Think of a student who does not know that they can visit a consultation hour just to ask a routine question or who still has to decipher terms like 'examination board, ' 'cum laude' or 'credit points' whilst the lecture has already begun. This is also known as the 'hidden curriculum'. As a teacher, small interventions can already make a difference. This didactic tip, based on the article ‘Studying as a first-generation student: what can teachers do?’, shows you how to make the hidden curriculum visible and strengthen the sense of belonging.
Tip 1: make the implicit, explicit
Don't just explain what students need to do, but also how. What does 'critical' mean in your course? How do you prepare for a practicum? What do you expect in an academic discussion? Give a concrete example of a critical question about an article or show how a strong paragraph is constructed. By making expectations concrete and illustrating them, you prevent students from unnecessarily spending time deciphering unwritten rules. This way, they can focus their energy on the content rather than on the system surrounding it.
Going one step further: model it yourself. Think aloud about your own thought process whilst, for example, analyzing a research question or critiquing a text. In doing so, you make the expectation explicit and also the thinking steps involved. The NEMO-T approach by Shyam Barr from his book 'Educate to self-regulate' (2024) offers a useful framework for this: name the strategy, explain why it is useful, model how to use it, give students the opportunity to practice and discuss when they might apply it in other contexts.
Tip 2: normalize uncertainty and questions
State explicitly that 'not knowing' is part of academic learning. Asking questions is a sign of engagement. At the start of a course, you could say: "You learn more by asking questions, and you also help your fellow students, who may not have dared to ask." Or close a lecture by leaving room for anonymous questions via a digital tool. By making uncertainty visible and open for discussion, you strengthen the sense of belonging and lower the threshold for seeking help.
Bear in mind that uncertainty can sometimes also stem from a loyalty conflict with the home environment. Not all students come from an environment that is familiar with the academic world, and this can create tension between two worlds – think of a student who is asked at home: "When are you finally going to get a job?"
VU Professor Halleh Ghorashi describes this in Ad Valvas (2026, Dutch) as having to know and speak the cultural codes. For students who do not acquire those codes at home, this takes extra energy, that could otherwise go towards the content.
Research by Walton & Cohen (2011) shows that belonging interventions can have a significant effect on the academic success of students from underrepresented groups. In their study, students were asked to read that feelings of doubt are normal and temporary. This led to better academic outcomes and long-term wellbeing.
Tip 3: show examples of what ‘good’ looks like
Abstract instructions such as 'write academically' or 'be analytical' are not self-evident for everyone. Show the difference between a descriptive and an analytical research question, or discuss why one exam answer receives a higher mark than another. You could, for example, present two sample questions and analyze together which one shows greater depth and why. By making quality explicit, assessment criteria become transparent and students better understand what they are working towards. Nicol & Macfarlane-Dick (2006) emphasize that clear criteria and example feedback help students to better direct their own learning process.
Tip 4: be clear about contact and expectations
Explain when students can e-mail you, how a ‘spreekuur’ (consultation hour) works, and what a reasonable response time is. For instance, let them know: "I respond to e-mails within two working days" or "Come to consulation hour with a specific question." You can also show what a professional e-mail to a lecturer looks like. Some students simply do not know what the norm is. By showing examples of what is and is not appropriate, you avoid awkward situations and give students concrete guidance. Also make clear what you expect regarding attendance, preparation, and collaboration. Making this explicit prevents misunderstandings and lowers the threshold for making contact.
Tip 5: avoid assumptions about prior knowledge and networks
Collier & Morgan (2008) show that first-generation students are more likely to be uncertain about what lecturers expect, for example regarding deadlines, participation, and academic communication. Do not assume that everyone knows what an honours programme entails, how to arrange work experience, or how to request a reference letter. Briefly explain what such a pathway involves, what steps are required and where students can find reliable information. During a lecture, you could include a slide with 'How to arrange work experience in three steps' or briefly explain when and how to ask a lecturer for a reference. Making this explicit reduces dependence on informal networks and increases the accessibility of your teaching.
Tip 6: acknowledge the strengths of first-generation students
A different starting point does not mean lower ambition. Many first-generation students develop strong perseverance and reflective skills precisely because they have to consciously map out their own route. They often stand in two worlds at once: the academic world and the world they come from. This position makes them bridge-builders, with experiential knowledge that is valuable for research, policy, and the academic community as a whole.
Acknowledge these qualities explicitly in feedback, for example when a student demonstrates that they have independently overcome obstacles or made deliberate choices. By visibly appreciating talent and effort, you shift the perspective from deficit to strength and reinforce students' confidence in their own abilities.
Want to know more?
Take a look at the Better Prepared and Stay Prepared programmes at VU and the information provided by the academic advisor within your faculty.