Global Posts

Integration of media usage in users’ lives  

During the COVID pandemic, there was an influx of digital media usage, specifically among adolescents. As children become increasingly dependent on digital media, there’s an increase in negative emotions (Shuai et. al. 2021). These negative emotions lead to a lack of motivation. Many people express themselves through negative posts on social media, spreading these emotions to others (Charquero-Ballester et al. 2024). 

User-generated content has become a significant method in attracting consumers to have a positive attitude towards the brand being advertised in digital media content. The surge of social media usage has caused social media to become a primary source of information for people (Chen & Yan, 2024). Digital media is so integrated within society that users find it cumbersome to disconnect (Nguyen, 2023).  For example, when Canvas shut down, it was hard for many classes to proceed with instruction because the use of Canvas is interwoven into the structure of the course.   

The use of digital media has been associated with children’s addiction to screens. In Shutzman and Gershy’s studies, the parents and children both gave their responses, and both stated that the use of digital media helps to “calm down”. During the pandemic, digital media was integrated into individuals’ lives; people stayed connected with other people online. Adolescents had to study and work while engaging on a computer instead of with a teacher in a classroom (Riazi et al, 2023).   

Negative impacts of digital media on the self  

Public perception widely supports the notion that there are negative impacts from the use of social media. Users noted negative effects on their sleep quality, time management, and concentration (Nguyen, 2023). In Chen and Yen’s research, they note the significance of self-deprecating humor being used to enhance the consumers’ perception of the user-generated content. Social media users, when exposed to UGC self-deprecating humor, view themselves in the same regard related to an insecurity they have of self (Chen & Yan, 2024). 

While the global pandemic of COVID-19 was rising, people had to figure out different methods of coping to distract themselves from reality. According to Riazi et al, four negative coping behaviors that can lead to negative emotions and mental health issues are spending time alone, eating junk food, and using substances. A coping strategy that rapidly impacts an individual’s self in eating junk food or binge eating. About 29% of adolescents reported eating junk food during COVID while having digital media present (Riazi et al, 2023). Digital media use has shown that problematic smartphone media is linked to higher levels of psychological distress; including stress, anxiety, and depression (Shutzman & Gershy, 2023).    

Adolescents who are diagnosed with ADHD have had a worse outcome when excessive use of digital media. They are most likely to have an inability to control their negative emotions, which leads to mental health issues (Shuai et. Al. 2021). A limit on the usage of digital media could lead to better outcomes for children’s social lives. Considering that many posts on digital media are negative and are often due to the recipient’s expression towards something. For example, fear and anger were the emotions mostly expressed during the COVID-19 pandemic. This instilled that emotion onto others, creating anxiety in the self (Charquero-Ballester et. al. 2024).  

Self In Isolation/Loneliness  

Adolescents with ADHD who spend an abnormal amount of time on digital media will be less active in physical activities (Shuai et. al. 2021). Relying on digital media as an outlet for negative emotions can correlate to isolation or loneliness. For example, during the pandemic, many individuals had feelings of fear and anger, which were expressed through a platform called Twitter (Charquero-Ballester et. Al. 2024). A time when the whole world was in isolation, which would explain the need for an outlet. 

Lonely adolescents may use digital media more, which can worsen motivation and could lead to anxiety, stress, or depression (Shutzman & Gershy, 2023). Isolation during the pandemic limited socialization and activities, making children feel unfulfilled and driving them towards media use (Riazi et al., 2023).    

According to the research of Chen and Yen, users’ uptake of self-deprecating humor is to receive the positive attention that translates to sales or content interaction (Chen & Yan, 2024). If the method is unsuccessful, their content feels unrelatable and can increase isolation. When users leave social media platforms, it isolates them from an entire institution in which information is shared and discussed (Nguyen, 2023).   

