Office of Student Success Services

By Joanne Goldwater, Associate Dean for Retention & Student Success/
Seahawk Family Liaison
April, 2026
As the academic year comes to a close, students are preparing for finals, move-out, and summer plans. This time of year can feel busy and stressful, but with some planning and support, it can also be a great opportunity for reflection, growth, and preparation for next year.

This Time of Year Can Be Challenging

Students have a lot on their plates right now: completing major assignments, final exams, St. Mary’s Project (SMP) presentations for seniors, finishing room selection for the fall, academic planning, finalizing summer plans, saying goodbye to friends, significant others, faculty/staff for three months (or longer for graduating seniors). Often, motivation dips and stress levels go up.

How can parents/families help? Help your student prioritize what’s going on. Encourage them to use campus resources (it’s never too late!). Normalize stress and help them plan ahead. Please focus on what they are learning and their effort, progress, and persistence (and not just on grades).

Encourage your student to write down (on a calendar or in a planner) exam dates, due dates for assignments, papers, projects, and presentations. Help them work backward to make a study plan. Recommend that they study in focused blocks of time and to start early to reduce stress. Remind them that this is a short, important stretch (they will be finished soon!). Suggest healthy routines for sleep, meals, study time, and exercise.

Red Flags Parents Should Watch For

You may want to encourage your student to seek help if they:

• Stop attending classes
• Miss major assignment deadlines
• Talk about failing multiple courses
• Seem overwhelmed or shut down
• Are not registered for next semester
• Avoid checking email or communicating with professors

What Not to Say

• Why didn’t you start earlier?
• You just need to work harder.
• This is unacceptable.
• You’re going to fail if you don’t fix this.
• You need to figure this out right now.
• When I was in college, I never ….

What to Say

• What’s your plan for finishing the semester strong?
• How can I support you?
• What are your biggest priorities right now?
• Have you talked with your professors, advisor, or OS3?
• Let’s think through your next steps together.
• I know you can handle this. You’ve done hard things before.

What Parents Should Know About Move-Out

At St. Mary’s College of Maryland, students are required to move out of their residence halls within 24 hours after their last final exam or by noon on May 12 (whichever comes first). Students must clean their room, remove all personal belongings, reset furniture to its original layout, and complete the checkout process with a Resident Assistant or through Express Checkout. Failure to properly check out can result in fines.

Encourage your student to plan ahead. Packing early and removing items they no longer need before finals week can reduce stress and help them focus on academics during the final weeks of the semester.

Summer Housing and Summer Opportunities

SMCM offers limited summer housing for students (including students who graduate in May) who are enrolled in summer classes, participating in programs such as, or working on- or off-campus (students must work at least 25 hours per week if living on campus for summer employment). Summer housing typically runs from mid-May through early August. Residence Life has already emailed students with instructions about registering for summer housing. If your student is interested, please encourage them to follow up.

Summer is one of the most valuable times in a student’s college career. Whether they are at home or on-campus to take classes, complete an internship, conduct research, work a job, or volunteer, summer experiences help students build skills, explore career interests, and strengthen future job or graduate school applications.

Encourage your student to meet with the Office of Career Development and Community Outreach (formerly CCPD), faculty mentors, or the staff in the Office of Student Success Services (OS3) to talk about how to use their summer strategically.

Looking Ahead for Parents/Families of Graduating Seniors

• Are they living at home? Will they pay rent and/or help with chores?
• Help them work on a professional wardrobe.
• Remind them to update their resume and LinkedIn profile.
• Discuss expectations (Curfew? Use of the family car? Meals? Food in the fridge? Significant other?)

Top 10 Tips for Parents: Move-Out, Summer Success, and the Fall Semester

1. Encourage early packing.
Students should start taking home items they don’t need several weeks before finals so move-out week is less stressful.

2. Talk about storage and transportation early.
Make a plan for what is going home, what is being stored in one of the local (Lexington Park) storage vendors, and what might be donated. The College does not provide on-campus storage and students cannot leave belongings in their rooms over the summer due to summer conferences and maintenance work going on in the residences.

