Most adult education programs have few problems in attracting students. Students are often referred by an agency or are recommended by family members who encourage them to complete their education. Some students want to improve their skills for a better job or a promotion. Everyone has the best of intentions. The student is anxious to get back on track, and the teacher or tutor pledges all his/her knowledge and patience in enabling the student attain his/her goal.

The area that causes the most frustration, however, is retaining enrolled students until they have successfully completed the adult education program. Many students do not finish the program. The important question is this: Why do some students, who despite their initial enthusiasm, suddenly disappear never to be seen or heard from again? Teachers who genuinely want to help students are left to wonder what happened.


An abundance of literature is devoted to methodology (i.e., contracts, goal setting, orientation and intake sessions) in an attempt to supply teachers with retention tools. Some techniques definitely work; some techniques work better than others; and some totally depend on the determination and will of a particular student.


Experienced teachers recognize the incredible pressures many students deal with on a daily basis. For them, education has not and probably will never be their first priority. There are too many other urgent issues they must deal with (i.e., childcare, transportation problems, personal health, financial crises, etc.).


All teachers must be aware of the distractions in their students' lives and assist them in securing community resources. Until students can focus exclusively on their education, education will be a half-hearted attempt at best. Support agencies are available and willing to aid students with food, clothing, and counseling services so that the teachers' focus can be directed on students' educational progress.


The basic requirement, however, is that rapport must be established so the student has a comfort level for confiding in and seeking help from the teacher. The instructor must demonstrate genuine concern for the student by redirecting students' requests to an appropriate agency with follow-up and re-assessment.


This process must be a cooperative effort. Both the teacher and the student should provide input to ensure the student's success. Think about these following "ifs": If the student feels that he/she has some say in his/her progress, if the teacher extends the attitude that "We can do this together," if assignments and class work are relevant, and if the ultimate goal for the student is to continue his/her education or find a better job, the student will probably continue to come to class.


And if the student continues to come to class, the diploma and a better life will become a reality.