Reframing the Terminology of Academic Support in Pharmacy Education

ABSTRACT Terminology plays an important role in shaping how students experience academic support within pharmacy education. Terms commonly used in progression policies, such as "remediation," "at-risk," or "slow down plans," may convey deficit-oriented messages that frame academic challenges as failure rather than opportunities for growth. Drawing on literature from educational psychology and health professions education, this commentary examines how terminology influences learner motivation, professional identity formation, and engagement with academic support systems. Many pharmacy programs have implemented structured processes to identify and support students experiencing academic difficulty; however, the terminology used within these systems can influence whether students perceive them as punitive or developmental. Examples of alternative language that emphasize growth, partnership, and skill development are presented. By intentionally reconsidering the terminology used in academic policies and communications, pharmacy programs can reinforce a culture of support while maintaining rigorous academic standards. As pharmacy education continues to prioritize student well-being, belonging, and professional identity formation, thoughtful attention to terminology represents a practical opportunity to align academic progression processes with these goals.