3. Remind your student to clean and check out properly.
Rooms must be cleaned, emptied, and inspected to avoid damage charges. Return room and mailbox keys. *Important information for graduating seniors and their families: Students should vacate their room and check-out BEFORE going to lunch or a graduation party after Commencement on May 16. The ceremony will end around noon. Students living in the residence halls or suites must complete check-out by 3 PM. Students living in the Townhouses or apartments must complete check-out by 5 PM. Please plan accordingly.

4. For Commencement Day

Arrive early on May 16. The ceremony takes place on the Townhouse Green. There are no tickets needed. There is seating under the tent as well as outside of the tent. Dress for the weather (rain or shine) and bring sunscreen. Alcohol and pets need to stay home. We have an official photographer for the event.

5. For seniors not graduating in May

For students graduating at the end of the summer, they need to attend their summer class and finish all work according to the class schedule. If they are taking a course somewhere else, they need to remember to send their transcript with the final grade to SMCM. For students graduating in the fall, they must attend their classes and finish their work by 12/18/26. Remember: 30 of the last 36 credits must be taken at SMCM.

6. Help your student or new graduate make a summer plan.
The most successful students have a plan: job, internship, summer classes, research, or volunteer work. These activities help students build resumes and professional skills.

7. Support independence.
Have your student make the calls, send the emails, schedule appointments, and complete forms themselves. This builds important life skills.

8. Talk about goals for next year.
Summer is a great time for students to reflect: What went well this year? What do they want to improve next year?

9. Planning Ahead for the Fall Semester (for continuing students)

Students should meet with their academic advisor when they return. That will be the time to review their degree requirements and progress. Encourage them to check their class schedule and make schedule changes through 9/11/26. They should also plan for involvement and leadership opportunities.

10. Always Remember…

Your support matters. Students do best when families encourage them, listen, connect students to resources, and remind them that they belong at SMCM and have great futures ahead of them.

Final Thought for Families

The end of the academic year is more than just moving out; it is a transition point. Students are gaining independence, learning responsibility, and preparing for their future. Your role shifts from manager to coach: ask open-ended questions, encourage planning, and help them think about how summer can move them one step closer to their goals.

 

 

2026 Fall Parent/Family Webinars and Newsletter Articles
By Joanne Goldwater, Associate Dean for Retention & Student Success/
Seahawk Family Liaison
April, 2026

For those of you who attended one or more of our monthly Parent/Family Webinars or read any of our newsletter articles this year, we hope they were informative and enjoyable. We want to provide you with an opportunity to share your ideas on newsletter articles and/or webinars you would like us to do during the 2026/2027 academic year. Please send your suggestions to families@smcm.edu. Thank you!

Tentative dates for webinars for 2026/2027 are:

Sept. 8

Oct. 13

Nov. 9

Dec. 8

Jan. 12

Feb. 9

Mar. 8

Apr. 13

More information will be sent in August. Have a great summer!

Noticing What’s Going Well: Celebrating Small Academic and Life Wins
By Flor Katz-Starr, Academic Coaching Fellow
Office of Student Success Services (OS3)
March, 2026

College is a time of growth and change, filled with both big and small changes every day. Achievements and successes come in all sizes, too. While we often focus on end goals like passing exams, successfully passing courses, or getting internships, sometimes we do not focus enough on the smaller, everyday successes. Recognizing small wins can motivate and build confidence and resilience. As students begin to appreciate everyday small achievements, they will see that their efforts matter, increasing their self-growth.

