In the dynamic and increasingly complex landscape of STEM education, the transition from secondary school to university presents profound challenges for incoming students. A new study published in the International Journal of STEM Education sheds light on an oft-overlooked element of this transition: first-year students’ evolving attitudes toward office hours in STEM courses. The research, led by Hsu, Holick, Green, and colleagues, reveals a troubling phenomenon encapsulated by the refrain, “Asking for help feels like a weakness.” This sentiment not only illustrates the emotional and psychological barriers students face but also highlights a significant obstacle in fostering academic success and persistence in STEM disciplines.
The study meticulously examines the factors that shape and sometimes inhibit first-year students’ expectations and utilization of office hours—dedicated times when instructors make themselves available for individualized support. While office hours are traditionally designed as a resource for deepening understanding, clarifying challenging concepts, and obtaining guidance, many new STEM students approach these sessions with apprehension or outright reluctance. The researchers employed qualitative and quantitative methods to unpack the nuanced dimensions influencing these perceptions, including cultural, social, and institutional factors.
One of the critical findings revolves around the internalization of vulnerability as a negative trait. Many students expressed that seeking help could be perceived as an admission of inadequacy, which they felt might jeopardize their standing within highly competitive academic environments. This perception is rooted in broader societal narratives about self-reliance and intellectual prowess that especially permeate STEM cultures, where problem-solving and technical mastery are highly prized. The study reveals that this internalized stigma creates a paradoxical barrier: although office hours exist to support learning, students who might benefit most are often those least willing to attend.
Moreover, the research highlights that students’ prior educational experiences contribute significantly to their attitudes toward office hours. Those coming from environments where seeking help was normalized demonstrated more positive expectations. Conversely, students from more rigid or unsupportive academic backgrounds tended to view asking for help as an admission of failure. This underlines the importance of educational culture and early exposure to help-seeking behaviors in shaping future academic habits.
Another striking aspect of the study concerns how the social dynamics within the classroom influence help-seeking behavior. First-year STEM courses are often large and impersonal, fostering feelings of anonymity and isolation. The lack of familiarity with professors and teaching assistants exacerbates students’ reluctance to approach instructors during office hours. The researchers argue that this distance undermines the critical interpersonal connection needed to encourage students to utilize these support systems effectively.
Interestingly, the study also explores gender and identity-based dimensions of help-seeking. Female students and those from underrepresented minority groups frequently reported heightened anxiety about potential judgment during office hours. These students sometimes faced compounded stereotypes questioning their competency in STEM fields, which intensified their hesitation to seek assistance. This intersectional perspective calls for nuanced institutional interventions that address the specific concerns of diverse student populations.
The design and scheduling of office hours themselves emerged as practical challenges in the study. Many students found office hours inconveniently timed or inaccessible, especially when balancing multiple demanding courses, work commitments, and other responsibilities. Therefore, the study advocates for more flexible and varied support options, including digital and asynchronous forms of engagement, to accommodate diverse student needs and schedules.
In exploring potential solutions, the researchers emphasize the power of proactive instructor outreach. Rather than waiting for students to seek help, faculty members who initiate communication and offer encouragement can significantly reduce stigma. Embedding office hour visits into course frameworks as part of graded assignments or feedback loops has demonstrated promise in increasing participation and reshaping student attitudes.
The study also champions peer support systems as effective complements to traditional office hours. Peer-led study groups, tutoring centers staffed by advanced students, and collaborative learning environments help normalize help-seeking and serve as less intimidating entry points. Recognizing the vital role peers play offers practical avenues for institutions to foster communal academic cultures that mitigate fear and perceived weakness.
One particularly innovative segment of the research involved the deployment of anonymized feedback mechanisms, enabling students to express their questions and concerns without direct confrontation. This approach helped uncover hidden anxieties and facilitated customized interventions. The findings underscore the value of creating psychologically safe spaces that allow students to navigate academic difficulties with dignity and confidence.
Beyond the micro-level interactions, the study situates its findings within the macro context of higher education policies and STEM workforce needs. Retention rates in STEM programs hinge not just on intellectual capacity but also on psychosocial support structures. By addressing the cultural and structural impediments to help-seeking, universities can better cultivate resilient, confident graduates equipped to meet future challenges in science and technology fields.
The implications of this research extend to pedagogical strategies. There is a call to reconceptualize office hours from a remedial resource to an integral component of active learning. Faculty development programs aimed at fostering approachable, empathetic teaching styles are essential to transforming office hours into welcoming environments. Furthermore, integrating discussions about help-seeking as a normal and strategic academic behavior early in orientation or introductory courses can set healthier expectations.
The study by Hsu and colleagues arrives at a crucial moment when STEM education is undergoing rapid evolution, with increasing emphasis on inclusivity, mental health, and holistic student success. As these findings resonate through academic communities, they offer a roadmap for dismantling barriers that silently erode student confidence and ability to seek critical support.
Ultimately, the research reframes “asking for help” not as a sign of weakness but as a fundamental skill—one that interweaves cognitive, emotional, and social dimensions. Recognizing and addressing the multifaceted factors shaping students’ office hours expectations paves the way for creating learning ecosystems where all students can thrive and innovate. The journey through STEM education, often marked by complex problem-solving and intellectual rigor, need not be undertaken in isolation but supported by accessible, empathetic, and proactive academic relationships.
Subject of Research: Factors shaping first-year students’ expectations and utilization of STEM course office hours.
Article Title: “Asking for help feels like a weakness”: factors shaping first-year students’ expectations of STEM course office hours.
Article References:
Hsu, J.L., Holick, G., Green, R.M. et al. “Asking for help feels like a weakness”: factors shaping first-year students’ expectations of STEM course office hours. IJ STEM Ed 12, 40 (2025). https://doi.org/10.1186/s40594-025-00561-3
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