Editor’s note: This article is part of Teaching the Adult Learner: Practical Strategies for Higher Ed Success, a six-part series exploring how colleges can better support nontraditional students. Drawing on classroom-tested practices with adult learners in Human Services programs, the series offers faculty and administrators concrete strategies to build confidence, foster engagement, and connect coursework to real-world impact. The series publishes weekly on Mondays.
When I ask my adult students at the College of Westchester (CW) what worries them most about returning to college, their answers rarely start with time management or finances–though those are real challenges. More often, they confess: “I’m not sure I’m smart enough to do this anymore.”
That fear of inadequacy is pervasive among nontraditional learners, many of whom are first-generation students or returning to school after years away. Instructors can’t erase the pressures of work and family, but we can design courses that steadily build students’ confidence. For many adult learners, that confidence is the key to persistence and, ultimately, graduation.
Why structure matters
Confidence doesn’t grow in a vacuum; it grows in structures that guide students toward success. Clear frameworks–from well-designed assignments to supportive feedback loops–act as scaffolds that help learners climb toward mastery without feeling overwhelmed.
Without these structures, even capable students can falter. Assignments feel ambiguous, expectations unclear, and learners slip into self-doubt. With the right supports, however, students begin to believe: “I can do this–one step at a time.”
Scaffolds that work
In my Research Methods and Diversity & Inclusion courses, several supports have consistently helped struggling adult learners build momentum:
1. Structured slide decks with notes
Every class session comes with slides that don’t just summarize content but include detailed notes, key terms, and guiding questions. Students know they can return to these resources when studying late at night after their kids are in bed.
2. Step-by-step rubrics
Each assignment includes a rubric that breaks down exactly how it will be graded. Instead of facing a vague “Write a paper on X,” students see clear categories: research question (20 points), evidence use (30 points), analysis (30 points), mechanics (20 points). Rubrics reduce uncertainty and give learners a roadmap.
3. Low-stakes practice
Before major assessments, I build in opportunities for practice: reaction papers, short quizzes, or discussion posts that mimic elements of the larger task. These “rehearsals” allow students to test their understanding without fear of failure.
4. Model assignments
Seeing what “good” looks like is invaluable. Sharing anonymized samples of strong work helps learners understand expectations and imagine themselves producing similar results.
A classroom example
One student in my Human Services course had failed out of college years earlier. She returned determined but nervous. The first time I introduced a literature review assignment, her face fell: “I’ve never been good at this stuff.”
Instead of sending her off with only the textbook, I walked the class through an annotation scaffold, provided a sample article, and broke the task into three steps. By the time she submitted her draft, she admitted, “I actually think I can do this.”
She earned a B+ on the assignment–but more importantly, she gained confidence that carried into every subsequent project.
Why confidence changes outcomes
When struggling students gain confidence, they don’t just perform better academically–they become more engaged. They participate in discussions, take risks in projects, and persist through challenges. Confidence fuels a cycle of success: small wins build momentum, which encourages effort, which leads to larger wins.
For adult learners who may be one discouraging moment away from withdrawing, this cycle is often the difference between staying enrolled and giving up.
Takeaways for faculty and administrators
- Clarity is kindness. Structured resources and rubrics reduce anxiety and allow learners to focus on content rather than guesswork.
- Practice builds confidence. Low-stakes opportunities help students approach major assignments with greater assurance.
- Models matter. Showing examples of strong work helps students visualize success.
- Confidence fuels persistence. Supporting learners emotionally is just as important as supporting them academically.
Closing reflection
Confidence may not appear on a syllabus, but it’s one of the most important outcomes we can cultivate in adult learners. By embedding structure, clarity, and support into our courses, we help students shift from “I don’t think I can” to “I know I can.”
That shift doesn’t just change grades; it changes trajectories. For many adult learners, confidence is the bridge between struggle and success.
Next week, we’ll continue the series with Part 4: From Blackboard to the Workplace: Leveraging LMS for Adult Success.
Find Part 1 here.
Find Part 2 here.
Timothy Montalvo is a middle school educator and leader passionate about leveraging technology to enhance student learning. He serves as Assistant Principal at Fox Lane Middle School in Westchester, NY, and teaches education courses as an adjunct professor at Iona University and the College of Westchester. Montalvo focuses on preparing students to be informed, active citizens in a digital world and shares insights on Twitter/X @MrMontalvoEDU or on BlueSky @montalvoedu.bsky.social.
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