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Whether you’re an adjunct, tenured, or clinical professor — or a professor of practice — reviewing your student evaluations of teaching (SET) at the end of the term (or, worse, reading about yourself on informal platforms like Rate My Professor) can be brutal and negatively impact your mental health.
This is especially true if you are teaching a new course (and still working out the kinks), are a new instructor getting your sea legs, or were trying something new that didn’t go well. It could be even worse for instructors who identify as women — more so, women of color — as research shows that students can be harsher on faculty who do not meet their gender-based expectations while teaching.
This doesn’t even begin to cover any external factors that may have impacted instructor success throughout the term. These are variables that students don’t see or normally consider. Examples may include healing from a traumatic event, mental or physical health challenges, childcare, or caring for ailing parents (to name a few). While I often write about this topic, I’m not immune to the stress, angst, or tears that come with reading about yourself online. Here’s a look at some coping strategies I’ve used that you may also find helpful:
1. Neutralize the comments as much as possible.
What is the student really saying? Is there anything constructive you can take from the comment, or are they simply venting? If you can’t take anything constructive from it, leave it on the cutting room floor. Reviews, by nature, are supposed to provide direction for a future action. If there’s no direction, there’s no destination.
2. Ignore personal attacks.
This is easier said than done, of course. That said, dwelling on unfair characterizations, assumptions, name-calling, sex stereotyping, or cruelty will only take us away from our educational mission, create resentment, and do a number on our confidence.
3. Look at feedback holistically.
Is this the first time you’re hearing many of the complaints? Maybe you need to have more feedback mechanisms throughout the term. Did the majority of students complain about something? Then you should consider changing it. Are you reflecting enough on your own strengths and weaknesses? If not, you need to. And, when you are reflecting, be mindful about what you can/will change versus what is part of your authentic self (who you are at the core). If you start changing those parts of yourself for the sake of pleasing others, you’re going to start becoming a character. You won’t be able to keep that up for long without breaking.
4. Proactively reach out to your chair/department lead.
Show that you care about feedback you received and demonstrate the steps you are taking to address some of the main areas of concern. And, if you feel like something is unjust or unfair, discuss it calmly and with data-driven support. Contingent faculty: It can be difficult, but try not to dwell on non-reappointment. Focus on continuous improvement. And remember, the answer to poor reviews isn’t grade inflation or giving every student exactly what they want. Both harm the integrity of the academic experience and the development of employable skills.
5. Give yourself grace.
There’s not a lot of grace given these days, and the world is getting harder to navigate, too. So, give yourself grace. Know that you did the best you could under the circumstances and that your goal is to continuously improve. Beating yourself up or obsessing about how you may have failed will only yield a self-fulfilling prophecy.
Conclusion
Student reviews of your course — both formal and informal — can feel deeply personal, but they are just one piece of the teaching puzzle. By reframing them as tools for growth rather than judgments of your character, you can gain valuable insights while maintaining your confidence and enthusiasm as an educator.
Remember, teaching is an evolving craft, not a static performance. Focus on constructive and meaningful feedback, celebrate any and all wins, and stay connected to the purpose that drives you: Fostering learning and empowering students to succeed. Your worth as an educator isn’t defined by scores or comments, but by the lasting impact you make on the majority.
