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• What to do: Use strategies like name tents, seating charts, or mnemonic links to learn names quickly. Ask for correct pronunciations and practice them.
• Why it works: Cooper et al. (2017) report that when students believe their instructor genuinely knows them, even down to their name, they are more likely to speak up in class, seek help, attend office hours, and ask questions. Bosch (2024) further notes that being called by name lowers the likelihood of feeling nervous while speaking in class.
• Result: Students feel recognized as individuals, not anonymous faces, which opens the door to deeper engagement and interaction with their instructors.

What to do: Present the syllabus as a roadmap to growth, a promise, rather than a contract of penalties. Use language that frames policies as support, not threats. 

• Why it works: Research on syllabus tone shows that even before the first meeting, students form expectations about their instructor. A warm, student-centered syllabus boosts student motivation and creates the impression that the instructor is more approachable, warm, and motivated to teach the course (Harnish & Bridges, 2011). In the same spirit, teaching guides emphasize that when assignments are framed as opportunities to develop skills, students interpret them as meaningful rather than as point-earning tasks (Svinicki & McKeachie, 2011). Recent work also underscores that co-creating classroom policies enhances transparency and inclusion (Iverson et al., 2025).
• Examples of language shifts:
  • “Late work will not be accepted” → “Turn in by [date] for full feedback and discussion.”
  • “Attendance is mandatory” → “Your insights make our learning community stronger.”
• Result: Students enter ready to learn, not fearful of missteps.

What to do: Provide a guide to succeeding in your class: model strong work, outline communication norms, and clarify participation.

• Why it works: Felten and Lambert (2020) emphasize high expectations paired with support as hallmarks of relationship-rich courses that help students thrive. When you provide a clear guide to success and make your expectations explicit, you are meeting the “High Expectations” element of this framework. Research on the Transparency in Learning and Teaching (TILT) framework by Winkelmes (2016) confirms that when instructors clarify the purpose, tasks, and criteria for success, students’ confidence and sense of belonging improve. When you explain the “why” behind a policy, for example, how deadlines mirror professional project timelines, students are more likely to see those rules as training for real-world practice, not as arbitrary hurdles.
• Result: Clear expectations reduce confusion and allow students to focus their energy on the work itself.

What to do: Assign a low-stakes task early on that uses core skills, such as interpreting data, close reading, or making a personal connection to the material.

• Why it works: Early success builds confidence while giving you insight into students’ starting points (Angelo & Cross, 1993). In biology courses, Schinske and colleagues (2016) used “Scientist Spotlights,” assignments highlighting diverse scientists, to help students see themselves in the field, correlating with increased interest in science, a stronger sense of belonging, and improved course grades.
• Result: Early first success reduces anxiety and reassures students that they are capable of the challenges ahead.

What to do: Involve students in shaping meaningful choices, such as exam formats, project options, or even late-work policies.

• Why it works: Cook-Sather and colleagues (2025) describe student-faculty partnerships as high-impact practices that go beyond improving classroom climate. These collaborations help students develop personal learning skills, a deeper understanding of their peers and teachers, and career-ready abilities.
• Result: Students invest more because they helped build the course environment.

What to do: Communicate ambitious goals alongside practical support: scaffolding, models, and detailed feedback.

• Why it works: Yeager and colleagues (2014) coined the term wise feedback for the practice of pairing constructive critique with explicit belief in a student’s potential. Their experiments show it improves persistence, especially among underrepresented students. In a broader analysis, Rubie-Davies and Hattie (2025) reported that when teachers believe all students can make big improvements, all students do better.
• How to phrase it:
  • “This class will push you to think like a professional, because you are capable of it.”
  • “Struggle is not failure; it is evidence you are learning something new.”
• Result: Instead of seeing difficulty as proof they do not belong, students begin to treat challenges as growth opportunities worth tackling.

These seven strategies help you answer the questions students silently bring: Do I belong here? Can I succeed? Will my effort matter? Each move, whether learning names, sharing a story, or scaffolding a tough assignment, signals that you believe in your students. The first day does not just launch a semester; it lays the foundation for a classroom where every student has the chance to thrive.