A recent survey by Tyton Partners highlights low engagement in academic support services, with only 34% of students aware of available tutoring resources and just 13% actually utilizing them. Underrepresented groups, especially students with disabilities, face even steeper barriers to accessing these resources. Stigmas surrounding tutoring, lack of awareness, and competing life priorities inhibit participation. Notably, closing the engagement gap may involve reframing tutoring as a positive resource and addressing practicalities such as availability and scheduling challenges. Innovative models such as bilingual tutoring are emerging to enhance participation.
A September 2024 survey by Tyton Partners found just over one-third (34 percent) of students are aware that their college or university provides tutoring and academic support, and only 13 percent of learners engage with these services.
Barriers to tutoring include a negative stigma associated with it, often stemming from fear of judgment, and a lack of awareness of available academic resources.
Reframing academic services as beneficial rather than punitive can be particularly useful for students with a scarcity mindset regarding institutional resources.
Tutoring, compared to other academic supports, faces challenges such as competing priorities of students, including work or caregiving responsibilities.
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