{"id":8596,"date":"2026-02-05T17:50:18","date_gmt":"2026-02-05T17:50:18","guid":{"rendered":"https:\/\/myengineeringbuddy.com\/blog\/?p=8596"},"modified":"2026-02-05T17:50:18","modified_gmt":"2026-02-05T17:50:18","slug":"tutoring-for-struggling-students-2026-how-to-help-without-harm","status":"publish","type":"post","link":"https:\/\/www.myengineeringbuddy.com\/blog\/tutoring-for-struggling-students-2026-how-to-help-without-harm\/","title":{"rendered":"Tutoring for Struggling Students 2026: How to Help Without Harm"},"content":{"rendered":"<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;\">Understanding the Struggling Student<\/span><\/h2>\n<h3><span style=\"font-weight: 400;\">Who is a &#8220;struggling student&#8221;?<\/span><\/h3>\n<ul>\n<li><span style=\"font-weight: 400;\">Grade: Getting D&#8217;s or F&#8217;s<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Confidence: Believes they &#8220;can&#8217;t do math&#8221; (or subject)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Behavior: Avoids homework, doesn&#8217;t try (learned helplessness)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">History: Years of struggle (not just one bad class)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Mindset: &#8220;I&#8217;m not smart enough&#8221; (fixed mindset)<\/span><\/li>\n<\/ul>\n<p><b>Important:<\/b><span style=\"font-weight: 400;\"> Struggling \u2260 unintelligent<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Research shows struggling students often:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Have learning gaps (not lack of ability)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Need different teaching approach<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Lack confidence (not competence)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Respond well to right tutor + strategy<\/span><\/li>\n<\/ul>\n<p><b>The Real Issue<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Most struggling students aren&#8217;t &#8220;bad at math.&#8221; They:<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Had gaps in foundational skills<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Got discouraged (confidence dropped)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Stopped trying (why try if I&#8217;ll fail?)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Fell further behind (gap compounded)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Now are stuck in cycle<\/span><\/li>\n<\/ol>\n<p><b>Breaking this cycle is tutoring&#8217;s job.<\/b><\/p>\n<p><a href=\"https:\/\/www.myengineeringbuddy.com\/online-tutoring\/\"><b>Check Out: Get Personalized Online Tutoring<\/b><\/a><\/p>\n<h2><span style=\"font-weight: 400;\">Why Traditional Tutoring Fails Struggling Students<\/span><\/h2>\n<h3><span style=\"font-weight: 400;\">Mistake #1: Jumping to &#8220;Current Level&#8221;<\/span><\/h3>\n<p><b>Wrong approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Student is in Algebra 2<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Tutor teaches Algebra 2 content<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student doesn&#8217;t understand (missing foundations)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Tutor gets frustrated<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student gives up<\/span><\/li>\n<\/ul>\n<p><b>Right approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Identify knowledge gaps (gaps in Algebra 1, Pre-algebra)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Go back and fill gaps<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Now Algebra 2 makes sense<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student succeeds<\/span><\/li>\n<\/ul>\n<p><b>Time impact:<\/b><span style=\"font-weight: 400;\"> Takes longer, but actually works<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Mistake #2: Moving Too Fast<\/span><\/h3>\n<p><b>Wrong approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Tutor explains concept quickly<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Shows how to do 5 problems<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student nods along<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Next session: Student forgot everything<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Tutor: &#8220;We covered this last week!&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Right approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Explain ONE concept slowly<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Do ONE problem together carefully<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student does ONE problem alone<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Celebrate success<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Next session: Review, then one new thing<\/span><\/li>\n<\/ul>\n<p><b>Speed:<\/b><span style=\"font-weight: 400;\"> Slower feels bad, but faster works better<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Mistake #3: No Confidence Building<\/span><\/h3>\n<p><b>Wrong approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Focus only on &#8220;get the right answer&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Ignore emotional aspect<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student stays terrified of subject<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Even when answers right, still feels like failure<\/span><\/li>\n<\/ul>\n<p><b>Right approach:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Celebrate effort (&#8220;You kept trying!