Each semester, students face significant challenges in their courses. Students either get discouraged, fall behind, or consider dropping the class (Trusty et al., 2025). Educators spend a considerable amount of time and creative energy encouraging these students to not give up and stay on top of class assignments (Blanco et al., 2025; Faucett, 2025). Oftentimes, students struggle not because they lack ability, but because academic challenges are intertwined with financial pressures, personal and emotional challenges, and poor study habits (Blanco et al., 2025; Trusty et al., 2025). In addition, a student’s challenges feel immediate, while their future goals feel abstract (Niewoudt & Pedler, 2023). The COPE Method is designed to help the struggling student cope with their immediate academic challenges, and see them as stepping stones paving the way to the future they want.
The COPE Method
The COPE Method consists of four key steps:
Connect: Link current challenges to future success. Obstacles: Identify the main hurdles the student faces. Plan: Develop a concrete plan of action to address obstacles. Expectations: Set clear class and personal expectations.
Implementing the COPE Method
The COPE Method is proactive, weaving into class frequent, incremental, low-effort interventions for potential challenges from the beginning of the semester, with regular check-ins. The goal is two-fold: first, to prevent minor issues from escalating into larger issues; and second, to reduce the need for the instructor to spend substantial amounts of time in one-on-one interventions helping struggling students. Below are some strategies for effectively putting the COPE Method into practice.
Step 1: Connect Present Challenges with Future Success
Students with actionable, achievable goals are more likely to remain in school, despite challenges that may arise (Niewoudt & Pedler, 2023). At the beginning of the semester, educators should set aside 10 minutes for students to consider and write down their short and long-term goals. Have students clearly identify what future success looks like for them. What is their career goal? A helpful checklist may include:
What is your future career goal? What grades do you need to maintain to achieve your goal? If you are currently unsure as to your career goal, what is your short-term academic goal? How will this class contribute to achieving your future goals?
Step 2: Identify Obstacles
Obstacles can increase stress, which leads to higher rates of dropout (Blanco et al., 2025). To mitigate, the second step of the COPE Method helps students to identify stressors and obstacles before they escalate. Have students identify the biggest obstacle they are currently facing using a checklist menu that includes some common challenges facing students, including:
I’m working as much as I can, but I don’t know if I will have enough money to finish out this year. I’m having trouble finding a job or I am worried that I might lose my job. I’m having an unanticipated financial challenge. I don’t have reliable transportation. School is hard for me, and I feel like I have to spend all my time studying. I’m not good with time management. I am facing an unexpected health crisis. I’m worried about one of my relationships.
Step 3: Make a Plan
Students who have a plan to overcome obstacles are more likely to experience satisfaction, thus choosing to remain active in class and enrolled in school (Faucett, 2025; Singhani et al., 2022). Educators should assist students with creating a plan of action for addressing obstacles. The approach could be to immediately tackle the biggest obstacle, or to address smaller obstacles so as to create momentum. Some options might include:
Meet with a financial counselor at school to help create a workable financial plan. Create a schedule with pre-determined times and places you will study. Start incorporating audiobooks to make reading easier. Determine if a reward for meeting some of the daily and weekly goals would be helpful (e.g., If I finish my paper by Thursday, I will go out with my friends on Friday night). Create a study plan. Divide up the number of pages that have to read by the number of days needed to have it read by. Set aside a couple hours a week to update a resume and apply for jobs. Figure out available resources (e.g., tutoring, counselling, etc.).
Step 4: Set Expectations
Students who clearly understand expectations are more likely to succeed (James, 2020). Educators must clearly communicate class expectations. These expectations should be two-fold: your expectations for students, and students’ expectations for themselves. Educators should reasonably expect students to submit their assignments on time, and to communicate in advance of due dates requests for assignment extensions. In addition, students should be in regular communication regarding the status of any extenuating circumstances.
