How Universities Can Better Support Second-Year Undergraduates: A Multi-Layered Approach

Second-year university students in Australia face a critical turning point in their academic journey. Having made it through their foundational year, they now encounter more demanding courses, greater academic pressures, and, for many, a sense of uncertainty about their future path. This is a time when motivation can dip, and persistence may waver—leading to the risk of disengagement. For universities, understanding what drives second-year students and what challenges them is key to helping them stay on track.

One way to approach this challenge is through an ecological systems lens, which considers the broad range of factors at multiple levels—individual, social, institutional, and cultural—that influence students’ experiences and outcomes. By applying this approach, universities can implement targeted support systems that address the specific needs of second-year students, helping them to thrive academically, socially, and emotionally.

The Ecological Systems Approach to Student Persistence

An ecological systems framework provides a comprehensive way to understand the factors affecting student persistence. At the individual level, factors such as motivation, academic readiness, and personal well-being are critical. The microsystem includes immediate influences like family, friends, and instructors, which shape students’ day-to-day academic experiences. The mesosystem represents interactions between these influences (e.g., how home life might affect academic performance), while the macrosystem encompasses broader societal and cultural factors, such as university policies or financial pressures.

In a study with my colleges Loh, Robinson, (2021), second-year undergraduates in Australia were examined through this ecological systems approach. The research explored both the motivators—such as career aspirations and academic interest—and the blockers—like financial stress, mental health issues, and institutional barriers—that impacted their persistence. The study showed that second-year students face challenges across multiple levels, and addressing these can be crucial to improving their academic outcomes.

1. Personalised Academic and Emotional Support

One of the most effective ways universities can support second-year students is through personalised academic and emotional support. This ensures that students are not just seen as numbers, but as individuals with specific needs and challenges.

• Mentorship Programs: Peer mentoring offers valuable support for second-year students, allowing them to connect with others who have already experienced the rigours of university life. Peer mentors can offer advice, guidance, and emotional support, which can improve students’ confidence and sense of belonging (Wilcox et al., 2013).

• Targeted Academic Advising: Tailoring academic advising to the needs of second-year students can help them navigate the increasing complexity of their studies. Discipline-specific advice and early identification of students at risk of falling behind can facilitate timely interventions.

2. Fostering Social Integration

Social integration is a major motivator for student persistence. Second-year students who feel connected to their university community are more likely to engage with their studies and persist through difficult times.

• Peer Networks and Social Clubs: Encouraging second-year students to join peer networks, study groups, and social clubs can help them feel less isolated and more engaged with university life. These connections can provide a support system that is vital during the second-year transition (Pittman & Richmond, 2008).

• Inclusive University Events: Hosting events that foster social integration can also be beneficial. Faculty-hosted social events, networking nights, and casual study sessions help students form connections outside the classroom, improving their university experience.

3. Holistic Well-Being Support

A student’s overall well-being—mental, emotional, and physical—has a direct influence on their academic persistence. The mental health of university students is an increasing concern, with many students reporting feelings of stress, anxiety, and depression (Australian Council for Educational Research, 2020). Universities need to offer comprehensive support services to address these needs.

• Accessible Mental Health Services: Universities should ensure students have easy access to counselling services and mental health support. This could include offering individual counselling, group therapy, and stress-management workshops. Such services should be available to students as part of a holistic approach to well-being (Conley et al., 2013).

• Financial Assistance: Financial stress is another barrier to persistence. Offering emergency funds, scholarships, and financial literacy programs can relieve some of the pressure students face. Financial support can ease anxiety and allow students to focus on their studies rather than worrying about their financial situation (Kuh et al., 2006).

4. Encouraging Autonomy and Competence in Learning

Self-Determination Theory (SDT) emphasises that students are more motivated when they feel they have control over their learning, are competent in their academic pursuits, and are connected to others. Universities can structure their courses and activities in ways that foster these feelings of autonomy, competence, and relatedness.

• More Autonomy in Learning: Giving students greater control over their learning process—such as choosing projects or electives that align with their interests—can increase motivation and engagement. This also supports students’ growth by offering challenges that match their abilities.

• Constructive Feedback: Providing regular, meaningful feedback allows students to feel competent in their academic abilities. Feedback should be timely and actionable, helping students improve and stay on track (Sadler, 2010). Encouraging formative assessment, where students can submit drafts and receive feedback before final submission, can significantly boost their learning process.

5. Institutional Flexibility and Adaptability

Universities must also ensure their policies and practices are flexible enough to meet the needs of diverse students. This includes being adaptable to personal circumstances, offering flexible learning options, and revising policies that may unintentionally block students’ success.

• Flexible Learning Options: Second-year students often juggle academic, personal, and work commitments. Offering a blend of face-to-face, online, and hybrid learning options can help them balance their responsibilities and continue their studies without unnecessary barriers (Hurst et al., 2013).

• Inclusive Policies: Universities need to continually review their policies to ensure that they meet the evolving needs of students. This includes flexible deadlines for students dealing with personal crises or revising attendance policies to be more accommodating to students facing health or family challenges.

Conclusion

The second year of university is a critical period that can define whether students stay the course or drop out. By adopting an ecological systems approach, universities can better support second-year undergraduates, addressing not only academic challenges but also social, emotional, and financial factors that influence their persistence. Through personalised support, fostering social integration, offering holistic well-being services, encouraging autonomy in learning, and maintaining flexible institutional policies, universities can provide second-year students with the resources and environment they need to succeed.

References

• Australian Council for Educational Research. (2020). The mental health of university students: National data and insights. ACER.

• Conley, D. T., Durlak, J. A., & Bodilly, S. J. (2013). The impact of mental health and emotional well-being on academic success. Journal of Higher Education, 84(4), 496-511.

• Hurst, A. L., & McLaughlin, L. R. (2013). Flexible learning environments and student engagement. Higher Education Research & Development, 32(4), 528-540.

• Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative.

• Loh, J. M., Robinson, K., & Muller-Townsend, K. (2021). Exploring the motivators and blockers in second year undergraduate students: An ecological system approach. The Australian Educational Researcher, 48, 85-106.

• Pittman, L. D., & Richmond, A. (2008). University belonging, friendship, and psychological well-being among first-year undergraduates. Journal of Experimental Education, 76(4), 345-360.

• Sadler, D. R. (2010). The role of feedback in the learning process. In Assessment and Learning, 2nd edition. SAGE Publications.

• Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2013). "It was nothing to do with the university, it was just the people": The role of social support in the persistence of students from underrepresented backgrounds. Journal of Further and Higher Education, 37(2), 207-224.