&#8221;)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Recognize progress (&#8220;That&#8217;s better than last week&#8221;)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Build confidence (&#8220;You can do this&#8221;)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Make it safe to be wrong<\/span><\/li>\n<\/ul>\n<p><b>Result:<\/b><span style=\"font-weight: 400;\"> Student willing to try, takes risks, learns more<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Mistake #4: Not Addressing Learned Helplessness<\/span><\/h3>\n<p><b>What is learned helplessness?<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">Years of failure taught student that effort doesn&#8217;t matter. So they don&#8217;t try anymore.<\/span><\/p>\n<p><b>Wrong response:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Push harder<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Assign more problems<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Criticize lack of effort<\/span><\/li>\n<\/ul>\n<p><b>Right response:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Acknowledge: &#8220;Math has been hard for you&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Show success: &#8220;Look, you got 3 right!&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Build gradually: Small wins first<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Create hope: &#8220;This gets easier&#8221;<\/span><\/li>\n<\/ul>\n<h2><span style=\"font-weight: 400;\">What Actually Works for Struggling Students<\/span><\/h2>\n<p><a href=\"https:\/\/myengineeringbuddy.com\/blog\/how-online-tutoring-enhances-test-prep-for-exams\/\"><b>How Online Tutoring Enhances Test Prep for Standardized Exams<\/b><\/a><\/p>\n<h3><span style=\"font-weight: 400;\">Strategy #1: Start Where They Are (Not Where They Should Be)<\/span><\/h3>\n<p><b>Diagnostic approach:<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Assess current knowledge gaps precisely<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Go back to find WHERE they understand<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Build from there<\/span><\/li>\n<\/ol>\n<p><b>Example:<\/b><span style=\"font-weight: 400;\"> Student in Calculus but struggling<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Assessment: &#8220;Can you do derivatives?&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Answer: &#8220;No&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Assessment: &#8220;Can you do limits?&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Answer: &#8220;Kind of&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Assessment: &#8220;Can you graph functions?&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Answer: &#8220;Sometimes&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Tutor decision:<\/b><span style=\"font-weight: 400;\"> Start with graphing (where they have some success), then build to limits, then derivatives.<\/span><\/p>\n<p><b>Why it works:<\/b><span style=\"font-weight: 400;\"> Success breeds confidence, confidence breeds effort, effort creates learning.<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Strategy #2: Celebrate Effort More Than Results<\/span><\/h3>\n<p><b>Growth mindset research shows:<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">Praising effort creates learners.<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Praising ability creates fixed mindset.<\/span><\/p>\n<p><b>Wrong praise:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;You&#8217;re so smart!&#8221; (creates fear of failure)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You got it right!&#8221; (only celebrates right answers)<\/span><\/li>\n<\/ul>\n<p><b>Right praise:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;You kept trying!&#8221; (celebrates effort)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You improved!&#8221; (celebrates progress)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You asked a good question!&#8221; (celebrates engagement)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You worked carefully!&#8221; (celebrates process)<\/span><\/li>\n<\/ul>\n<p><b>Impact:<\/b><span style=\"font-weight: 400;\"> Student willing to struggle because struggle = positive<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Strategy #3: Break Everything Into Smaller Pieces<\/span><\/h3>\n<p><b>Rule:<\/b><span style=\"font-weight: 400;\"> If student can&#8217;t do it, break it into smaller parts until they can.