English 
正體中文 
In today’s rapidly changing educational and social environment, university students face challenges that go far beyond academic pressure, extending into interpersonal relationships, emotional struggles, family issues, and career planning. Yuan Ze University noted that students’ decisions to take a leave of absence or withdraw from school were often the result of multiple intertwined factors rather than a single cause.
These included mismatched interests, poor academic performance, financial hardship, physical or mental health issues, and family circumstances—all of which reflected the uncertainty and confusion students experienced while exploring their identities and future directions.
To help students regain their footing in times of difficulty, Yuan Ze University established a comprehensive “Enrollment Stability Support Mechanism” to implement a people-centered care system. The university required that before students could apply for leave or withdrawal, they must undergo a counseling interview with their advisor or department chair and complete a “Counseling Interview Record Form.” This process helped the school understand each student’s family background, learning situation, financial condition, and mental well-being, while also providing concrete suggestions and assistance measures. Through these face-to-face conversations, advisors not only analyzed students’ problems and needs but also referred them, when necessary, to the Counseling Center or Career Development Center, ensuring that students felt the university’s care and support throughout a structured process.
Yuan Ze University emphasized that the core of this mechanism lay in “genuine listening.” The interview process was not meant to be a mere formality but rather an opportunity for sincere dialogue between teachers and students. Advisors served as the most important companions when students faced the difficult decision of withdrawal or leave. A heartfelt conversation could often help students feel understood and respected, reigniting their motivation to learn.
However, even the most well-designed system could not fully address the deeper emotional or psychological struggles students faced. Many students’ feelings of anxiety, loneliness, or confusion about the future often remained hidden in everyday interactions. At such times, the role of the teacher became especially vital. Through classroom observation and interaction, teachers could detect warning signs from students’ attendance, academic performance, and emotional changes. A simple question such as “Are you doing okay?” might become the key that helps a student step out of a dark period. When teachers were willing to listen, understand, and refer students to the right resources, they became powerful sources of support beyond institutional structures—guardians of students’ emotional well-being.
Yuan Ze University stated that the essence of education lay not only in the transmission of knowledge but also in accompaniment and understanding. Teachers were not merely instructors but also listeners and guides. When students grew in an atmosphere of empathy and respect, their trust in and sense of belonging to the university naturally deepened. The true power of education often stemmed from a teacher willing to listen—and one genuine act of listening could become the starting point for a life-changing transformation.