Small wins matter because they:

• Build momentum: Create a sense of progress that keeps students moving forward
• Boost confidence: Reaching small goals builds a positive, “I can do it” mindset
• Improve focus: Breaking big goals into small tasks makes things feel more manageable
• Encourage creativity: Small successes make students more willing to try different approaches
• Strengthens accountability: Noticing progress helps students stay on track and committed to their goals

Simple ways parents can support this mindset:

• Ask specific questions: Instead of “How was your day?” try “What’s something that went well today?”
• Praise effort: Recognize efforts, consistency, and persistence, not just grades or results
• Normalize smaller steps toward progress: Remind them that growth often happens in small steps over time
• Encourage self recognition: Suggest they keep a short list of daily or weekly wins.
• Model it yourself: Share a small win from your own day, even if it seems ordinary. There’s growth at every life stage!
• Help them reframe “challenges” to the more positive “learning experiences”.

Don’t forget to recognize their everyday small wins, such as:

• Asking for help. Be proud of them for emailing a professor, using campus support, or scheduling that OS3 appointment they thought they didn’t need.
• Cleaning or organizing their space enough that they can see the floor again. Big win: get rid of clutter!
• Making the effort to go to a professor’s office hours.
• Choosing sleep over one more episode, TikTok, or that video game.
• Eating at least one healthy meal each day that didn’t come from the vending machine or fast food.
• Showing up to every class, even though there were times when they would rather sleep or do something else.
• Starting an assignment early rather than waiting until the last minute. (This too, is a big win!)
• Taking a walk, breathing, and refocusing when they start to get anxious, stressed, or frustrated, especially if they know they did poorly on an assignment or quiz.

FAQ:
Q: What behaviors should I be looking for from my students that suggest they are building good habits?
A: Consistency is a great sign. Regular class attendance, having a consistent weekly schedule, good sleep habits, and talking about routines are all indicators that they’re developing strong habits.

Q: How can I celebrate small wins from a distance?
A: A quick text or call acknowledging their efforts can be meaningful. Even a simple “I’m proud of you” message can boost confidence more than you might expect.

Q: What if my student compares themselves to other students?
A: Encourage them to focus on their own progress. Every student’s college journey is different, and growth often happens at different paces. Someone else’s highlight reel doesn’t show the late nights and stress behind the scenes.

Q: How often should I check in with my student?
A: A simple weekly check-in can make a big difference. If you don’t hear from them right away, they may be busy managing classes, friends, activities and life.

Q: How do campus resources play a role in small wins?
A: Using support services such as OS3, the Counseling Center, attending office hours, and connecting with faculty or staff are all strong indicators that students are taking initiatives and investing in their success. Even scheduling the appointment they’ve been talking about for weeks counts as progress.

It’s important to encourage students to value effort and progress rather than just outcomes. Growth can happen every day in ordinary moments recognized as small wins. As parents, expressing a little praise and encouragement for these small steps can lessen the pressure and stress that students feel about reaching the final goal. Helping students recognize the progress they are making in ordinary everyday moments can create a healthy mindset, reduce stress, and allow them to focus on their efforts.

2026 April Parent/Family Webinars
By Joanne Goldwater, Associate Dean for Retention & Student Success/
Seahawk Family Liaison
March, 2026

Please join staff members from the Office of Student Success Services for our final Webinar (held on Zoom) of the spring semester.

Tuesday, April 14 from 7-8 PM: “The Year-End Boost: Helping Your Student Finish Strong and Plan What’s Next”
Presented by: OS3 Staff: Joanne Goldwater, Associate Dean for Retention & Student Success/Seahawk Family Liaison and Patrice Darby, Director of Student Success Services

As the year wraps up, students are balancing finals, motivation dips, and big decisions about what comes next. During this webinar we will highlight simple, effective ways you can help your student finish the semester strong without adding pressure. We’ll cover strategies for staying organized, maintaining momentum, and navigating end-of-year academic tasks with confidence.

We’ll also look ahead to summer and Fall ’26, exploring how students can use the break to recharge while still preparing for the year ahead. From meaningful summer opportunities to course planning and campus resources, you’ll leave with clear insight on how to support your student’s smooth transition into a successful next chapter.

Problem Gambling Awareness Month
By Jess Jolly, LCSW-C
SMCM Director of Counseling 
March, 2026

March is Problem Gambling Awareness Month (Yes that includes sports betting!)