References  

Charquero-Ballester, M., Walter, J. G., Rybner, A. S., Nissen, I. A., Enevoldsen, K. C., & Bechmann, A. (2024). Emotions on Twitter as crisis imprint in high-trust societies: Do ambient affiliations affect emotional expression during the pandemic? PLoS ONE, 19(3), 1–19. https://doi.org/10.1371/journal.pone.0296801 

Chen, R., & Yan, H. (2024). UGC’s self-deprecation humor and sustainable brand support attitude on social media: expansion of the perspective of affective events theory. Behaviour & Information Technology, 1–28. https://doi.org/10.1080/0144929x.2024.2361349 

Nguyen, M. H. (2023). “Maybe I should get rid of it for a while…”: Examining motivations and challenges for social media disconnection. The Communication Review, 26(2), 1–26. https://doi.org/10.1080/10714421.2023.2195795 

Riazi, N. A., Battista, K., Duncan, M. J., Wade, T. J., Pickett, W., Ferro, M. A., Leatherdale, S. T., & Patte, K. A. (2023). Stronger together: Coping behaviours and mental health changes of Canadian adolescents in early phases of the COVID-19 pandemic. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15249-y 

Shuai, L., He, S., Zheng, H., Wang, Z., Qiu, M., Xia, W., Cao, X., Lu, L., & Zhang, J. (2021). Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. Globalization and Health, 17(1). https://doi.org/10.1186/s12992-021-00699-z 

Shutzman, B., & Gershy, N. (2023). Children’s excessive digital media use, mental health problems and the protective role of parenting during COVID-19. Computers in Human Behavior, 139. https://doi.org/10.1016/j.chb.2022.107559 

Family

The Role of Family in Deviance and Stigma

The influence of family relationships and emotional support on deviance and stigma plays a big role in how people grow and behave. Family has a huge impact on the way we see ourselves and how we handle problems. The way family members talk, show emotions, and support each other can make a big difference in whether someone learns healthy coping skills or turns to negative behavior. When a home feels warm, safe, and supportive, it gives people a sense of comfort and belonging. Teens who grow up in that kind of environment usually manage anger and stress better. But when there’s constant conflict, distance, or a lack of emotional connection, frustrations build up and can lead to acting out or risky behavior (Saladino et al., 2020).

How families respond to judgment and criticism from others plays a major role in shaping both individual and group identity. When parents or children experience stigma, especially related to issues like mental health, social behavior, or family problems, it can deeply influence how they see themselves and each other. Parents who feel judged by society may carry feelings of guilt, shame, or inadequacy, which often adds tension to family relationships. This emotional strain can trickle down to children, affecting their sense of belonging and self-worth. Families that remain open and supportive during these experiences are better able to maintain healthy communication and resilience. When family members talk honestly, show empathy, and stand by one another despite outside judgment, they create a protective emotional environment that shapes more positive behavior and identity development (Saladino et al., 2020; Drent et al., 2022). 

Emotional warmth and consistent support at home are powerful tools for reducing deviant behavior and mitigating the harmful effects of stigma. A caring and stable family environment teaches essential social and emotional skills such as patience, empathy, and problem-solving. Children who grow up in households that value understanding and open communication are more likely to handle stress in healthy ways and make positive choices. When families lack emotional connection or fail to communicate, frustration and isolation can lead to negative coping behaviors. It is not the structure of the family that matters most, but the quality of the relationships within the respect, love, and mutual support that shape how individuals behave and who they become (Saladino et al., 2020; Drent et al., 2022).

Social Stigma 

Stigma within families can affect both individuals with disabilities and people struggling with substance use. Research shows that people with disabilities can face discrimination and exclusion in schools, workplaces, and healthcare systems which in turn can lead to limited opportunities and social isolation. The families of people with disabilities can also experience judgement, shame, and financial stress from other family members and society itself (Çaynak et al., 2021). 