<\/span><\/p>\n<p><b>Example:<\/b><span style=\"font-weight: 400;\"> Struggling with quadratic formula<\/span><\/p>\n<p><b>Don&#8217;t:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Show entire formula<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Solve full problem<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Expect student to replicate<\/span><\/li>\n<\/ul>\n<p><b>Do:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Just plug in numbers (forget derivation)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Do one component at a time<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Master each part before combining<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Gradually show how parts connect<\/span><\/li>\n<\/ul>\n<p><b>Timeline:<\/b><span style=\"font-weight: 400;\"> Takes longer, but student actually learns<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Strategy #4: Use Encouraging Language<\/span><\/h3>\n<p><b>Language matters for struggling students.<\/b><\/p>\n<p><b>Avoid:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;That&#8217;s wrong&#8221; (makes them defensive)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You should know this&#8221; (shames)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;Try harder&#8221; (implies lack of effort)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You&#8217;re not good at math&#8221; (reinforces belief)<\/span><\/li>\n<\/ul>\n<p><b>Use:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;Let&#8217;s try a different way&#8221; (growth mindset)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;This is tricky, lots of people find it hard&#8221; (normalize struggle)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;You&#8217;re getting closer&#8221; (acknowledge progress)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;Let me explain differently&#8221; (responsibility on tutor)<\/span><\/li>\n<\/ul>\n<p><b>Why:<\/b><span style=\"font-weight: 400;\"> Creates safe environment where struggling is okay<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Strategy #5: Regular Small Wins<\/span><\/h3>\n<p><b>Struggling students need to feel success.<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Session structure for struggling students:<\/span><\/p>\n<ol>\n<li><b> Start:<\/b><span style=\"font-weight: 400;\"> Something they&#8217;re good at (build confidence)<\/span><\/li>\n<li><b> Middle:<\/b><span style=\"font-weight: 400;\"> New challenging thing (with support)<\/span><\/li>\n<li><b> End:<\/b><span style=\"font-weight: 400;\"> Something they can definitely do (end on success)<\/span><\/li>\n<\/ol>\n<p><b>Why this works:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Start good: &#8220;I can do something!&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Middle hard: &#8220;This is hard BUT I&#8217;m trying&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">End good: &#8220;I succeeded!&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Feeling after: &#8220;I did it&#8221; instead of &#8220;I failed&#8221;<\/span><\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.myengineeringbuddy.com\/test-prep\/\"><b>Also Read: 24\/7 Premium 1:1 Tutoring For Standardized Tests<\/b><\/a><\/p>\n<h2><span style=\"font-weight: 400;\">The Psychology of Struggling Students<\/span><\/h2>\n<h3><span style=\"font-weight: 400;\">Fixed vs Growth Mindset<\/span><\/h3>\n<p><b>Fixed Mindset (struggling students often have this):<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;I&#8217;m bad at math&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;Smart people get it immediately&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;If I struggle, I must be dumb&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Avoids challenges (to avoid looking dumb)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Gives up easily<\/span><\/li>\n<\/ul>\n<p><b>Result:<\/b><span style=\"font-weight: 400;\"> Doesn&#8217;t try \u2192 Doesn&#8217;t learn \u2192 Confirms belief of failure<\/span><\/p>\n<p><b>Growth Mindset (what tutoring should create):<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;I&#8217;m not good at math YET&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;Struggle means my brain is learning&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;Smart people work hard and figure things out&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Embraces challenges (learning opportunity)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Persists despite difficulty<\/span><\/li>\n<\/ul>\n<p><b>Result:<\/b><span style=\"font-weight: 400;\"> Tries \u2192 Learns \u2192 Believes in ability to improve<\/span><\/p>\n<p><b>Tutor&#8217;s job:<\/b><span style=\"font-weight: 400;\"> Shift from fixed to growth mindset<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Learned Helplessness<\/span><\/h3>\n<p><b>What is it?