For the past two years, the Peer Health Educator Program at St. Mary’s College of Maryland has been honored to be the recipient of the Maryland Colleges and Universities Underage and Problem Gambling Prevention Grant from the Maryland Center of Excellence on Problem Gambling with additional funding from the Maryland Department of Health, Behavioral Health Administration (BHA). Peer Health Educators (PHE) are a team of students who are trained to provide peer counseling, resources, and activities related to prevention topics including problem gambling in the young adult population.

It has been shown that young adults may turn to peer support first in seeking help rather than professionals. The PHEs have launched their annual Problem Gambling Awareness Month campaign observed during the month of March. Past events have included hosting a problem gambling screening day, prevention outreach events in collaboration with on campus partners such as athletics, and awareness campaigns.

According to the Maryland Center of Excellence on Problem Gambling, young adults aged 18-24 are at greater risk of problem gambling in comparison to other age groups. According to the 2022 Statewide Gambling Prevalence in Maryland, 2.3% of 18–24-year-olds, 4.2% of 25–34-year-olds and 4% of Marylanders overall have a gambling disorder.  Of those of any age who gambled on sports online, 20% had a gambling disorder. Laws for sports betting vary by state. In Maryland an individual must be 21 years of age or older to place sports bets on mobile devices and in retail locations.

Often, when hearing the word “gambling” it is easy to think about more “traditional” forms of gambling such as slot machines or table games. Gambling is any activity that risks something of value for an event whose outcome is uncertain. Often, students do not consider sports betting to be a form of gambling. Other examples of gambling include online games which have “loot boxes” or “paid random items” for which a monetary “bet” is placed for a randomly generated item in the game.

Sports betting works by placing a bet which is then left up to random chance. This form of betting is widely accessible as it is done through digital apps. Due to the digital format, the results of betting have a reduced turnaround time. This can increase the consistency of betting within the app. The type of betting within sports betting is expensive and can include bets placed on aspects of a sports team, players performance, and player status. It is often thought that having greater knowledge of a sports team will lead to increased wins, however this is not true as sports betting is a game of chance with unpredictable outcomes. Increased betting leads to more potential losses.

According to University of Maryland School of Medicine, sports betting can have an impact on mood and emotions because of a win or loss. Those who gamble are more likely to experience mental health risks such as anxiety and depression. Gambling can become a problem when two key factors are present: impaired control and negative impacts. Impaired control includes not being able to stick to limits including money spent or time invested in gambling. Negative impacts are those incurred because of gambling behavior. This includes emotional, financial, relationship, or legal problems. Risk factors such as substance use, mental health concerns, and financial distress may increase the likelihood that someone may develop a gambling problem. Gambling behavior can be addictive as it activates the brain’s reward system releasing dopamine like substances.

Preventive strategies such as responsible gambling can help reduce the risk of problem gambling. Examples include setting limits, gambling for entertainment purposes only, setting a budget before gambling and sticking to it, never chasing losses, limiting time gambling, avoiding emotional betting especially when angry or stressed, avoiding using substances while gambling and balancing gambling with other recreational activities.  It also may be important to take “breaks” from gambling including sports betting apps. This is especially important when the betting is no longer seen as fun or entertaining.

In an age where gambling can take place on a mobile and kept discreet, problem gambling can go unnoticed for some time.  However, there are some warning signs that may indicate that a gambling problem may be occurring. These warning signs include: thinking about betting or gambling more than usual, spending more money than intended, placing more bets than intended, lying to cover up losses, financial concerns, experiencing poor job performance or losing a job due to gambling, and spending more time engaged with gambling than with friends, family or loved ones which can result in isolation.

Digital tools exist to help block gambling platforms on mobile devices including the apps “Gamban” and “Bet blocker” which blocks thousands of gambling websites and apps.  The 1-800-GAMBLER helpline is available 24/7 to connect those seeking support to trained counselors who can help. The helpline also has texting capabilities. The Maryland Center of Excellence on Problem Gambling including a self-evaluation assessment, resources for treatment and support, and additional information on problem gambling.

