Many incoming students view their family members as trusted coaches and sources of support, and this doesn’t change when they start their University of Lynchburg journey. Here’s how you can be there for your student:

Support Your Student’s Independence

Young adulthood shifts the parent-child dynamic to an adult-adult relationship. Encourage autonomy by relinquishing unnecessary control and promoting personal responsibility. Let your student tackle problems on their own.

Stay Connected

Your student might not always respond promptly to your calls, texts, or emails, but they appreciate your outreach. Visit occasionally, and make the most of events like Parents & Families Weekend to reconnect.

Embrace Exploration

Your student will encounter new viewpoints that may challenge their beliefs. Allow them to explore without judgment. Changes in behavior, dress, and habits are expected, but trust your instincts if you sense bigger issues.

Be Knowledgeable about Campus Resources

Use this guide and explore the website to stay updated on campus policies and resources. Acting as a referral source for campus resources shows your interest and empowers your students to solve their problems.

Continue Difficult Conversations

Your influence remains strong. Although you can’t control your student’s choices, maintain open communication about family expectations and listen to their experiences.

Recognize the Challenges

The first year is a mix of highs and lows, from indecision and mistakes to discovery and excitement. Understand that this range of experiences is normal.

Welcome Change

Both you and your student will change. These changes, though inevitable, can be inspiring or challenging. Accept and support your student’s growth, trusting in the foundation you’ve provided.

Your support and understanding are crucial to your student’s journey at the University of Lynchburg. That’s why we’ll always be here to support you as you support them!

Adapted from Helping your first-year college student succeed: A guide for parents by R. H. Mullendore and L. Hatch (2000).