<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">After repeated failures, student believes they CAN&#8217;T do it (even if they could).<\/span><\/p>\n<p><b>How it develops:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Kid tries \u2192 Fails \u2192 Feels bad<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Kid tries \u2192 Fails \u2192 Feels worse<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Kid tries \u2192 Fails \u2192 Stops trying (no point)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Now: Kid doesn&#8217;t try, guaranteeing failure, confirming helplessness<\/span><\/li>\n<\/ul>\n<p><b>How tutoring breaks it:<\/b><\/p>\n<ol>\n<li><b> Small success:<\/b><span style=\"font-weight: 400;\"> &#8220;You got this!&#8221; (proves they CAN)<\/span><\/li>\n<li><b> Acknowledge effort:<\/b><span style=\"font-weight: 400;\"> &#8220;You worked hard&#8221; (effort matters)<\/span><\/li>\n<li><b> Build gradually:<\/b><span style=\"font-weight: 400;\"> &#8220;Now try this harder one&#8221;<\/span><\/li>\n<li><b> Celebrate:<\/b><span style=\"font-weight: 400;\"> &#8220;See? You&#8217;re improving!&#8221;<\/span><\/li>\n<li><b> Mindset shift:<\/b><span style=\"font-weight: 400;\"> From helpless to capable<\/span><\/li>\n<\/ol>\n<h3><span style=\"font-weight: 400;\">Self-Efficacy (Belief in Yourself)<\/span><\/h3>\n<p><b>Self-efficacy = &#8220;I can do this&#8221;<\/b><\/p>\n<p><b>Struggling students have LOW self-efficacy:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">&#8220;I can&#8217;t do math&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;I&#8217;m bad at writing&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&#8220;I don&#8217;t understand&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Tutoring builds self-efficacy by:<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Creating small wins (proves you CAN)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Acknowledging progress (you ARE improving)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Facing challenges (and overcoming them)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Getting feedback (I know what to improve)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Experiencing success (I AM capable)<\/span><\/li>\n<\/ol>\n<p><b>Result:<\/b><span style=\"font-weight: 400;\"> Student goes from &#8220;I can&#8217;t&#8221; to &#8220;I can&#8221;<\/span><\/p>\n<p><a href=\"https:\/\/myengineeringbuddy.com\/blog\/studyx-online-tutoring-review-features-pricing-and-alternatives\/\"><b><i>Read More: StudyX Online Tutoring Review: Features, Pricing, and Alternatives<\/i><\/b><\/a><\/p>\n<h2><span style=\"font-weight: 400;\">Confidence Building: More Important Than Math<\/span><\/h2>\n<p><b>Counter-intuitive truth:<\/b><span style=\"font-weight: 400;\"> For struggling students, confidence matters more than content.<\/span><\/p>\n<p><b>Student A:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Learns calculus concepts<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Still believes &#8220;I&#8217;m not a math person&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Fails final because froze up (anxiety)<\/span><\/li>\n<\/ul>\n<p><b>Student B:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Learns calculus concepts<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Believes &#8220;I can do this&#8221;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Passes final because tried their hardest<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Confident they could have done better<\/span><\/li>\n<\/ul>\n<p><b>The difference:<\/b><span style=\"font-weight: 400;\"> Confidence<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">Building Confidence: Tutor&#8217;s Roadmap<\/span><\/h3>\n<p><b>Week 1-2: Foundation Building<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Create safe space (it&#8217;s okay to be wrong here)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Start with success (things they can do)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Celebrate effort<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Goal: &#8220;Math\/this subject can be safe&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Week 3-4: Small Challenges<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Introduce slightly harder material<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Still doable with support<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Celebrate progress<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Goal: &#8220;I&#8217;m actually learning&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Week 5-6: Independence Building<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Student does more alone<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Tutor watches, gives feedback<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Celebrate success<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Goal: &#8220;I can do this