For family members and caregivers, it can be especially challenging when a loved one is experiencing concerns related to gambling. Family members may feel a sense of worry, feelings of shame, and unsure of who to reach out to for support.  Help is available for family members through the non-profit organization – Maryland Coalition of Families, where confidential support is available from trained staff. In addition, MCF provides resources to find treatment providers that specialize in problem gambling. MCF can be contacted at help@mdcoalition.org or at 410-730-8267.

SMCM Students,

IRS 1098T’s forms have been mailed and are visible on your portal.  If you believe there is a miscalculation of any kind please use the contact information below, email is preferred.

A Few Q and A’s below:

What is a form 1098-T?

The 1098-T is an IRS form entitled “Tuition Statement” that assists students in determining if they qualify for certain education-related tax credits under the Taxpayer Relief Act of 1997 (TRA97). The IRS requires eligible educational institutions, such as St. Mary’s College of Maryland, to provide this statement to students enrolled in eligible degree programs, as well as to the IRS.

When will 1098-T forms be mailed?

1098-T forms will be mailed and postmarked by January 31st.

Where will the forms 1098-T be mailed?

The 1098-T will be mailed to your permanent address on file with the College, if your permanent address is incorrect, you can update this by contacting the Registrar’s Office and filling out a “Change of Address From”.

What should I do if I haven’t received my form 1098-T?

Forms 1098-T will be mailed by January 31st. You can also access the Form 1098-T electronically through the Student Portal.

How do I access my 1098T prior to 2024?

You need to contact the business office directly by submitting a request through email studentaccounts@smcm.edu please give your name, student ID # and the year you are requesting.

What do the amounts located on the form represent?

• Box 1. Payments Received for Qualified Tuition and Related Expenses: The amount reported is the total amount of payments received, less any reimbursements or refunds made during the calendar year, that were applied to any qualified tuition and related expenses during the same calendar year. The amount reported is not reduced by scholarships and grants, which are reported in box 5.

  Qualified tuition and related expenses, as defined by the IRS, are charges for tuition for a degree-seeking program, registration fees, lab fees, art fees, etc., and some charges billed directly through your student account. They do not include charges for room and board, health or health insurance-related fees, late fees or any fines and penalties.

• Box 2: Reserved. Due to changes to institutional reporting requirements under federal law, beginning in tax year 2018, we will report in Box 1 the amount of qualified educational expenses for the year.  Amounts billed will no longer be reported.
• Box 4: Adjustments to payments, refunds or stipends for qualified tuition and related expenses for a prior year that relate to payments received.
• Box 5: Scholarships or grants: This box contains the sum of all scholarships the College administered and processed for the student’s account during the calendar year. Scholarships and grants generally include all payments received from third parties.  This includes payments received from governmental and private entities such as the Department of Veterans Affairs, the Department of Defense, civic and religious organizations and nonprofit entities.   Tuition waivers and payments received from third parties that are applied to a student’s account for education expenses are included in this box. Please note that you may receive additional scholarships that the College does not administer and process. These should also be taken into consideration when determining your eligibility for the credits.

  Please note: the funding connected to the Higher Education Emergency Relief  Fund (HEERF) will not be included in Box 5.  Learn more by visiting the IRS webpage:

• Box 6: Adjustments to scholarships or grants for a prior year: Negative adjustments to scholarship amounts reported in a previous year are included in this box.

Why isn’t there an amount in Box 2?

Due to changes to institutional reporting requirements under federal law, beginning in tax year 2018, we will report in Box 1 the amount of qualified educational expenses for the year.  Amounts billed will no longer be reported.

I did not receive my 1098-T form, why?

