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This study advances the model of proactive caring to articulate the strategies and practices employed by higher education professionals to support the retention and graduation of underserved students. Employing an explanatory case study design and drawing upon multiple data sources—including semi-structured interviews, focus groups, and observations—collected from students and higher education professionals, we identified six core elements essential to proactive caring: (1) staff accessibility, (2) trust-building, (3) positive motivation, (4) reinforcement, (5) encouragement, and (6) student accountability. Our findings also reveal that higher educational professionals initiate support prior to students’ arrival on campus by assessing institutional environments to identify potential barriers and leveraging data and experiential knowledge to proactively address these challenges. This research contributes to ongoing efforts to promote access and equity in higher education, particularly in the context of increasing anti-diversity, equity, and inclusion (DEI) legislation. While the current study centers on Students of Color in STEM disciplines, the elements underlying the proactive caring model may be broadly applicable, which offers a framework for empathetic practitioners committed to supporting underserved students throughout their collegiate journey.
Lane et al. (2026) studied this question.