myself&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Week 7-8: Confidence Testing<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Harder problems<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Student still confident (can ask for help)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Celebrate attempts<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Goal: &#8220;I&#8217;m capable even when it&#8217;s hard&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Month 3+: Real Growth<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Student taking academic risks<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Willing to struggle<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Asking questions<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Growing mindset shift<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Goal: &#8220;I can learn anything with effort&#8221;<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400;\">Subject-Specific Support for Struggling Students<\/span><\/h3>\n<p><b>Struggling with Math<\/b><\/p>\n<p><b>Common root causes:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Basic operations (addition, fractions, negatives)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Missing procedural understanding<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Anxiety about &#8220;getting it wrong&#8221;<\/span><\/li>\n<\/ul>\n<p><b>Effective approach:<\/b><\/p>\n<ol>\n<li><b> Diagnose where they understand<\/b><span style=\"font-weight: 400;\"> (not where they don&#8217;t)<\/span><\/li>\n<li><b> Start from success<\/b><span style=\"font-weight: 400;\"> (build confidence)<\/span><\/li>\n<li><b> Go SLOWLY<\/b><span style=\"font-weight: 400;\"> (much slower than pace used before)<\/span><\/li>\n<li><b> Use visuals<\/b><span style=\"font-weight: 400;\"> (manipulatives, graphs, number lines)<\/span><\/li>\n<li><b> Celebrate effort<\/b><span style=\"font-weight: 400;\"> (not just right answers)<\/span><\/li>\n<li><b> Build to current level gradually<\/b><span style=\"font-weight: 400;\"> (weeks\/months, not days)<\/span><\/li>\n<\/ol>\n<p><b>Example:<\/b><span style=\"font-weight: 400;\"> 9th grader in Geometry struggling<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Assess: Where do they understand?<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Find: Basic geometry shapes, area basics<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Start: Build from there<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Take time: May take month+ to catch up<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Result: Geometry eventually clicks (not tomorrow)<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400;\">Struggling with Reading\/Writing<\/span><\/h3>\n<p><b>Common root causes:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Vocabulary gaps<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Comprehension strategies missing<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Writing process confusing<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Perfectionism (fear of bad writing)<\/span><\/li>\n<\/ul>\n<p><b>Effective approach:<\/b><\/p>\n<ol>\n<li><b> Build vocabulary gradually<\/b><span style=\"font-weight: 400;\"> (not all at once)<\/span><\/li>\n<li><b> Teach comprehension strategies<\/b><span style=\"font-weight: 400;\"> (how to understand)<\/span><\/li>\n<li><b> Make writing safe<\/b><span style=\"font-weight: 400;\"> (drafts are okay)<\/span><\/li>\n<li><b> Celebrate process<\/b><span style=\"font-weight: 400;\"> (not just final product)<\/span><\/li>\n<li><b> Read together<\/b><span style=\"font-weight: 400;\"> (model good reading)<\/span><\/li>\n<\/ol>\n<h3><span style=\"font-weight: 400;\">Struggling with Test Anxiety<\/span><\/h3>\n<p><b>Common root causes:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Fear of evaluation<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Previous bad test experiences<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Perfectionism<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Actual lack of knowledge (sometimes)<\/span><\/li>\n<\/ul>\n<p><b>Effective approach:<\/b><\/p>\n<ol>\n<li><b> Address emotional part<\/b><span style=\"font-weight: 400;\"> (anxiety management)<\/span><\/li>\n<li><b> Practice in test-like conditions<\/b><span style=\"font-weight: 400;\"> (reduces fear)<\/span><\/li>\n<li><b> Build test-taking strategies<\/b><span style=\"font-weight: 400;\"> (not just content)<\/span><\/li>\n<li><b> Celebrate attempts<\/b><span style=\"font-weight: 400;\"> (trying is success)<\/span><\/li>\n<li><b> Desensitize to test environment<\/b><span style=\"font-weight: 400;\"> (practice)<\/span><\/li>\n<\/ol>\n<p><a href=\"https:\/\/myengineeringbuddy.com\/blog\/top-10-online-tutoring-websites-worldwide\/\"><b><i>Read More: Top 10 Online Tutoring Websites Worldwide<\/i><\/b><\/a><\/p>\n<h2><span style=\"font-weight: 400;\">Red Flags in Struggling Student