• As per IRS regulations, colleges and universities are not required to file Form 1098-T or furnish a statement for students enrolled in courses for which no academic credit is offered.
• The Form 1098-T is provided by college to all students in a degree-seeking program, who have provided their social security number to the Office of the Registrar. Please review the IRS regulations or contact your individual tax consultant concerning eligibility to claim tax education credit(s).
• If you did not provide your Social Security Number (or you do not have one), you will not have a 1098T form available to you. If you have recently obtained a SSN or TIN, you can contact the Registrar’s Office no later than December 15th, each year, to provide that information by completing the W-9S form.

I am a recipient of payment from the Department of Veteran Affairs.  How are the tuition and stipend payment amounts reported on my Form 1098-T?

VA Benefits received are reported on your Form 1098-T as scholarships in Box 5 and payments in Box 1.

Per IRS Publication 970, payments you receive for education, training or subsistence under any law administered by the Department of Veterans Affairs (VA) are tax-free. However, for U.S. tax reporting purposes, Veteran Benefit recipients are issued a Form 1098-T from the College reflecting the total tuition and fee payments by multiple sources (including benefits paid by the VA), not just items personally paid out-of-pocket.

For more information from the IRS regarding these rules please and see under Specific Instructions for Form 1098T under Exceptions.  You may also want to visit the Veterans Administration website at for specific information about various VA benefits for education.

Where can I get help?

The College cannot offer legal or tax advice. Information concerning the tax benefits for education is available in IRS Publication 970 and may be downloaded . Questions concerning your eligibility should be directed to the IRS or your tax professional.

For more information, please visit the US Government’s IRS Web site at Tax Information for Students or call (800) TAX-1040 or (800) TAX-FORM.

Eating Disorders – Awareness is Key

Jess Jolly, LCSW-C 

Director of Counseling services

February is known for many special events that are nestled in the heart of winter’s most bitterly cold days including Valentines Day, Groundhogs Day, Black History Month, Chinese New Year, Heart Health Month, and Carrot Cake Day to name a few. But did you know there is a very important awareness week that should also be added to our calendar?

Eating Disorders Awareness Week (EDAW) takes place the last week of February. This year, it is observed from Monday February 24 – March 2. This annual campaign seeks to educate the public about the realities of eating disorders. It also brings visibility and hope to individuals and loved ones impacted by eating disorders.

Eating disorders are serious medical conditions that tend to get worse over time, and can become life-threatening. These disorders include anorexia nervosa, bulimia nervosa, and binge eating disorder.  Eating disorders can appear in adolescence and young adulthood with college students being particularly susceptible to eating disorders.

According to the National Eating Disorders Association, it is estimated that 9% of the US population, or 28.8 million Americans will have an eating disorder in their lifetime. Eating disorders impact both males and females and is estimated that lifetime prevalence is 8.60% among females and 4.07% among males. It is also known that members of the LGBTQ+ community are at greater risk for food insecurity, eating disorders, and depression, particularly those who identify as trans males.

In regards to race and ethnicity, a 2019 study found that Hispanic/Latina/o, Black/African American, and Asian Americans are more likely to engage in disordered eating behaviors than their white counterparts. However, youth of color are less than two thirds as likely to receive recommended treatment compared with white youth.

Identifying the signs of an eating disorder in yourself or a loved one can be the first step to receiving  professional help.  According to JED Campus, the following signs may indicate the presence of an eating disorder:

• A hyper focus on weight, food, “clean” or healthy eating, calories, carbs, fat, or dieting.
• Repeatedly eating a large quantity of food, often in secret.
• Frequently trying new weight-loss plans or apps.
• Making excuses, such as “I just ate” or “I’m just not hungry,” to avoid eating together.
• Eating only small portions.
• Preparing separate meals instead of eating with family or at restaurants.
• Increasingly strict eating rules, cutting out specific foods or entire food groups.
• Cooking or baking for others without eating the food.
• Following social-media accounts dedicated to eating, diets, or fitness.
• Forcing vomiting
• Misusing laxatives or other medications to make up for food eaten.
• Exercising multiple times a day, even through bad weather, injury, or illness.

