Providing proactive support to students frequently during the process of learning without them having to ask for help is an evidence-based practice. Instructors can provide tailored, proactive support based on their students’ record of course engagement and performance.

Proactive support may include instructional support (e.g., study strategies, help with concepts) and messages intended to shape student behavior toward success through behavior-based praise and modify students’ beliefs about themselves as learners. Multiple lines of research suggest that proactive instructor support increases student success. It has been shown that students most in need of help are unlikely to seek assistance (Karabenik & Knapp, 1988).  Proactive support from instructors has been found to improve student-instructor relationships and students’ receptiveness to feedback (Gallien & Oomen-Early, 2008).