Tutoring<\/span><\/h2>\n<p><b>Red Flag #1: Tutor Getting Frustrated<\/b><\/p>\n<p><b>Bad sign:<\/b><span style=\"font-weight: 400;\"> Tutor sighs, says &#8220;we covered this,&#8221; seems annoyed<\/span><\/p>\n<p><b>Why it&#8217;s bad:<\/b><span style=\"font-weight: 400;\"> Struggling student interprets frustration as &#8220;I&#8217;m too dumb&#8221;<\/span><\/p>\n<p><b>Good tutor response:<\/b><span style=\"font-weight: 400;\"> Patience, re-explains differently, assumes their own teaching method didn&#8217;t work (not student&#8217;s ability)<\/span><\/p>\n<p><b>Red Flag #2: Moving Too Fast<\/b><\/p>\n<p><b>Bad sign:<\/b><span style=\"font-weight: 400;\"> Week 1 content forgotten by week 3<\/span><\/p>\n<p><b>Why it&#8217;s bad:<\/b><span style=\"font-weight: 400;\"> Student concludes &#8220;I can&#8217;t learn this&#8221;<\/span><\/p>\n<p><b>Good approach:<\/b><span style=\"font-weight: 400;\"> Much slower (feels slow to parent, actually works)<\/span><\/p>\n<p><b>Red Flag #3: Focusing Only on Right Answers<\/b><\/p>\n<p><b>Bad sign:<\/b><span style=\"font-weight: 400;\"> Only celebrates when student gets it right, ignores effort<\/span><\/p>\n<p><b>Why it&#8217;s bad:<\/b><span style=\"font-weight: 400;\"> Struggling students need confidence building, not just corrections<\/span><\/p>\n<p><b>Good approach:<\/b><span style=\"font-weight: 400;\"> Celebrate effort, progress, trying<\/span><\/p>\n<p><b>Red Flag #4: Boring Sessions<\/b><\/p>\n<p><b>Bad sign:<\/b><span style=\"font-weight: 400;\"> Student dreads tutoring sessions<\/span><\/p>\n<p><b>Why it&#8217;s bad:<\/b><span style=\"font-weight: 400;\"> Reinforces &#8220;This is torture&#8221;<\/span><\/p>\n<p><b>Good approach:<\/b><span style=\"font-weight: 400;\"> Make sessions engaging, celebrate, build trust<\/span><\/p>\n<p><b>Red Flag #5: No Progress After 4-6 Weeks<\/b><\/p>\n<p><b>Bad sign:<\/b><span style=\"font-weight: 400;\"> After 4-6 weeks, student shows no improvement<\/span><\/p>\n<p><b>Why it&#8217;s bad:<\/b><span style=\"font-weight: 400;\"> Wrong tutor or wrong approach<\/span><\/p>\n<p><b>Good response:<\/b><span style=\"font-weight: 400;\"> Change tutor or change strategy<\/span><\/p>\n<p><b>Platform Review: Which Works for Struggling Students?<\/b><\/p>\n<p><b>What Struggling Students Need<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u2705 Patient tutors (not rushing)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Flexibility to go slow<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Support between sessions (homework help)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Affordable (ongoing, not just 1 session)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Confidence-building mindset<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Good communication with tutor<\/span><\/p>\n<h3><span style=\"font-weight: 400;\">MyEngineeringBuddy for Struggling College Students<\/span><\/h3>\n<p><b>Why it works for college students struggling:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Expert tutors (better than random marketplaces)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Homework help included (support between sessions)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">$20-35\/hour (affordable for ongoing)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&lt;1 minute support (quick help when stuck)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">No subscription (pay as needed, not committed upfront)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Money-back guarantee (no risk trying)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">97% satisfaction (proven track record)<\/span><\/li>\n<\/ul>\n<p><b>How it&#8217;s used for struggling students:<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> First session: Assess gaps, build connection<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Weekly: Tutoring sessions explaining concepts slowly<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Between: Homework help when stuck<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Progress: Track improvement over weeks<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Support: Tutor available via WhatsApp<\/span><\/li>\n<\/ol>\n<h3><span style=\"font-weight: 400;\">Alternative: Wiingy for Budget-Conscious<\/span><\/h3>\n<p><b>For struggling students on budget:<\/b><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">$15-28\/hour (affordability)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Free trial (test fit)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">No subscription (flexibility)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">4.3\/5 rating (good quality)<\/span><\/li>\n<\/ul>\n<p><b>Trade-off:<\/b><span style=\"font-weight: 400;\"> Less personalized than MEB, but affordable<\/span><\/p>\n<p><a href=\"https:\/\/myengineeringbuddy.com\/blog\/online-vs-in-person-tutoring\/\"><b><i>Read More: Online Tutoring vs. In-Person Tutoring: Which is Right for You in 2026?