By Waleed Ahmed
Director of Student Achievement and Support at Longwood
Midterm grades for the fall semester will be posted no later than this Friday, Oct. 24. For many students, they offer the first real academic checkpoint of the semester. These grades don’t go on a transcript and they aren’t the final word, but they can be a useful signal.
As someone who works closely with students, I’ve seen how powerful it can be when parents and families know how to talk about midterm grades with care and curiosity rather than panic or pressure. Whether your student is thriving or struggling, this is a great moment to check in, offer encouragement and help them make the most of the second half of the semester.
What Midterm Grades Are (and Aren’t)
Midterm grades are exactly what they sound like: a snapshot of how your student is doing around the halfway point in the semester. They’re not permanent, and they won’t appear on a transcript, but they are important. They’re designed to give students an early sense of where they stand before finals approach and before the full weight of a course grade is determined.
It’s also important to know that midterm grades don’t always reflect the full picture. In many classes, especially ones with major final projects or cumulative exams, only a few assignments or tests may be graded by midterm. So, while the grade is useful feedback, it might not be the final outcome.
At Longwood, faculty are required to submit midterm grade estimates for all first-year students, ROTC cadets, students on academic notice and upperclassmen earning a D or F. Not every student will receive midterm grades in every course. If your student doesn’t see a midterm grade posted, it doesn’t necessarily mean something is wrong. It’s still a great opportunity to encourage them to check in with their professors and ask how they are doing.
Midterm grades are not a judgment. They are a tool. The most successful students are often the ones who take feedback seriously and respond with action.
What to Look For: Red Flags, Yellow Flags and Green Lights
Midterm grades can offer helpful clues about how the semester is unfolding, but knowing how to interpret them is key.
- Green Light: If your student has mostly A’s and B’s, it’s a good sign they’ve found their footing. Encourage them to keep doing what’s working—attending class, managing their time well and using campus resources proactively. Even students with solid grades benefit from feedback and support, especially in higher-level courses.
- Yellow Flag: A midterm grade in the C range might not be cause for concern, but it is worth watching. It could reflect a tough first exam, a missed assignment or early struggles with course content. In many cases, there is still time to recover, but it is important for your student to make a plan and reach out for help.
- Red Flag: D’s or F’s at midterm usually mean your student is at risk of not passing the course. These grades signal the need for immediate action. Visiting professors during student hours, meeting with a tutor or talking to a Student Success coordinator can make a big difference. In some cases, withdrawing from a course might be the best choice, but students should always speak with their academic advisor before making that decision because it can affect financial aid and graduation plans.
Considering Withdrawing from a Course?
If a student is really struggling in a class, it might make sense to withdraw and retake it later. Just keep in mind:
—Dropping below 12 credit hours can affect financial aid.
—Talk to your academic advisor first. They can help you understand your options and plan your next steps. You’ll find your advisor listed in DegreeWorks.
—Withdrawing from a required course could delay graduation.
Can Longwood Give Parents Access to Their Student’s Grades?
Students’ records are protected by FERPA (Family Educational Rights and Privacy Act), and we follow those policies. That means we can’t give out grades unless the student has signed a release. If students have signed a release for their academic records, we are able to discuss their academic progress with parents, but we have to do so in a way that’s in the student’s academic interests.
Typically, if a parent calls wanting grades, we’ll respond by asking the student to share them, or we’ll offer to serve as moderators in a conversation in which the student and parent discuss the grades together. We think this approach is in the student’s best interests.
We treat the students as the legal adults they are and help them learn to have the grownup conversations that will continue to be part of their lives.
How Parents Can Support Their Students
As a parent or family member, your approach to midterm grades can make a big difference in how your student responds—especially if the grades weren’t what they hoped for. This is a moment when encouragement, curiosity and partnership go a long way.
Here are a few ways to support your student without taking over:
Ask open-ended questions
Instead of jumping straight to “What happened?” try
—What have you learned about yourself as a student this semester?
—What’s your plan for the rest of the term?
—What resources do you think could help you right now?
Point them toward support, not solutions
Longwood has a wide range of resources. You don’t have to know all the details, but it helps to remind your student that they don’t have to figure it out alone.
Professors’ Student Hours: Faculty are often the first and most helpful resource. Every professor holds regular student hours, which are listed in the course syllabus. These are designated times when students can stop by to ask questions, review material or get clarification directly from the instructor.
Academic Advising: Longwood’s academic advisors support students in more than just course planning. They help students explore majors, stay on track for graduation and navigate academic decisions. Advisor information is available in DegreeWorks.
Tutoring Services: Longwood provides free, peer-led tutoring across a wide range of subjects. Tutors are trained to help students understand difficult material, prepare for exams and improve study strategies. Students can schedule appointments online. Visit the Tutoring Services website
The Writing Center: The Writing Center supports students at any stage of the writing process—whether they’re brainstorming, outlining, revising or polishing a final draft. It’s a valuable resource for all majors, not just English. Visit the Writing Center
Quantitative Reasoning (QR) Center: Need help with math, data or Excel? The QR Center offers support for Civitae QR courses, graphs, formulas and more. Visit the QR Center
Student Success Coordinators: These professionals work with students on academic skills including time management, study habits and personal accountability. Their goal is to help students build strong foundations for long-term success. Learn more about Student Success Services
Focus on effort and learning
—College is a major transition. Some students are adjusting to new academic demands, others to independence and many to both. Use this moment to talk about time management, study habits and the value of learning through challenges.
Respect their autonomy while offering a steady hand
—Your student is in the driver’s seat. But like a GPS that helps recalculate the route when needed, your voice can help them refocus without panic.
Questions Students Can Ask Themselves After a Low Midterm Grade
If your student receives a low midterm grade, it doesn’t have to be the end of the story. The key is to reflect honestly and make a plan. Here are a few questions that can help them figure out if—and how—they can recover:
- How many points are still available in the class?
(Look at the syllabus or ask the professor to understand what’s left.) - Can I realistically earn the grades I need on the remaining assignments or exams?
- Am I willing and able to increase the time I devote to studying or getting help?
- Are there personal habits or choices I can change to support a fresh start?
(This might include managing time better, limiting distractions or improving sleep.)
Encourage your student to be honest but hopeful. A low grade at midterm can be a turning point if it leads to action.
Final Thoughts and Encouragement
Midterm grades can stir up a range of emotions, both for students and families. Whether your student is feeling confident or concerned, this is a good moment to pause, reflect and make a plan for the rest of the semester.
If the grades are strong, celebrate the habits that led there. If the grades are lower than expected, remind your student that this is not the end of the story. There is still time to improve, and Longwood is here to help.
Your student is learning how to handle challenges, ask for help and take ownership of their education. These are skills that will serve them well long after college. If you ever have questions or want help pointing your student in the right direction, don’t hesitate to reach out.
We’re here to support them—and you—every step of the way.