Families who have a loved one who struggles with substance use can encounter stigma both within and outside their household. Many people can unintentionally reinforce negative stereotypes by using harmful labels such as “addict” or “abuser” which can make it seem like a personal failure compared to a complex health issue (Pasman et al., 2023). This language can not only worsen feelings of shame and blame within an individual but also hinder their recovery. Both of these studies show that stigma is socially learned and is maintained through everyday interactions. They also emphasize the importance of raising awareness, educating communities, and also using person-first language to challenge stereotypes and build stronger connections within families, communities, and society. 

 Parental Influences on Child Outcomes

Throughout children’s childhood and teenage years parents are their biggest role model and supporters. Helping them through school, growing socially and as an individual, and achieving their goals. In an interview with Anette Fasang they discussed a study that looked at how parents’ social networks can affect their children’s educational success (Alexander Street, a ProQuest Company, 2025). Another study examines how parental support can help their children’s readiness to change when experiencing emotional or behavioral problems (Ratkajec Gašević et al., 2022). 

During the interview with Anette Fasang she discusses that in the study one example that was looked at was the comparison of rich parents and poor parents or high class and low class and how these differences could help with their children’s educational success. This specific example was looked at because higher class parents have better or more social networks that their children can use and this helps them with educational success, for example these children’s gpa average were significantly higher. While lower class parents had less and not quality social networks to help with their children’s education resulting in a lower gpa.  (Alexander Street, a ProQuest Company, 2025) The last study showed that there is a direct correlation between changing and improving children’s behavioral and emotional problems and parental support (Ratkajec Gašević et al., 2022). 

Mental Health Relating to Deviance

Family structure and how family climate such as communication, support, and openness can create regulation when it is directly relevant to how someone creates the ability to regulate when family factors interplay. The path to anger dysregulation that is stronger within children, in this case girls, was not mediated within a family structure to regulate signs of deviance. (Saladino, V. (2020) This creates the conversation of how one creates their identity and forms autonomy within their interpersonal relationships. Deviance propensity through intact and non-intact families were associated through family climate and anger dysregulation when mental health is not addressed within the home’s family structure creates a child’s mental state to develop to cope through this regulation to create negative coping mechanisms with a negative self-concept and identity

Family structure and deviance can be shown chronically through how individuals within the family present mentally, as this can be shown through genetic and biological components,of how individuals react to highlight dysfunctionality within regulating mood and anger as it is someone’s genetic make up that heighten the chronic and that shapes their modeling of generalization of behavior. Deviance can transpire through mental health when genetically we are tied through these attributes that can relate to gaining and grasping stigma from others and also for an individual’s self image. Genetic attributes increase belief that an ill person’s sibling or child would also develop the problem, but did not significantly affect reproductive restrictiveness or social distance from an ill person, but increased stigma of seriousness as well as the condition throughout the family dynamic. (Phelan, J. C. (2005).

Reference

Çaynak, S., Özer, Z., & Keser, İ. (2021). Stigma for Disabled Individuals and Their family: a 

Systematic Review. Perspectives in Psychiatric Care, 58(3). 

https://doi.org/10.1111/ppc.12893

Drent, H. M., van den Hoofdakker, B., Buitelaar, J. K., Hoekstra, P. J., & Dietrich, A. (2022). 

Factors Related to Perceived Stigma in Parents of Children and Adolescents in Outpatient 

Mental Healthcare. International Journal of Environmental Research and Public Health, 

19(19). https://doi.org/10.3390/ijerph191912767

Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Family processes and adolescent 

problem behavior: Integrating relationship narratives and self-regulation. Developmental 

Psychology, 34(5), 999–1011. https://doi.org/10.1037/0012-1649.34.5.999

Pasman, E., O’Shay, S., Hicks, D., Resko, S. M., Agius, E., & Brown, S. (2023). Stigma 

Communication Surrounding Nonmedical Opioid Use Among Affected Family 

Members. Health Communication, 1–10. 

https://doi.org/10.1080/10410236.2023.2167588

Phelan, J. C. (2005). Geneticization of Deviant Behavior and Consequences for Stigma:

 The Case of Mental Illness. Journal of Health and Social Behavior, 46(4), 307–322. http://www.jstor.org/stable/4147660

Piko, B. F., & Kovács, E. (2021). Is family structure associated with deviance propensity during 

adolescence? The role of family climate and anger dysregulation. International Journal 

of Environmental Research and Public Health, 18(1), 146. 

https://pmc.ncbi.nlm.nih.gov/articles/PMC7764593

Ratkajec Gašević, G., Dodig Hundrić, D., & Žižak, A. (2022). How Does Parental Support and 

Their Readiness to Change Affect Children with Behavior and Emotional Problems? 