<\/i><\/b><\/a><\/p>\n<h3><span style=\"font-weight: 400;\">Building a Support System<\/span><\/h3>\n<p><b>Struggling students need support beyond tutoring.<\/b><\/p>\n<p><b>Who to Include<\/b><\/p>\n<ol>\n<li><b> Good tutor<\/b><span style=\"font-weight: 400;\"> (patient, confident-building, expert)<\/span><\/li>\n<li><b> Parent\/guardian<\/b><span style=\"font-weight: 400;\"> (encouragement, accountability)<\/span><\/li>\n<li><b> Teacher<\/b><span style=\"font-weight: 400;\"> (provide context, notes, feedback)<\/span><\/li>\n<li><b> Tutor + teacher communication<\/b><span style=\"font-weight: 400;\"> (aligned approach)<\/span><\/li>\n<li><b> Counselor\/coach<\/b><span style=\"font-weight: 400;\"> (encouragement, perspective)<\/span><\/li>\n<\/ol>\n<p><b>Support System in Action<\/b><\/p>\n<p><b>Example: High school student struggling in algebra<\/b><\/p>\n<ul>\n<li><b> <\/b><b>Tutor (MEB):<\/b><span style=\"font-weight: 400;\"> Teaches concepts patiently, builds confidence<\/span><\/li>\n<li><b> <\/b><b>Parent:<\/b><span style=\"font-weight: 400;\"> Celebrates effort, doesn&#8217;t criticize failures<\/span><\/li>\n<li><b> <\/b><b>Teacher:<\/b><span style=\"font-weight: 400;\"> Provides feedback, recommends tutor focus areas<\/span><\/li>\n<li><b> <\/b><b>Tutor + Teacher:<\/b><span style=\"font-weight: 400;\"> Align on what to emphasize<\/span><\/li>\n<li><b> <\/b><b>Coach:<\/b><span style=\"font-weight: 400;\"> Encourages, emphasizes character not grades<\/span><\/li>\n<\/ul>\n<p><b>Result:<\/b><span style=\"font-weight: 400;\"> Student feels supported from all angles, confidence grows<\/span><\/p>\n<h2><span style=\"font-weight: 400;\">Realistic Timelines for Improvement<\/span><\/h2>\n<p><b>When You&#8217;ll See Change<\/b><\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Timeline<\/b><\/td>\n<td><b>What to Expect<\/b><\/td>\n<\/tr>\n<tr>\n<td><b>Week 1-2<\/b><\/td>\n<td><span style=\"font-weight: 400;\">Student less terrified, willing to try<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>Week 3-4<\/b><\/td>\n<td><span style=\"font-weight: 400;\">First academic improvements possible<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>Week 5-8<\/b><\/td>\n<td><span style=\"font-weight: 400;\">Noticeable confidence increase<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>Week 9-12<\/b><\/td>\n<td><span style=\"font-weight: 400;\">Grade improvements visible<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>Month 4-5<\/b><\/td>\n<td><span style=\"font-weight: 400;\">Real understanding developing<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>Month 6+<\/b><\/td>\n<td><span style=\"font-weight: 400;\">New subject mindset forming<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><b>Important: It Takes Time<\/b><\/p>\n<p><b>Reality check:<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">Years of struggle don&#8217;t reverse in weeks.<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Expect gradual improvement, not overnight transformation.<\/span><\/p>\n<p><b>Better to expect:<\/b><span style=\"font-weight: 400;\"> Small improvements every week<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><b>Avoid:<\/b><span style=\"font-weight: 400;\"> Expecting big improvement fast (sets up failure)<\/span><\/p>\n<p><a href=\"https:\/\/myengineeringbuddy.com\/blog\/online-tutoring-trends-ultimate-guide\/\"><b><i>Read More: Online Tutoring Trends in 2026: The Ultimate Guide<\/i><\/b><\/a><\/p>\n<h2><span style=\"font-weight: 400;\">What Success Looks Like<\/span><\/h2>\n<p><b>Success for struggling student:<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u2705 Willing to try (not giving up immediately)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Asking questions (safe to be confused)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Showing effort (even if grades not perfect yet)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Completing homework (not just copying)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Building confidence (believes they can improve)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Improved grades (over weeks\/months)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Enjoying learning (not dreading it)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Growth mindset (I can learn this with effort)<\/span><\/p>\n<p><b>Not required for success:<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">\u274c Straight A&#8217;s<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u274c Perfect understanding overnight<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u274c No more struggling<\/span><\/p>\n<p><b>Is required:<\/b><b><br \/>\n<\/b><span style=\"font-weight: 400;\">\u2705 Student trying<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Visible improvement (even if slow)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Confidence building<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">\u2705 Willingness to keep trying<\/span><\/p>\n<h2><span style=\"font-weight: 400;\">FAQ: Parents&#8217; Questions Answered<\/span><\/h2>\n<p><b>Q1: How long until grades improve?