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Introduction
Introduction
The A in WSU ROAR stands for Advocacy, and learning to advocate for oneself is a key pillar of the WSU ROAR program. For many of our students, this means learning how to identify what they need to succeed and finding the courage to speak up.
Understanding Self-Advocacy
Understanding Self-Advocacy
Self-advocacy can look different for every student. Some may:
Confidently raise their hand to ask a question
Quietly message you on Canvas with a question or concern
Work with an academic coach to practice what they want to say
Just like any academic skill, self-advocacy is learned and strengthened over time. Some students might engage right away, while others need time and support to feel safe and ready to speak up. It's also possible that you will go an entire semester having had maybe only one or two conversations with your student.
Our goal is to help students build the confidence to advocate for themselves in real-world settings, including the classroom.
How You Can Support Self-Advocacy
How You Can Support Self-Advocacy
Model Openness: Let students know it's okay to ask for help or clarification. Sometimes just knowing they can ask questions is often enough for them to feel comfortable doing so.
Use Encouragement: Reinforce brave behaviors. For example, you might say, "Thank you for the question, [Student]. That's a good point to bring up."
Offer Low-Pressure Opportunities: Invite students to share ideas via discussion boards, small groups, or post-class check-ins. You might even approach the student after class with a simple, "So, how was class today? Did you get some good notes?"
When ROAR students successfully advocate for themselves, it's a huge win. It's a sign that they're building the confidence and independence they'll need beyond college.
Frequently Asked Questions
Frequently Asked Questions
What does self-advocacy mean for a ROAR student?
What does self-advocacy mean for a ROAR student?
It means the student is learning to understand their own needs and communicate them effectively. This might involve asking questions, requesting clarification, or saying when something isn't working. Other times, a student will show self-advocacy by sending you a message that they won't be in class due to illness. It's a big milestone in their growth and independence.
Should I expect ROAR students to ask for help on their own?
Should I expect ROAR students to ask for help on their own?
Yes, and no. Some ROAR students are still learning how to advocate for themselves and might need encouragement, prompts, or support from their coach. If something seems off, it's okay to check in or contact WSU ROAR staff. We can help bridge the gap.
What should I do if a student asks for something I'm not sure I can provide?
What should I do if a student asks for something I'm not sure I can provide?
Don't stress, we're here to help! Just let the student know that you'll check in with WSU ROAR staff and will get back to them. This shows you value their voice while ensuring their request is handled appropriately.
How do I support a quiet or shy student who doesn't seem ready to speak up?
How do I support a quiet or shy student who doesn't seem ready to speak up?
Try offering low-stakes check-ins like, "Did you have any questions about today's lesson?" or "Would you prefer to email me if something is unclear?" Even simple invitations can help students feel safe enough to start advocating for themselves.
Conclusion
Conclusion
Self-advocacy is one of the most empowering skills a student can develop, and your classroom can be the place where that growth begins. By creating a supportive learning environment where questions are welcome, needs are respected, and every student's voice matters, you're helping students build the confidence they'll carry with them long after graduation. Thank you for being a part of their journey.
Quick Reference Checklist: Dos and Don'ts
Quick Reference Checklist: Dos and Don'ts
Do
Do
Do encourage questions and clarificatiosn
Do validate efforts to speak up - even if it is awkward or imperfect
Do offer multiple ways to communicate
Do check in discreetly
Don't
Don't
Don't assume silence means everything is okay
Don't dismiss or minimize student concerns
Don't single out students in front of the class
Don't expect perfection
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