Child and Adolescent Social Work Journal, 40(6), 823–840. 

https://doi.org/10.1007/s10560-021-00816-2

Alexander Street, a ProQuest Company. (2025). Alexanderstreet.com; Alexander Street. https://video.alexanderstreet.com/watch/how-do-parents-social-networks-affect-their-children-s-educational-attainment/transcript

Saladino, V., Mosca, O., Lauriola, M., Hoelzlhammer, L., Cabras, C., & Verrastro, V. (2020). Is   

Family Structure Associated with Deviance Propensity during Adolescence? The Role of 

Family Climate and Anger Dysregulation. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249257

Social media is used as a way to express ourselves. More noticeably, it’s used as an outlet for emotions. People nowadays use social media to express negative emotions rather than a fun, lighthearted manor, which may end up affecting the people that view or interact with the post by thinking that it is okay to release anger or have aggressive behavior because they saw someone post that kind of behavior online (Routledge, 2010). Social media influencers are also able to affect people’s emotions due to them empathizing with a situation that the influencer is going through (Routledge, 2010). Over the years, social media has become less of an outlet for happiness, and more so as a place where people express all of their emotions and behavior. The media influences people’s emotions, relationships, and even their daily routines.

Online media encourages emotional expression and the overall performance of our identity, which then promotes aggression or unrealistic presentation of ourselves and others.

Social media has played a role in creating our confidence levels, as so many people display their lives for us to see. Most of the time people only show the “perfect” side of their lives which relates to impression management by carefully selecting what to post. This concept then presents a certain image or reputation they want to maintain (Applied Worldwide, 2023). People may edit or drastically change an image of themselves and there can be a sense of anxiety and pressure that the person needs to keep up with this image offline (Applied Worldwide, 2023). This can also affect self-esteem due to social comparison (Penn State University, 2023). This consistent performance can cause emotions like jealousy to arise from this daily viewing of a fake life, leading to aggression, hostility, and even real life conflict, which creates a space of competition amongst others. According to a study conducted by Vogel et al. (2014) they found that people who use social media platforms, have lower self esteem. This study shows that exposure to media posts can negatively affect one’s self esteem through social comparison. Social media users feel pressured to enhance their online personas because they see influencers who set unrealistic standards. 

Emotions driven by media not only affect individuals, but also affect how they may connect with others, which can often lead to isolation and difficulty forming real relationships.

In today’s world of social media, there are emotions that are created and shaped by what we see that have become a defining part of our emotions and behaviors. This exposure has caused us to lose sight on how to communicate effectively. Additionally, seeing such emotional and curated posts has impacted our own mental health by creating false connections to others. Yet, it somehow still leaves us and others feeling isolated. Social media has taken away the ability to give us genuine interactions therefore lacking genuine feelings. As a result, our emotions are created and given to us by the media. According to a study conducted by Primack et al. (2017) comparing young adults who use social media and those who don’t, found that people who used social media felt more lonely and isolated than those who didn’t use it. Even though social media helps people stay in touch, it can make them feel like they don’t really belong. 

The constant exposure to this perfect picture that is shown on social media can significantly harm mental health like the formation of anxiety and depression, and self-esteem issues through comparison and seeking as much validation as possible.

