Challenges and needs in university tutoring: reflections from teaching practice

Abstract

Objective: This essay presents, from the tutorial experience, a critical analysis of the current issues in university tutoring. Relevant aspects regarding the differences between students with scholarships and those without scholarships are examined in relation to the specific needs of every university student. The main objective is to reflect on how well current needs are addressed in tutoring and support programs, as well as on the diversity of the classroom that the university tutor must manage. Case: Surveys were conducted with a total of 200 students, 60 % of whom were scholarship students, while 40 % were not. The results revealed that 70 % of scholarship students reported emotional difficulties, such as depression and anxiety, due to the lack of financial resources to afford medication or study materials, which affects their academic performance. In contrast, most of non-scholarship students did not openly express emotional or family-related problems, although eating disorders and academic difficulties were identified. Conclusions: Testimonies from students indicate that tutoring is crucial for their adaptation to the university system and their academic performance. However, the support received does not always align with their real-life context. This is especially relevant for those who must balance studying with working to improve their economic situation. It is concluded that strengthening the training of tutor teachers and optimizing tutoring programs is necessary to effectively address the diversity of the student population and their emotional and academic challenges.