Stories & Case Studies
During Community College Month, Achieving the Dream is spotlighting voices from its Leader Colleges and Leader Colleges of Distinction — exemplary institutions leading the way in advancing student success. Through a monthlong series organized around four themes, these stories highlight how progress happens at every level of an institution.
Through our Support in Action blogs, we highlight the staff members who help create the conditions for student success — whether working directly with students to navigate challenges or strengthening the systems and supports that guide their paths. In this spotlight, we hear from Kevin Lawrence, a success coach at Durham Technical Community College (North Carolina), whose reflections illustrate how small moments of connection, guidance, and encouragement can make a lasting difference in a student’s journey.
Q: In your role, what does supporting student success look like on a typical day?
A: At Durham Tech, the simplest definition is that, as success coaches, we provide resources for students. We reach out and provide any resource they need, with the exception of actually teaching course material. Whether it’s financial resources or mental health support, we’re dealing with a lot of stress and anxiety among students. Some don’t have strong communication or conflict resolution skills, so they get anxious very quickly. A lot of what we do is just helping them navigate that. The resources are really endless.
Q: What is one small action that can make a big difference for a student who is struggling or uncertain about their path?
A: Before you even meet with a student, kindness and connection matter the most. There are so many students who aren’t in a supportive environment — maybe they’re first-generation, maybe their parents don’t want them to go to school. If you can be genuine, have a conversation, and show them that you care and are willing to do what it takes for them to be successful, it makes a big difference. Even a brief five- or six-minute conversation can help them feel like, “Wow, this is a safe space. This is someplace I can go.” Students need that connection.
“Kindness and connection matter the most.”
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Q: Community college students often juggle work, family, and school. How do you help students navigate those challenges?
A: One of the first things I do, especially with students who struggle with time management, is have them take the Myers-Briggs [personality] assessment so they can better understand themselves — their strengths and their needs. Then, as basic as it sounds, I have them write out their schedule. A lot of the students I work with — especially in nursing — are parenting, working, and managing a lot of responsibilities.
When they write it out, they can see things like, “I have two hours here to study,” or “I have a 45-minute lunch break I can use.” It’s about finding those pockets of time. Then we look at distractions — what’s preventing them from studying? For some, it’s being on their phone late at night. We don’t try to drastically change behavior overnight, but we make small adjustments, like going to bed a little earlier. It’s about finding small changes and gaps that can help.
“Even a brief five- or six-minute conversation can help [students] feel like, ‘This is a safe space. This is someplace I can go.’”
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Q: Can you share a moment when you saw a student overcome a barrier and continue toward their goals?
A: I have a lot of examples, but one recent one stands out. I worked with a nursing student who was very smart but got a 52 on her first exam, and you need an 80 to pass. Most students in that situation feel like it’s almost impossible to recover.
When we talked, I realized she didn’t know how to take the test. She was spending five or six minutes on questions she didn’t know, and by the end she had very little time left and had to rush through the rest. We worked on changing her test-taking strategy — limiting how long she spent on each question and managing her time better.
She took her next test and got a 96. She continued improving, got 80s and 90s, passed the course, and is now in her next semester. It was really just about making that one adjustment.
Q: What keeps you motivated in your work with students?
A: It’s just in our blood — we want to help people. Every semester is different, with new students and new challenges, and that constant change keeps it interesting. I’m not here for financial reasons — I’m here to serve.
Honestly, a simple “thank you” from a student means everything. I had a student come into my office the other day just to say thank you, and that’s all I need. I’ve spent my life in service — I was in the Peace Corps for two years — so this work just fits. It’s about helping students, and that’s what keeps me going.