Social media presents this perfect version of life that few, if any, can actually live up to. There is constant exposure to these lifestyles that lead to a miserable comparison, leaving people to feel undervalued and unsuccessful. Over time, the cycle becomes a pit of despair instead of promoting positivity, which is what social media was once intended to do. Instead, others are in a constant state of seeking approval. According to Steinert (2020), the link between social media exposure and mental health problems during the Corona outbreak was found that high social media exposure is associated with higher rates of depression and anxiety. Another study that was conducted by Primack et al. (2017) found that young adults who use social media often compared to those who don’t use it as much, have a higher tendency to isolate themselves which then has an effect on their mental health such as anxiety or depression. 

Conclusion

The media has had a powerful impact on peoples’ emotional states and relationships, as well as their mental health. Understanding how these issues can be discovered and defined with sociological concepts is eye opening and can be extremely helpful in showing how to use media properly and more consciously. As media progresses and improves, we must stay conscious of its effects. Understanding the role it can play in our lives is crucial. We must preserve the last few opportunities we have to keep authenticity alive and continue to promote positive mental health practices to maintain an overall stable well-being.7

References 

Applied Worldwide. (2024, October 21). Social Media and Society: A Sociological perspective. Applied Worldwide | Making Sociology Count. https://appliedworldwide.com/social-media-and-society-a-sociological-perspective/

Hmj. (2023, October 19). Social media and how it impacts Self-Esteem | Applied Social Psychology (ASP) – Dr. Anthony Nelson, Ph.D. https://sites.psu.edu/aspsy/2023/10/19/social-media-and-how-it-impacts-self-esteem/?

Konijn, E. A., Holt, J. M. (2010) From Noise To Nucleus Emotion as Key Construct in Processing Media Messages. The Routledge Handbook of Emotions and Mass Media. https://psycnet.apa.org/record/2013-41550-003

Primack, B. A., Shensa, A., Sidani, J. E., Colditz, J. B., Radovic, A., Miller, E. (2017). Social Media Use and Perceived Social Isolation Among Young Adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8.https://pubmed.ncbi.nlm.nih.gov/28279545

Tuma, R. M. (2013). Media Psychology and Its History. The Oxford Handbook of Media Psychology. 33. https://doi.org/10.1093/oxfordhb/9780195398809.013.0004 

Vogel, E. A., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Psychology of Popular Media Culture, 3(4), 206–222. https://doi.org/10.1037/ppm0000047

Today’s post has what I hope will be some helpful information about Thanksgiving break.

For those of you whose students will be coming home for the holiday, I hope you have a wonderful visit and a very happy Thanksgiving. Those of us who work at Longwood are thankful that we have the opportunity to provide your student with a college experience that prepares them for a successful and meaningful life as a citizen leader.

Now here’s that information about the break.

Thanksgiving break is set for 6 p.m. Tuesday, Nov. 25, through noon Sunday, Nov. 30.

If your student lives in Longwood-managed housing and plans to stay on campus during the break, they need to fill out an Intent to Stay form, which is available through the Student Housing Gateway.

It’s important to note that any student who needs access to their residence between 6 p.m. Tuesday, Nov. 25, and noon Sunday, Nov. 30, must fill out an Intent to Stay form—even if they won’t be on campus for that entire time.

The Intent to Stay form is now available and must be submitted no later than 11:59 p.m. on Monday, Nov. 24.

Filling out this form gives students uninterrupted ID card access to their housing (where applicable) and notifies Campus Police that they will or may be staying on campus during all or part of the break.

If your student asks, please let them know they should not cancel any academic or other personal obligations during the break period. Instead they can have continued access to their assigned living space by submitting the Intent to Stay form.

If your student lives in Longwood-managed housing and is coming home for the break period, they should be sure to do the following before departing campus:
—Remove all trash and perishable food.
—Thoroughly clean their assigned living area, including the bathroom and common spaces.
—If applicable, adjust their room thermostat to a low/medium setting. Apartment thermostats should be set with the fan in the AUTO position so that it will continue to operate during students’ absence. Apartment residents should NOT put the thermostat/fan in the OFF position. Adjust the temperature and the heat/cool settings based on the expected temperatures.
—Take valuables and important items with them (medication, eyeglasses, wallet, etc.).
—Shut down and unplug all electronics, except personal refrigerators or apartment appliances.
—Turn off all lights. Exception: Lancer Park residents should leave the porch light on.
—Close and lock all windows.
—Lower all window blinds/shades.
—Lock all doors.

