Complete every Sunday evening or Monday morning. Takes 15–20 minutes.
Review Last Week
- Check all syllabi for upcoming deadlines
- Review last week's to-do list — what carried over?
- Rate last week 1-5: focus, follow-through, stress
- Identify one thing that went well
- Identify one thing to change this week
Plan This Week
- List all assignments due this week + next week
- Block study time for each assignment
- Schedule one "buffer" hour for overflow
- Confirm any group meetings or office hours
- Set 3 "must-win" priorities for the week
Environment Check
- Clean study space (desk, laptop, bags)
- Charge devices and organize cables
- Stock supplies (paper, pens, snacks)
- Set phone to DND schedule for study blocks
Self-Care Check
- Meal plan or dining schedule set
- Sleep goal: _____ hours per night
- Exercise or movement planned (2+ times)
- One social activity scheduled
- One stress-relief activity planned
Parent Check-In Prep
- Decide one thing to share (win or challenge)
- Prepare one specific ask (if needed)
- Schedule check-in time: ___________
Sort every task into one quadrant. Do the top-left first. Week of: _______________
↑ URGENT
1. Do First
Due soon + high impact on grade
2. Schedule
Not urgent + high impact on grade
3. Quick Win
Due soon + low impact (do fast, don't agonize)
4. Backlog
Not urgent + low impact (schedule or drop)
IMPORTANT →
Rule: Never have more than 3 items in "Do First." If you do, something needs to move to "Quick Win" or get a realistic new deadline.
15-minute structured weekly call. Keep it short. Keep it safe.
Agenda (15 min total)
-
2 min
Connect. Ask how they're doing (not about school).
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3 min
Win. "What went well this week?" Let them answer first.
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5 min
Challenge. "What's the hardest thing coming up?" Listen, don't solve.
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3 min
Plan. "What's your plan for that?" Only offer help if asked.
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2 min
Close. "Anything you need from me?" End on support, not pressure.
Key Phrases to Use
"That sounds tough. What are you thinking?"
"I trust you to figure this out."
"What would be most helpful from me?"
"I'm proud of you for trying."
Phrases to Avoid
- "When I was in college, I..."
- "You just need to try harder."
- "Do you know how much this costs?"
- "I told you this would happen."
- "Why can't you just..."
Ground Rules
- Same time each week (predictable = safe)
- 15 minutes max. Respect the boundary.
- No ambushes. If big topic, schedule separately.
- One call per week. Resist the urge to text-check.
- If it goes badly, say: "Let's try again next week."
After the Call
- Note one positive thing they shared
- Note any action item you committed to
- Rate the conversation: connected / neutral / tense
When to intervene, when to wait, and what each level looks like.
Escalation Levels
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1
Monitor. Student is struggling but self-correcting. You're aware but not intervening. Continue weekly check-ins.
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2
Support. Student asks for help or accepts it when offered. Suggest tutoring, study groups, or office hours. Help them make a plan.
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3
Intervene. Student is not self-correcting and may not recognize the severity. Contact academic advisor. Discuss reducing course load.
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4
Activate resources. Multiple classes at risk. Engage campus counseling, disability services, or dean of students. Consider medical leave.
-
5
Crisis. Mental health emergency, total withdrawal, or safety concern. Call campus police, 988 hotline, or go to campus in person.
Warning Signs by Level
Level 1–2: Missed a few assignments. Staying up too late. Skipping some classes. Grades slipping in one course.
Level 3: Failing two+ classes. Stopped going to most classes. Not responding to professor emails. Avoiding your calls.
Level 4–5: Not eating/sleeping normally. Expressing hopelessness. Social isolation. Talk of dropping out. Mentions of self-harm.
Key Contacts (Fill In)
Academic Advisor:
Counseling Center:
Dean of Students:
RA / Hall Director:
Disability Services:
Campus Police:
Remember
Your job is not to fix everything. Your job is to stay connected, stay calm, and know when to bring in reinforcements.