<\/b><\/p>\n<p><b>A:<\/b><span style=\"font-weight: 400;\"> 4-6 weeks minimum before seeing grade changes.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">But expect earlier:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Week 1: Homework gets done (vs skipped)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Week 2: Showing effort (vs giving up)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Week 4: First quiz improvement<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Week 6: Grade improvement visible<\/span><\/li>\n<\/ul>\n<p><b>Q2: What if after 6 weeks, no improvement?<\/b><\/p>\n<p><b>A:<\/b><span style=\"font-weight: 400;\"> Either tutor not a good fit, or student not putting in effort.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Action:<\/span><\/p>\n<ol>\n<li><b> Check with tutor:<\/b><span style=\"font-weight: 400;\"> Is approach working?<\/span><\/li>\n<li><b> Check with student:<\/b><span style=\"font-weight: 400;\"> Are they trying?<\/span><\/li>\n<li><b> Try different tutor:<\/b><span style=\"font-weight: 400;\"> Might be better match<\/span><\/li>\n<li><b> Adjust approach:<\/b><span style=\"font-weight: 400;\"> Maybe too fast\/slow<\/span><\/li>\n<\/ol>\n<p><b>Q3: Should I push harder or be gentler?<\/b><\/p>\n<p><b>A:<\/b><span style=\"font-weight: 400;\"> Be gentle. Struggling students need encouragement, not pressure.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Wrong approach: &#8220;You need to try harder!&#8221; (creates shame)<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Right approach: &#8220;I believe in you. Let&#8217;s work together&#8221; (creates hope)<\/span><\/p>\n<p><b>Q4: Is tutoring worth it for struggling student?<\/b><\/p>\n<p><b>A:<\/b><span style=\"font-weight: 400;\"> Yes. Research shows:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Struggling students improve significantly with tutoring<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Confidence building prevents long-term damage<\/span><\/li>\n<li><span style=\"font-weight: 400;\">$480\/semester tutoring saves $1000s+ in remediation later<\/span><\/li>\n<\/ul>\n<h2><span style=\"font-weight: 400;\">Conclusion: Hope for Struggling Students<\/span><\/h2>\n<p><b>Bottom line:<\/b><span style=\"font-weight: 400;\"> Struggling students aren&#8217;t &#8220;bad at learning.&#8221;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">They need:<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Patient tutor (willing to go slowly)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Confidence building (not just corrections)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Support system (parent, teacher, tutor aligned)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Time (improvement takes weeks\/months, not days)<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Right platform (MEB for college, varies for K-12)<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">With right support, struggling students can become confident learners.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Your student can improve. Start with one good tutor this week.<\/span><\/p>\n<p><b>For struggling college students:<\/b><\/p>\n<ul>\n<li><b> <\/b><b>MyEngineeringBuddy:<\/b><span style=\"font-weight: 400;\"> myengineeringbuddy.com<\/span><\/li>\n<li><b> <\/b><b>Email:<\/b> <span style=\"font-weight: 400;\">meb@myengineeringbuddy.com<\/span><\/li>\n<li><b> <\/b><b>WhatsApp:<\/b><span style=\"font-weight: 400;\"> Direct support for struggling students<\/span><\/li>\n<li><b> <\/b><b>Money-back guarantee:<\/b><span style=\"font-weight: 400;\"> Risk-free trial<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; Understanding the Struggling Student Who is a &#8220;struggling student&#8221;?  [&#8230;]<\/p>\n","protected":false},"author":4,"featured_media":8605,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[105],"tags":[16],"class_list":["post-8596","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-student_questions","tag-online-tutoring"],"_links":{"self":[{"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/8596","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/comments?post=8596"}],"version-history":[{"count":1,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/8596\/revisions"}],"predecessor-version":[{"id":8606,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/8596\/revisions\/8606"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/media\/8605"}],"wp:attachment":[{"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/media?parent=8596"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/categories?post=8596"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.myengineeringbuddy.com\/blog\/wp-json\/wp\/v2\/tags?post=8596"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}