If your student lives in Moss or Johns Hall, you will be able to load and unload vehicles on Spruce Street for the break. Similar to the one-way traffic flow of August move-in and fall break, please be sure to access Spruce Street by taking Wynne Drive to Pine Street and then turn onto the sidewalk in front of the Fitness Center. Use Redford Street (McDonald’s intersection) only to EXIT campus.

2025 Thanksgiving Break Map 2025 (pdf)

2025 Thanksgiving Break Load/Unload Areas Map (pdf)

Below is some additional important information about the break that has been shared with students.

—All residential communities will remain locked (24/7) during the break. Students who filled out the Intent to Stay form will continue to have access to their assigned buildings through the card reader(s) on their building (where applicable).
—No guests are allowed in university housing during the break.
—Campus offices will be CLOSED Nov. 26-28.
—The dining hall will close after dinner on Tuesday, Nov. 25, and re-open for dinner on Sunday, Nov. 30.  Regular hours of operation resume on Monday, Dec. 1. Up-to-date hours and information for all other Longwood Dining-managed food venues can be found at https://longwood.campusdish.com/.
—Farmville Area Bus service (FAB) will end at 5 p.m. Tuesday, Nov. 25, and will resume at 1 p.m. Sunday, Nov. 30. There is no bus service for travel to Lancer Park during the break period.
—Residence hall rooms and apartments are subject to entry during the break. Limited work orders and/or facility safety inspections could occur.
—For general assistance from Campus Police during the break, students can call 434-395-2091. In case of emergency, students should call 911. Students who need help with a non-life-threatening medical issue can call the Nurse Advice Line at 805-858-3117.

—Sabrina Brown

Identity Research

Written by: Addy Carney, Lillian Clarke, & Ashley Tucker

YOU’LL FIND GREAT GIFTS AND SUPPORT LONGWOOD ART STUDENTS AT THE SAME TIME!

POTTERY ITEMS, PHOTOGRAPHY WORK, HANDMADE PAPER GOODS, PAINTINGS, AND MORE!

THIS YEARS SALE IS FRIDAY, DECEMBER 5^TH FROM 10AM UNTIL 3PM IN BEDFORD HALL ON LONGWOOD UNIVERSITY CAMPUS.

ALL PROCEEDS BENEFITS THE STUDENT ARTISTS WITH 10 % DONATED TO F.A.C.E.S. AND 20 % GOING TO STUDENT SCHOLARSHIPS.

THERE WILL ALSO BE RAFFLE PRIZES OFFERED BY LOCAL BUSINESSES AND WORK BY THE ART FACULTY.

CASH, CHECK, AND CARD ACCEPTED.

Longwood’s newest Homecoming tradition is back for the third year, and it’s specifically for parents, alumni and friends of the university!

On the heels of its spectacular debut in 2023, Longwood’s 1839 Collection bourbon—the product of a partnership between the university and nearby Sandy River Distillery— became a record-setter last year, posting the largest single-day sale ever by a Virginia distiller.

Now Longwood and Sandy River Distillery are poised for the 2025 release of 1839 Collection and expect the single barrel bourbon aged and bottled in Prince Edward County to better last year’s performance of 750 bottles, which sold out in just 44 minutes. (Making the 2025 Reserve bottles even more desirable are this year’s distinctive metallic silver labels!) It’s all happening in time for Longwood’s third annual Homecoming & Alumni Weekend celebration set for Nov. 14-16.

Anyone who is interested in purchasing the limited 2025 Reserve bottles of 1839 Collection can sign up at go.longwood.edu/1839collection to receive email and text alerts when the sale goes live, which could be as early as Monday, Oct.  27.