Other signs may indicate a change in emotional and physical well being including:

• Feeling extremely concerned about body size, shape, or weight.
• Becoming defensive or feeling overwhelmed when asked about eating habits or weight changes.
• Mood swings.
• Trying to hide or hold in emotions.
• Talking down about appearance.
• Feelings of guilt, shame, or hopelessness.
• Spending less time with friends and activities
• Difficulty concentrating.
• Weight loss or weight gain.
• Gastrointestinal problems such as stomach cramps, constipation, or acid reflux.
• Missing periods or having them only while on hormonal contraceptives
• Dental problems such as damaged enamel, excessive cavities, or sensitive teeth.
• Fainting or dizziness
• Constantly feeling cold.
• Trouble sleeping, sometimes due to hunger or fullness pains.
• Dry skin and hair.
• Brittle nails.
• The new growth of fuzzy, fine hair on your body, which is the body’s attempt to stay warm.
• Muscle loss or weakness.
• Increased susceptibility to injury during exercise or daily activities.

The following resources are available for help and support:

• National Alliance for Eating Disorders helpline, which is run by licensed therapists who specialize in eating disorders and can connect you to the right support. Call 866-662-1235 9:00 am – 7:00 pm EST (Monday – Friday)
• Text HEALING to 741-741 for a free, confidential conversation with a trained counselor any time.
• Text or call 988 or use the chat function at 988lifeline.org.
• Free eating disorder screenings are available at https://www.nationaleatingdisorders.org/screening-tool/
• Eating Disorders Anonymous https://eatingdisordersanonymous.org/

To refer a student for additional services or support please contact Counseling services at 240-895-2159. ProtoCall, our 24/7 Helpline can also be reached at 240-895-4200.

If you are concerned about a student, please consider referring them to the Campus CARE team at the following link:

If you have any questions about helping a student you care concerned about, please refer to the Blue and Gold Folder which can be found at: /student-affairs/blue-gold-folder/

Caring for Our Campus: Why Vaccines Matter
Ms. Deborah Bello, BSN, RNC-OB, Director of Health Services, Wellness Center

Vaccines are one of the most reliable ways to protect against serious illnesses like COVID-19, influenza, measles, and mumps. Thanks to widespread immunization, diseases such as polio and smallpox have become extremely rare in the United States. Still, for students heading to college and their families, understanding which vaccines are needed can feel overwhelming amid endless headlines, online opinions, and social media advice.

Starting college often means students take on more responsibility for their own health and make medical decisions independently for the first time. Families, meanwhile, may receive conflicting advice about what vaccines are recommended and when. This can make it hard to know what guidance to follow. When vaccination rates drop, preventable diseases can make a comeback. Measles is a recent example in communities where immunization levels have slipped.

Vaccination doesn’t stop after high school. College students may need updates or additional vaccines because of shared living spaces, travel opportunities, academic programs, or changing health needs. Some vaccines provide lifelong protection, others need regular boosters, and a few are recommended only in specific situations, such as studying abroad or during pregnancy.

Mary Wince, CRNP, AGPCNP-BC, the College’s healthcare provider, advises, “With so many sources of information, turning to reliable, evidence-based resources can help students and families feel confident in their decisions. Whatever your age or health background, talk with your primary care provider to see which vaccines are right for you.”

For clear, up-to-date guidance, students and families can turn to the and the . These resources make it easier to navigate vaccine recommendations and ensure everyone stays healthy on campus and beyond.

Navigating Changes Your Student May Face

By Winnie Essel, Student Support Specialist in the Office of Student Success Services

Over Winter Break, you might have noticed changes in your child’s personality, opinions, or mindset. These changes may be subtle but can feel surprising or even uncomfortable. Nonetheless, they are a normal part of the college experience and growing up in general.

College is designed to challenge students and help them grow. As they learn more about the world, they also gain a deeper understanding of themselves. During that time, your role as a parent shifts from directing their “every move” to providing support and guidance. Your support helps your child become a more confident, independent adult.

