How can I support my student?

Parents and caregivers play an important role in supporting students as they adjust to college life, especially when managing tasks, organization, or deadlines can be challenging. Many families are accustomed to being highly involved in planning and monitoring progress. In college, students take the lead in making decisions about their academic needs. Their support systems provide encouragement, guidance, and support as a coach or sounding board. Over time, this collaborative approach can help students build confidence, independence, and self-advocacy skills, while still having the support they need to succeed.

👉 Guidance, tips, and support tailored to first-generation students and families new to higher education.

May I act on behalf of my student?

No. Under the Family Educational Rights and Privacy Act (FERPA), DAI can only act upon requests made directly by the student. While you can encourage your student to seek accommodations, the process must be initiated and managed by them

How can I support my student in this process?

You can assist by helping your student understand their rights and responsibilities, encouraging them to register with DAI, and discussing the importance of self-advocacy. However, all formal requests and communications must come from your student.

Will I be informed about my student’s accommodations or academic progress?

Due to FERPA regulations, DAI cannot share information about your student’s accommodations or academic performance without their explicit consent. Your student must initiate any communication with you regarding these matters.

What should I do if my student is struggling socially or feeling isolated?

Some students may find it challenging to initiate contact with new peers, organizations, or campus resources. There are small, manageable steps they can take to build confidence, independence, and social connections. Parents and caregivers can help by reminding students of these options, encouraging them to try one step at a time, and celebrating progress along the way. Examples of small steps include:

• Attend a student organization info session or virtual meeting
• Sit in on a club meeting as an observer
• Join a study group or class discussion forum online.
• Develop peer connections:
  • Invite one classmate to study together or grab coffee
  • Pair up with a roommate or suite-mate for small activities
  • Participate in a peer mentoring program
• Participate in campus events and activities:
  • Attend welcome week or orientation activities, workshops, lectures, or hobby classes
  • Try fitness/recreational group classes like yoga or intramurals.
• Opt for volunteering or small group involvement:
  • Volunteer for short-term campus events, service opportunities, or small project groups instead of large social gatherings.

Encourage your student to set achievable weekly goals, such as saying hello to one new person, attending one event, or participating in a group activity, and celebrate these milestones. It can provide a safety net of encouragement, helping them gradually develop confidence, independence, and a sense of belonging on campus.

How can I support my student in balancing academics and self-care?

Encourage routines and healthy habits

• Remind them to get enough sleep and eat regularly
• Encourage breaks between study sessions
• Suggest light exercise or mindfulness activities

Promote use of campus resources

• Counseling Center for stress or mental health support
• Health Services for medical or wellness needs
• Wellness workshops, fitness classes, or recreation activities

Support self-reflection and problem-solving

• Ask questions like:
  • What helps you stay on top of assignments?
  • Which strategy makes studying easier?
• Celebrate small wins, like completing a study session or attending a workshop

Encourage social and community connections

• Participate in student clubs, peer mentoring, or small group events
• Support building friendships or study partnerships

Remember: Gradual practice helps students develop independence, resilience, and healthy self-care habits.

What resources are available for students with disabilities?

Students with disabilities at URI have access to a broad and interconnected network of resources designed to support their academic success, well-being, and inclusion. Many of these are available through Disability, Access, & Inclusion (DAI), while others are in related offices that work together to support students. Here are some key resources:

📚 Academic Resources

• Academic Enhancement Center (AEC): Offers tutoring (STEM, writing, etc.), academic coaching, and workshops to help students develop study strategies and manage course work.
• University Libraries and Academic Testing Center (ATC): For access to books, research help, quiet study space, and assistance with exams (including make-ups and accommodations) through ATC.
• Speaking Center: Helps students improve public speaking skills or overcome speech-/presentation-related anxiety.
• Brightspace, Starfish, and other tech-tools: URI provides learning management systems, early alert tools, and productivity software to support organization and course engagement.

🏛️ Campus Resources & Support

• Disability Resource Mentors: Peer mentors who are knowledgeable about URI’s resources, who help students navigate accommodations, provide emotional support, and connect them to other services.
• On-campus well-being and mental health: URI’s Counseling Center, Health Services, Psychological Consultation Center, etc., help address mental health, chronic conditions, and offer support when students face non-academic challenges.
• Identity, diversity, and inclusion centers: Multicultural Student Services Center, Gender & Sexuality Center, Veterans’ Center, Women’s Center, etc., can provide community, belonging, and advocacy, which aid in students’ overall comfort and confidence on campus.

Help them see that support isn’t limited to academic help. It includes emotional, identity, and community resources, too. Familiarize yourselves with these resources so you can remind or prompt them when appropriate. Encouraging them to reach out early to DAI or other offices when they have questions or challenges.

How can I help my student advocate for themselves?

Self-advocacy is an important skill for students with disabilities, especially in college, where they are responsible for communicating their needs directly to faculty and staff. This can feel overwhelming at first, but students can build confidence through small, manageable steps.

Examples of self-advocacy in action include:

• Sending a brief email to a professor to share their accommodation letter.
• Asking for clarification during office hours.
• Reminding a faculty member about an approved accommodation before an exam.
• Practicing how to explain a learning strategy or support that helps them succeed.

Parents and caregivers can help by coaching rather than stepping in. For instance, role-playing how to start a conversation, encouraging their student to draft an email before sending it, or celebrating when they take even a small step toward speaking up. Gentle reminders and positive reinforcement go a long way in helping students build independence while knowing they have a strong support system behind them.

What if my student is a transfer or non-traditional student?

Transfer and non-traditional students often arrive at URI with different perspectives, commitments, and experiences than first-year students. They may be older, balancing work or family, or carrying expectations from a previous college experience. These factors can make their transition feel unique.

Parents and caregivers can be most helpful by encouraging patience as the student learns the culture and systems of URI. Suggest they ask questions early, connect with DAI staff for accommodations, and explore communities on campus that value diverse life experiences. Non-traditional and transfer students can also find belonging through student organizations, commuter resources, and support services. The Center for Student Leadership & Involvement and Student Involvement Office provide opportunities to meet peers.

Most importantly, keep conversations focused on listening and encouragement rather than problem-solving. Knowing that their support network believes in their ability to adapt and succeed is often the boost transfer and non-traditional students need.

How can I help my student navigate housing and roommate situations?

📌 Know the process

• Familiarize yourself with the process to apply for on-campus housing and housing accommodations.
  • Deadlines matter; late requests may limit available options.

👥 Ways to support (without taking over)

• Review the DAI Housing Accommodations process together.
• Help your student identify “must-haves” vs. “preferences.”
• Encourage them to meet deadlines and follow up with HRL staff.
• Practice self-advocacy skills for conversations with roommates or staff.

When issues come up

• Help them review HRL’s Housing Agreement, Policies Addendum, and Student Code of Conduct.
• Encourage your student to first talk with roommates, then reach out to their RA, or Hall Director or Area Coordinator.
  • Residential Assistants (RAs) are students who provide mentoring and guidance for residents.
• Remind them that students can request a room change.
• They are always welcome to discuss things with their coordinator.