Sales are limited to two bottles per customer, and 1839 Collection is expected to sell out quickly. So sign up as soon as possible to ensure you’re among the first to know when it goes on sale.

Parents are encouraged to attend Homecoming and experience Lancer spirit firsthand—tailgating, basketball games in the Joan Perry Brock Center and the chance to meet some of your student’s friends. Find out more and register here.

If you purchase 1839 Collection, there are three ways to get your bottle:

• Pick up at Longwood’s Homecoming & Alumni Weekend pregame tailgate event on Nov. 15 (preferred)
• Pick up at Sandy River Distillery
• Ship within Virginia

Note: There is no shipping outside Virginia at this time.

If you have questions, please contact 1839Collection@longwood.edu.

Here’s a toast to Longwood and our families!

—Longwood Marketing, Communications and Engagement

By Waleed Ahmed
Director of Student Achievement and Support at Longwood

Midterm grades for the fall semester will be posted no later than this Friday, Oct. 24. For many students, they offer the first real academic checkpoint of the semester. These grades don’t go on a transcript and they aren’t the final word, but they can be a useful signal.

As someone who works closely with students, I’ve seen how powerful it can be when parents and families know how to talk about midterm grades with care and curiosity rather than panic or pressure. Whether your student is thriving or struggling, this is a great moment to check in, offer encouragement and help them make the most of the second half of the semester.

What Midterm Grades Are (and Aren’t)

Midterm grades are exactly what they sound like: a snapshot of how your student is doing around the halfway point in the semester. They’re not permanent, and they won’t appear on a transcript, but they are important. They’re designed to give students an early sense of where they stand before finals approach and before the full weight of a course grade is determined.

It’s also important to know that midterm grades don’t always reflect the full picture. In many classes, especially ones with major final projects or cumulative exams, only a few assignments or tests may be graded by midterm. So, while the grade is useful feedback, it might not be the final outcome.

At Longwood, faculty are required to submit midterm grade estimates for all first-year students, ROTC cadets, students on academic notice and upperclassmen earning a D or F. Not every student will receive midterm grades in every course. If your student doesn’t see a midterm grade posted, it doesn’t necessarily mean something is wrong. It’s still a great opportunity to encourage them to check in with their professors and ask how they are doing.

Midterm grades are not a judgment. They are a tool. The most successful students are often the ones who take feedback seriously and respond with action.

What to Look For: Red Flags, Yellow Flags and Green Lights

Midterm grades can offer helpful clues about how the semester is unfolding, but knowing how to interpret them is key.

• Green Light: If your student has mostly A’s and B’s, it’s a good sign they’ve found their footing. Encourage them to keep doing what’s working—attending class, managing their time well and using campus resources proactively. Even students with solid grades benefit from feedback and support, especially in higher-level courses.
• Yellow Flag: A midterm grade in the C range might not be cause for concern, but it is worth watching. It could reflect a tough first exam, a missed assignment or early struggles with course content. In many cases, there is still time to recover, but it is important for your student to make a plan and reach out for help.
• Red Flag: D’s or F’s at midterm usually mean your student is at risk of not passing the course. These grades signal the need for immediate action. Visiting professors during student hours, meeting with a tutor or talking to a Student Success coordinator can make a big difference. In some cases, withdrawing from a course might be the best choice, but students should always speak with their academic advisor before making that decision because it can affect financial aid and graduation plans.

Considering Withdrawing from a Course?

If a student is really struggling in a class, it might make sense to withdraw and retake it later. Just keep in mind:
—Dropping below 12 credit hours can affect financial aid.
—Talk to your academic advisor first. They can help you understand your options and plan your next steps. You’ll find your advisor listed in DegreeWorks.
—Withdrawing from a required course could delay graduation.

Can Longwood Give Parents Access to Their Student’s Grades?

Students’ records are protected by FERPA (Family Educational Rights and Privacy Act), and we follow those policies. That means we can’t give out grades unless the student has signed a release. If students have signed a release for their academic records, we are able to discuss their academic progress with parents, but we have to do so in a way that’s in the student’s academic interests.