Students change for many reasons during college:

• New home and independence
  • They are living in a new environment with more freedom and responsibility. They have to make their own choices. This gives them the space to explore who they are and who they want to become.
• Meeting new people and ideas
  • College brings together people from different cultures and backgrounds. These new friendships can open their minds and change how they see the world.
• Challenges with School
  • College classes push students to think deeply and question traditional ideas. This growth often leads to changes in opinions and an increase in confidence.

While these changes might not be what you imagined for your child, how you respond to them matters a lot. Think back to how you felt during this stage in your life. Use the tips below to guide how you talk with your child and support their growth.

• Practice Curiosity, Not Criticism
  • Ask questions and truly listen to the answers. Showing interest can help you understand who your child is becoming. Criticism, even with the best of intentions, can create distance and make them feel misunderstood or judged.
  • Say things like:
    • “Can you tell me more about how you came to this decision?”
    • “I want to understand what this experience has been like for you.”
• Allow Independence in Decision-Making
  • We all make mistakes; they’re a normal part of learning. Giving your child space to make them helps them grow and build confidence.
  • Say things like:
    • What options are you considering? What feels right to you?”
    • “I trust you to figure this out, and I’m here if you need help.”
• Celebrate Growth, Even When it’s Unfamiliar
  • Growth doesn’t always look the way we expect, but it’s still worth recognizing. For example, your child may come home with a buzz cut over break because they wanted a change, and it’s easier for them to manage. Though it may be a surprise, you notice that they are much happier and much more quickly in the morning. Recognizing these positive changes helps you support their independence and
• Avoid Projecting Your Fears Onto Them
  • Your worries are understandable, but projecting them onto your child can add more stress instead of support. Try to separate your fears from your child’s experience.
• Validate Their Experiences
  • Even if you don’t fully agree, acknowledging their feelings shows not only that you care but that you respect them too.
  • Say things like:
    • “That sounds really challenging.”
    • “I can see why you’d feel that way.”
    • “Thank you for trusting me enough to share this.”

The goal isn’t to keep your child the same forever; as they become adults, the goal shifts towards supporting them as they become who they’re meant to be. So trust that you did all that you could as a parent to put them on the right path. We all thank you for the vital role you play in your students’ journey.

2026 March & April Parent/Family Webinars
By Joanne Goldwater, Associate Dean for Retention & Student Success/
Seahawk Family Liaison
February, 2026

Please join staff members from the Office of International Education and the Office of Student Success Services for our well-received Webinars (held on Zoom) this spring semester.

Tuesday, March 10 from 7-8 PM: “Passport to Possibilities: A Guide to Study Abroad at SMCM”
Presented by: Aurora Margarita-Goldkamp, Director of International Education and Sabrina Priouleau, Associate Director of International Education

Join the Office of International Education for a presentation on one pillar of the SMCM’s Honor College Promise: study abroad. Explore dozens of approved program options – from Costa Rica to Bhutan – along with an overview of the financial aid, credit transfer, application timelines, and more. Come with any and all questions you have about your student’s potential academic adventure abroad!

Zoom Link:

Join Zoom Meeting

Meeting ID: 878 0293 5039

Passcode: 409207

Tuesday, April 14 from 7-8 PM: “The Year-End Boost: Helping Your Student Finish Strong and Plan What’s Next”

Presented by: OS3 Staff: Joanne Goldwater, Associate Dean for Retention & Student Success/Seahawk Family Liaison and Patrice Darby, Director of Student Success Services

As the year wraps up, students are balancing finals, motivation dips, and big decisions about what comes next. During this webinar we will highlight simple, effective ways you can help your student finish the semester strong without adding pressure. We’ll cover strategies for staying organized, maintaining momentum, and navigating end-of-year academic tasks with confidence.

We’ll also look ahead to summer and Fall ’26, exploring how students can use the break to recharge while still preparing for the year ahead. From meaningful summer opportunities to course planning and campus resources, you’ll leave with clear insight on how to support your student’s smooth transition into a successful next chapter.

Zoom Link:

Join Zoom Meeting

Meeting ID: 878 0293 5039

Passcode: 409207