that the student is making progress and feeling supported. Schedule regular check-ins with the student to discuss their progress and any ongoing challenges as well as to discuss how goals are going. This demonstrates your commitment to their success and allows for adjustments to be made as needed. The sooner you recognize what you need to changes, the better. And even better would be if students can identify this themselves by developing self-reflection skills. Encourage them to think about what strategies worked for them and what they can do differently in the future. Metacogntion is an essential skill that will help them long after your class ends. One last thing to try is to acknowledge and celebrate the student’s achievements, no matter how small. This can boost their confidence and motivate them to continue striving for success.
Intervening when students are struggling productively is not just about providing support; it’s about empowering them to take charge of their learning journey. Productive struggle is an essential part of learning, but there is a delicate balance between frustration being productive and reactive creating a potentially retro-productive situation. Remember, the goal is to guide students toward independence while ensuring they feel supported every step of the way.
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Starr Sackstein
Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).
Visit their website at: https://www.mssackstein.com/