Typically, if a parent calls wanting grades, we’ll respond by asking the student to share them, or we’ll offer to serve as moderators in a conversation in which the student and parent discuss the grades together. We think this approach is in the student’s best interests.

We treat the students as the legal adults they are and help them learn to have the grownup conversations that will continue to be part of their lives.

How Parents Can Support Their Students

As a parent or family member, your approach to midterm grades can make a big difference in how your student responds—especially if the grades weren’t what they hoped for. This is a moment when encouragement, curiosity and partnership go a long way.

Here are a few ways to support your student without taking over:

Ask open-ended questions
Instead of jumping straight to “What happened?” try
—What have you learned about yourself as a student this semester?
—What’s your plan for the rest of the term?
—What resources do you think could help you right now?

Point them toward support, not solutions
Longwood has a wide range of resources. You don’t have to know all the details, but it helps to remind your student that they don’t have to figure it out alone.
Professors’ Student Hours: Faculty are often the first and most helpful resource. Every professor holds regular student hours, which are listed in the course syllabus. These are designated times when students can stop by to ask questions, review material or get clarification directly from the instructor.
Academic Advising: Longwood’s academic advisors support students in more than just course planning. They help students explore majors, stay on track for graduation and navigate academic decisions. Advisor information is available in DegreeWorks.
Tutoring Services: Longwood provides free, peer-led tutoring across a wide range of subjects. Tutors are trained to help students understand difficult material, prepare for exams and improve study strategies. Students can schedule appointments online. Visit the Tutoring Services website
The Writing Center: The Writing Center supports students at any stage of the writing process—whether they’re brainstorming, outlining, revising or polishing a final draft. It’s a valuable resource for all majors, not just English. Visit the Writing Center
Quantitative Reasoning (QR) Center: Need help with math, data or Excel? The QR Center offers support for Civitae QR courses, graphs, formulas and more. Visit the QR Center
Student Success Coordinators: These professionals work with students on academic skills including time management, study habits and personal accountability. Their goal is to help students build strong foundations for long-term success. Learn more about Student Success Services

Focus on effort and learning
—College is a major transition. Some students are adjusting to new academic demands, others to independence and many to both. Use this moment to talk about time management, study habits and the value of learning through challenges.

Respect their autonomy while offering a steady hand
—Your student is in the driver’s seat. But like a GPS that helps recalculate the route when needed, your voice can help them refocus without panic.

Questions Students Can Ask Themselves After a Low Midterm Grade

If your student receives a low midterm grade, it doesn’t have to be the end of the story. The key is to reflect honestly and make a plan. Here are a few questions that can help them figure out if—and how—they can recover:

• How many points are still available in the class?
  (Look at the syllabus or ask the professor to understand what’s left.)
• Can I realistically earn the grades I need on the remaining assignments or exams?
• Am I willing and able to increase the time I devote to studying or getting help?
• Are there personal habits or choices I can change to support a fresh start?
  (This might include managing time better, limiting distractions or improving sleep.)

Encourage your student to be honest but hopeful. A low grade at midterm can be a turning point if it leads to action.

Final Thoughts and Encouragement

Midterm grades can stir up a range of emotions, both for students and families. Whether your student is feeling confident or concerned, this is a good moment to pause, reflect and make a plan for the rest of the semester.

If the grades are strong, celebrate the habits that led there. If the grades are lower than expected, remind your student that this is not the end of the story. There is still time to improve, and Longwood is here to help.

Your student is learning how to handle challenges, ask for help and take ownership of their education. These are skills that will serve them well long after college. If you ever have questions or want help pointing your student in the right direction, don’t hesitate to reach out.

We’re here to support them—and you—every step of the way.

Get you tickets now for the 49th Annual Longwood University Holiday Dinner and Concert!

Book your tickets for Friday here: Friday December 5th

Book your tickets for Saturday here: Saturday December 6th