Recently, Nanjing University of Science and Technology drew widespread public attention due to a notice suggesting that students with poor academic performance should have their parents accompany them during studies. The university quickly clarified that this measure is not mandatory; rather, it is a personalized support strategy offered only to a small number of students experiencing significant academic difficulties—and only with the consent of both the student and their parents. The university emphasized that the intention is to strengthen collaboration between families and the institution to help students adjust their learning approaches in a timely manner, not to punish or embarrass them. Nanjing University of Science and Technology reaffirmed its student-centered educational philosophy, highlighting existing support mechanisms such as academic early-warning systems, psychological counseling, and faculty mentoring programs. The ‘parental accompaniment’ suggestion applies only to rare cases where students consistently underperform and face clear learning challenges, aiming to create a joint effort between home and school to foster academic improvement. The university also urged the public to interpret such educational interventions rationally and avoid taking statements out of context. This incident reflects ongoing efforts within higher education to refine academic support systems and demonstrates universities’ proactive commitment to student development.
近日，南京理工大学因一则‘成绩落后学生需家长陪读’的通知引发社会广泛关注。校方随后作出回应，澄清该措施并非强制性规定，而是针对个别学业困难学生，在征得学生及家长同意的前提下，提供的一种个性化帮扶机制。学校强调，此举旨在加强家校协同，帮助学生及时调整学习状态，而非惩罚或羞辱。南京理工表示，学校始终坚持以学生发展为中心，通过学业预警、心理辅导、导师制等多种方式支持学生全面成长。此次‘陪读’建议仅适用于极少数长期学业表现不佳且存在明显学习障碍的学生，目的是形成家庭与学校的合力，共同促进学生进步。校方同时呼吁公众理性看待教育干预措施，避免断章取义或过度解读。这一事件也反映出当前高等教育中对学业支持体系的探索与完善，体现了高校在育人责任上的主动担当。
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