Contextual Background
I teach first-year BA Architecture students, guiding them through three design units in the academic year. My studio comprises students with diverse backgrounds, varying academic and personal needs, and experiences of education, including those coming from school, foundation degrees, or gap years. Many of my students also have neurodiverse needs, requiring a tailored approach to support their learning.
Evaluation
At the start of unit 2, we shuffled studios, and one of my new students shared that she was an ISA student with ADHD, describing herself as an extreme perfectionist with severe anxiety. She expressed difficulties in completing tasks as she would get caught up in details, preventing her from completing overall tasks and projects. In response, I began introducing strategies to support her, including breaking tasks into smaller, manageable steps, prompting her to move on from tasks, and encouraging her to consider the ‘bigger picture’. My approach has been effective, as she passed unit 2 with a complete portfolio and good standard of work. However, there are still challenges in balancing her perfectionism with her skill set, as her unit 2 submission and grade did not fully reflect her ability and has left her disheartened. This has prompted me to consider further adaptations to better meet her needs.
Moving forwards
Reflecting on my own experiences as a student with perfectionist tendencies, I recognise the importance of a structured approach to tasks. Over time, I’ve developed strategies to manage my perfectionism and time more effectively, such as creating clear task structures and allowing myself to move on from areas I feel could be improved. This approach aligns with Bamber and Jones’ (2015) suggestion that structured planning, including task prioritisation and time-blocking, can support neurodiverse students by reducing overwhelm and creating a clear path for task completion. Building on this, I’ve explored additional methods to further support her progress.
Proposed actions: I plan to incorporate self-reflection exercises to help my student engage with their feedback. Nicol and Macfarlane-Dick (2006) highlight that self-reflection improves students’ ability to regulate their learning and track their progress. By prompting students to identify areas for improvement and set achievable goals based on feedback, I aim to promote ownership of their learning and reduce anxiety.
Additionally, I will use feedback strategies that focus on process rather than evaluation. Rosenburg (2005) advocates for “observing without evaluating,” which encourages descriptive, non-judgmental feedback. This approach helps reduce anxiety, particularly for students with perfectionism, by focusing on progress rather than final outcomes. Rosenburg (2005, p. 110) explains, “Non-judgmental feedback enables learners to reflect on progress without fear of criticism,” thus fostering a supportive learning environment.
Reflection: I am in an open dialogue with my student and have explained that I am reviewing different ways of working with her, as part of my commitment to improving her learning experience and easing her anxiety. Based on our conversations, now that we are working through a new design unit, we have agreed to focus on completing tasks with clear deadlines. I have implemented smaller, low-stakes checkpoints to track progress and reduce anxiety around final assessments. These checkpoints are allowing me to provide timely observation feedback, ensuring she feels supported and her work is acknowledged, without the pressure of perfectionism. Furthermore, I have been testing similar strategies with other students who have comparable needs, as well as applying them more broadly across my studio practice.
From further consideration to support my student’s well-being and anxiety management, which I understand has ups and downs, I will integrate mindfulness and reflective practices. Bamber and Jones (2015, p. 107) note that “Mindfulness promotes self-awareness and emotional resilience,” key factors in inclusive learning. I believe this approach will complement my existing strategies, helping my student manage her stress while fostering academic growth.
Summary: Reflecting on this specific student’s experience has deepened my understanding of how structured approaches and tailored strategies can create a more supportive and inclusive learning environment. The experience has not only helped me develop more effective ways of supporting students with perfectionism and anxiety, but it has also reinforced my belief in the importance of flexibility and responsiveness in teaching. These insights are not just applicable to this student but will also guide my work with others who face similar challenges. As I continue to refine these strategies, I look forward to exploring how they can be implemented more widely across my teaching practice, ensuring that I can foster an environment where all students feel empowered to engage in their learning without the burden of unrealistic expectations
References
Bamber, P. and Jones, D. (2015) Inclusive learning and teaching in higher education. 2nd ed. Oxford: Oxford University Press.
Nicol, D.J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218.
Rosenburg, M.B. (2005) Nonviolent Communication: A language of life. 2nd ed. Encinitas, CA: PuddleDancer Press.