How to support students with a chronic illness

How to support students with a chronic illnesses

• Tip 1: provide predictable and structured education

  Structure and predictability help students with chronic illnesses to prepare for classes and reduce stress. You can support them by: 

  • making the syllabus, learning objectives, assignments, and deadlines available on Canvas in advance; 
  • using consistent formats for lectures, assignments, and exams. Avoid sudden changes in schedules or grading criteria; 
  • starting each class with an agenda on the board so students know what to expect; 
  • communicating any changes well in advance via email or Canvas; 
  • making clear agreements about attendance and what is feasible for the student.

• Tip 2: be flexible with attendance and participation

  Because of their condition, students with a chronic illness may miss classes or exams because they are too unwell to attend. Reasons include that commuting or sitting through a session cost too much energy or because symptoms worsen during flare-ups, or they are receiving treatment. Support them by: 

  • providing hybrid or online alternatives for lectures and classes; 
  • valuing written or online contributions (for instance in discussion forums) alongside spoken participation; 
  • making clear attendance agreements and considering exceptions where appropriate, in consultation with the academic advisor and examination board.

• Tip 3: create a low-stimulus and predictable learning environment

  Overstimulation and focus problems can make studying more difficult. In some chronic conditions, stimuli can worsen symptoms. For instance, bright lights or noise may trigger a migraine attack. Chronic pain can also heighten sensory sensitivity. Take this into account by: 

  • offering a low-stimulus room for exams or study sessions (students can request this via their study advisor); 
  • using calm colours and clear layouts in presentations and materials. Choose fonts like Arial or Verdana and ensure sufficient contrast; 
  • minimizing background noise and dimming harsh lighting during class; 
  • announcing breaks in advance, so students can plan accordingly; 
  • recording lectures and making them available, so students can review them at their own pace. 

• Tip 4: offer flexibility in assessment and assignments

  Chronic illness can affect focus and endurance. Persistent pain, for example, consumes energy and reduces focus, leaving less capacity for studying. Consider: 

  • allowing extra time for exams and access to individual exam rooms (via the study advisor); 
  • providing alternative assessment formats such as oral exams, take-home exams, essays, or digital assessments (in consultation with the examination board); 
  • ensuring predictability around exam and feedback moments, since unexpected changes or time pressure can increase stress responses that may worsen symptoms.

• Tip 5: support study planning and guidance

  Study planning can be challenging for students with chronic illnesses, especially when they need to adjust their plans unexpectedly. You can help by: 

  • breaking large assignments into smaller tasks with clear deadlines; 
  • helping students develop a realistic study plan and reminding them to review it regularly; 
  • scheduling check-ins to discuss progress and challenges; 
  • referring students to study coaches and workshops on planning and study skills through Studying with a Disability on the VU website; 
  • pointing students to relaxation techniques and the support offered by VU student psychological counsellors. This is especially important for students with chronic conditions, as stress often directly affects symptom severity. However, assume they already know many techniques: ask what they need instead of offering unsolicited advice.

• Tip 6: create an inclusive and understanding environment

  Misunderstanding and stigma are common around invisible illnesses. You can’t always tell when a chronically ill student is struggling, especially since they tend to stay home during flare-ups, meaning you may only see them when things are relatively good. As a result, their absences or inconsistent performance can be misinterpreted as disinterest or lack of effort. 

  Chronic pain and illness require not only physical adjustments for the student but also mental resilience. By being aware of the link between body, stress and emotions, you can better understand and support students. You can contribute to a positive and inclusive learning climate by: 

  • avoiding assumptions that all students with chronic illnesses have the same needs. Ask what works best for each student; 
  • actively avoiding stereotypes such as “Everyone gets tired sometimes”; 
  • showing that there is room to discuss their situation or signal when they are struggling. An open attitude lowers the barrier for students to ask for help or suggest solutions, especially when they know this will not have negative consequences; 
  • informing yourself as a teacher about support options; 
  • encouraging peer or support groups where students can share experiences without judgment. Collaborate with study advisors or student organizations to connect students with such groups inside or outside the university.

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