Guide | Needs profiles
“ Why it’s important to tailor information and support to each person’s needs.“
How do you ensure that all students with support needs know what guidance and services are available to them?
In practice, this is not obvious. Not every student recognizes or names their own support needs in the same way. Some contact them proactively, while others are reluctant or prefer to look for solutions themselves.
Students with support needs differ greatly in how they handle their studies, communication and requesting facilities. By taking these differences into account – defined in five needs profiles – educational institutions can better match their information and support services. This way studying becomes truly accessible for everyone.
To help education professionals better tailor their communication and support to this diversity, five needs profiles have been developed. These profiles – based on research by Perspective within the People Central program – show how students differ in openness, self-direction and how they seek help and information.
Why it is important to consider this
Taking into account different need profiles means: reaching students better, preventing misunderstandings and lowering barriers.
When information or support does not match the way a student seeks, thinks or acts, it can lead to unnecessary frustration, study delays or even dropout. By understanding why and how students differ in their behavior and needs, an institution can:
- Making communication and information more personal and effective
- Strengthen trust and ownership among students
- promote inclusion and equality within education.
So applying these profiles not only helps students with support needs, but ultimately benefits the entire student population: each benefits from clearer, more accessible and people-centered communication.
The five need profiles
The controller
Characteristics: ownership | customization | openness | equivalence
Regulators are independent, assertive and know what they need. They are open about their situation and actively seek ways to use their talents.
They expect recognition, clear information and cooperation based on equality.
Role of the education professional: sparring partner – think along, offer space, but leave direction with the student.
The orderlies
Characteristics: clarity | efficiency | predictability | structure
Orderers seek overview and want to know exactly what steps to take and what conditions to meet. They quickly become uncertain in the face of unclear or conflicting information.
Role of the education professional: instructor – provide set formats, structure and transparency in procedures.
The shielders
Characteristics: privacy | trust | diligence | direction
Shielders share only what is strictly necessary and value confidentiality. They want to control what is recorded about them and are sensitive to unclear or inaccurate communications.
Role of the education professional: authority – provide assurance, be transparent and safeguard privacy carefully.
The expectant
Characteristics: empathy | patience | personal attention | encouragement
Waiters do not readily ask for help and often solve things themselves. They do not always recognize their support needs or think that support is not meant for them. They benefit from personal attention and repeated, approachable communication.
Role of teaching professional: facilitator – show commitment, listen actively and offer gentle encouragement.
The recipients
Characteristics: help | guidance | monitoring | continuity
Recipients take little initiative and need concrete guidance. They are open about their situation, but do not always know how to arrange facilities themselves.
Role of the education professional: doer – take the lead temporarily, help get started and keep following.
Using these profiles will give you practical tools to better reach and support students with support needs. They help you find the right tone in your communications, support offerings and digital environment, as well as develop policies that fit the realities of different students.
