COMMITMENT COMPETENCIES

Student support in a university setting is a bit like being the unofficial “academic GPS”-occasionally recalculating, gently redirecting, and sometimes reassuring students that yes, they are actually on the right path (even if it doesn't feel like it at 2 a.m. before a deadline).

While lecturers are often seen as content experts, their role extends far beyond delivering lectures and grading assignments. A supportive lecturer notices when a usually engaged student goes quiet, responds to confused emails with patience rather than panic, and creates a space where questions are welcomed-not feared.

This kind of support doesn't mean spoon-feeding; rather, it's about guiding students to become independent thinkers while reminding them they're not alone in the process.

In the end, a little encouragement, clarity, and empathy can turn a stressful academic journey into one where students feel capable, confident, and maybe even brave enough to put their hands up in class.

Student support takes on slightly different personalities depending on whether you're dealing with first-year undergraduates still figuring out where the lecture hall is, or master's and PhD students deep in an existential crisis about their research topic. In both cases, however, the lecturer plays a crucial role-not just as a content expert, but as a guide, mentor, and sometimes even a calm voice of reason.

For undergraduate students, support is often about adjustment and access. Many are navigating higher education for the first time, and within the South African context, this is often layered with significant socio-economic challenges-financial constraints, limited access to resources, language barriers, and the transition from under-resourced schooling systems.

Here, the lecturer becomes a bridge: clarifying expectations, scaffolding learning, and being approachable enough that students feel comfortable asking for help. Institutional support-such as writing centres, tutoring programmes, and financial aid systems-works best when lecturers actively guide students toward these resources. A little direction can prevent a lot of silent struggling.

At the postgraduate level, particularly for master's and PhD students, the support shifts from structured guidance to intellectual partnership. These students don't necessarily need reminders about deadlines (although, occasionally, they do), but they do need mentorship in navigating the complexities of research.

This includes refining research questions, developing methodological rigour, managing the emotional ups and downs of long-term projects, and preparing for academic or professional careers. In the South African landscape, postgraduate students may also face challenges such as balancing work and study, limited funding, and unequal access to research infrastructure.

Here, the lecturer-as supervisor-must provide consistent, constructive feedback, create realistic timelines, and advocate for institutional resources that enable student success.

Institutionally, support must go beyond policies on paper. It requires accessible mental health services, responsive administrative systems, and equitable access to technology and research tools. Lecturers, in turn, act as connectors between students and these systems-sometimes even translators of “university bureaucracy” into human language.

Importantly, within a context marked by inequality, student support is not an optional extra; it is central to promoting success, retention, and transformation in higher education.

Ultimately, whether guiding a first-year through their first assignment or helping a PhD candidate survive their final chapter edits, effective student support is about recognising that academic success is not just about intellectual ability-it's also about having the right support at the right time. And occasionally, just knowing that someone is in your corner can make all the difference.

As you conduct your teaching and research supervision, do you consider the following:

Checklist

• Is there an inclusive and supportive learning environment fostered?
• Am I treating my students with respect and encouraging them to respect their peers and staff?
• Is there consideration for my student's aspirations and priorities?
• Do I provide opportunities for my students to seek advice and assistance from me?
• Do you encourage students to make use of the UJ's support services should they be in need of them? These include: PsyCad, the Library, the Academic Development Centre
• Do you coach and mentor students - in terms of providing them career guidance?
• Do you encourage them to make use of their tutors?

Centre for Psychological Services and Career Development (PsyCaD)

The link to PsyCad can be found via this link:https://www.uj.ac.za/teaching-and-learning/academic-development-and-support/centre-for-psychological-services-and-career-development-psycad/

The UJ- PsyCaD 24-Hour Mental Health Crisis Line (082 054 1137) is available during the academic year from February to November for UJ Students only.

The below PsyCaD contact numbers/platforms are available for student walk-ins, appointments and related queries:

• All PsyCaD referrals and queries email: psychservices@uj.ac.za
• Telephone (during office hours): (011) 559 2394/3324(APK) /5752(SWC)/ 6042(DFC)/ 1318(APB)
• PsyCaD Virtual Helpdesk (WhatsApp Only): 073 802 9604
• Disability Unit: du@uj.ac.za; (011) 559-3745
• Career Services: psycadassessments@uj.ac.za
• PsyCaD Mobile App: Download from the Google Play Store: PsyCaD@UJ

In case of any psychological crisis outside of this period, please call the following numbers which are available 24/7/365:

• Higher Health Helpline (for staff and students): Toll-free: 0800 36 36 36/SMS 43336
• Lifeline: 0861 322 322
• SADAG Suicide Crisis Line: 0800 567 567
• Netcare Akeso Crisis Helpline: 0861 435 787