Students should also establish personal expectations and goals; this increases the likelihood of staying motivated throughout the semester and taking ownership of their education. Such goals could include:
Scheduling a calendar with assignment deadlines and incremental daily and weekly goals for meeting the deadlines. Setting a realistic goal for the number of job applications they will send out a week to secure a job in order to financially stay on track so they can meet their long-term career goal.
Additionally, educators can support students by revisiting the four steps above every few weeks. This will allow students to revisit and revise their goals, boost their confidence as they identify goals met, and provide opportunities for triage or interventions if needed.
Another highly recommended support strategy is to facilitate peer support and mentoring (Tomlinson & Caameron, 2025). Educators can provide the opportunity for students who would like to be part of a peer mentoring circle to meet weekly for 10-15 minutes outside of class where they can share one small win in their week, one challenge they are facing, and one small way they are trying to address this challenge. This is not a study group, but a peer support group. Sometimes a group like this can make all the difference for a struggling student.
Why the Cope Method is Effective
The COPE Method is effective because it takes a proactive approach and addresses potential issues before they escalate. By breaking down the process into incremental steps, the COPE method ensures that students can take small steps that will have measurable impact throughout the semester. Additionally, the COPE method sets the expectation from the first day of class that encountering obstacles and facing challenges is normal for students. When this reality is acknowledged upfront, it fosters a supportive and resilient learning environment where students are better prepared to navigate difficulties as they arise.
Dr. Jaime Davis is an education and organization consultant in addition to her teaching roles at several colleges and universities. Jaime holds a PhD in Business Management with an emphasis in Leadership. In addition to leading student engagement and retention efforts at multiple institutions, Jaime has spoken at several conferences and events on topics such as leadership, communication, customer service, and the power of influence. Jaime believes that education empowers people to improve their lives and is committed to educating, inspiring, and motivating others.
Maria Lyon is an adjunct instructor for Northwest University. She also works with special needs students and has taught leadership skills and classes cross-culturally. Maria holds an MA in Theology. Maria lives in Washington state and has two adult children. She loves to travel, and in her spare time enjoys good books, good friends, and good music. Maria is passionate about helping people pursue their chosen careers through providing them with the tools and resources they need to grow and thrive.
References
Blanco, E., Bernardo, A. B., Tuero, E., & Núñez, J. C. (2025). Academic stress, evaluation anxiety, and university dropout intention: Mediating and moderating roles for resilience. Psicología Educativa, 31(2), 101–109. https://doi.org/10.5093/psed2025a13
Faucett, D. (2025). Scheduled to stay: Reframing course scheduling as a retention strategy. College & University, 100(4), 4–25.
James, J. (2020). Students as stakeholders: Understanding expectations can increase student retention. Journal of College Student Retention: Research, Theory, & Practice, 24(1). https://eric.ed.gov/?id=EJ1334074
Nieuwoudt, J. E., & Pedler, M. L. (2023). Student retention in higher education: Why students choose to remain at university. Journal of College Student Retention: Research, Theory & Practice, 25(2), 326–349. https://doi.org/10.1177/1521025120985228
Singhani, S., McLaren-Poole, K., & Bernier, R. A. (2022). Evaluating the effectiveness of academic coaching for college students. Learning Assistance Review (TLAR), 27(1), 219–250.
Tomlinson, A. N., & Cameron, N. G. (2025). Association of peer mentoring on nursing student retention: A systematic literature review. Journal of Nursing Education, 64(5), 294–298. https://doi.org/10.3928/01484834-20250108-08
Trusty, W. T., Scofield, B. E., Christensen, A. E., White, T. D., Murphy, Y. E., Janis, R. A., Tan, H., Hernandez, N. M., & Hochstedt, K. S. (2025). Psychological symptoms and academic dropout in higher education: A six-year cohort study. Journal of College Student Mental Health, 39(4), 776–796. https://doi.org/10.1080/28367138.2024.2444883
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