By Daisy Sanchez Villavicencio and Lukey Lu

Imagine a wilting tree, rotting leaves fall throughout the seasons, the bark is visibly decaying, fungi is sprouting around the roots and bark. Now imagine the role of a forester or dendrologist who was hired to treat the rotting tree; the source of the rot, such as the fungi, can be treated over a period of time or the tree can be completely cut down or uprooted. The latter appears to be the most viable solution and a quick ‘solution’ to the ‘problem’. However, as this blog post compels us to consider, which is the best solution? The quick fix gets rid of the infection immediately, but conversely causes long term damage to neighboring trees and earth and more importantly, fails to address the most compelling cause. Broadly speaking, what if it is the environmental factors, such as pollution and deforestation that causes the spread of fungi, especially via the roots of the tree? Under such reflection, the individual in this case indeed has limited power over “curing” the tree. Then, what should we do instead to save this tree from dying?

We propose an analogy of the life cycle of an infected tree as a thinking exercise for students that compels them to situate themselves and their experiences of struggle in relation to other facets of the university rather than as isolated events because of inherent shortcomings. Both Lukey’s ethnography of CLSS (Center for Learning Strategy Support) and Daisy’s ethnography of organizational change via the Strategic Plan and Annual Report informed a representation of Student Life that stresses the underground and limited location in which they operate from. We propose a visual representation of Student Life interlocutors describing “managing a problem they can’t solve”  as their services operate outside of the settings or conditions that they understand as the “root cause” of many of the student struggles. Rather than situating the root cause as their roots in our diagram, we situate it as a complex  and rigid environmental influence to both bring light to structures of power but, more importantly, to honour the ways in which students always-already enact change and resist. The infected tree life cycle entails six components which will be further explained below:

Analogy – Life Cycle of an Infected Tree

1. Environmental impact : structural forces

Similar to the immense yet often overlooked effects of climate change, SL staff emphasize the impact of external forces like government policies  and consumer capitalism that often go unnoticed. Further, they describe a misplaced blame where either SL are targets of scrutiny or students internalize their own shortcomings. At CLSS, rather than ‘fixing’ students or psychologizing struggles within the classroom, Learning Strategists hope to foster agency. However, students’ often crippling need for a ‘quick fix’ at CLSS pressures staff to provide immediate strategies. Nonetheless, Strategists manage to  address structural forces by stimulating students’ reflection on ‘learning’, and some, through acknowledging students’ original ways of being (e.g., not trying to fix a ‘night owl’ student’s habits), invite students to rethink the educational structure

2. Fungi (infection on tree) – externalized, day-to-day hurdles

All students are at risk of being confronted with a situation beyond their control (i.e., unexpected illnesses, familial obligations, a disability, or public crisis such as the COVID-19 pandemic). Similar to trees infected with fungi, these can be understood as inevitable occurrences that can impact a student’s performance. However, when we situate this occurrence within the broader ecosystem at play, such as the role of environmental factors or the social determinants of health, we argue that structural forces can both accelerate the frequency of such events and heighten the harm they cause.

3. Tree stump: academically dismissed or self-withdrawn

Chopping down  trees is scientifically proven to cause more harm than good. According to experts, the best treatment for an infected tree involves trimming the tree which involves shedding the infected tree of a few layers or cutting away the rotting portions, while prioritizing the integrity of the tree’s roots. At the university, students may be forcibly removed due to academic probation or leave the university or higher-ed altogether. Our research suggests that many students feel as though they have no choice. They may feel inherently incapable, lack funding, lack community, or face health issues. In this case, both tree stumps and departed students represent a systemic dismissal of the resilient roots that connect students and broader support systems.

4. Baby tree: new and at-risk students

According to the current stage of their academic journey, students may simultaneously experience heightened vulnerability to the stressors posed by school and intersecting forms of oppression. New students, especially international and at-risk students, are not provided with adequate information to navigate the university  and the unique stressors that arise from a vigorous education and are thus extremely vulnerable to the effects of stressors.

5. Roots: Student Life

The roots of a tree sustain it by being in a constant relationality with nearby trees and ecosystems. Similarly, Student Life is crucial for supporting students’ well-being and academic success. When the environment is toxic, these support systems become strained. Just as uprooting a tree can harm the entire ecosystem, uprooting students from their support networks can destabilize their success. Rather than trying to “fix” students by forcing them to conform, Learning Strategists work to help students understand their unique learning styles and challenges. They empower students to navigate the system while respecting their individuality, rather than placing blame on them for systemic issues.

6. Infected and wilting adult tree: students

Students who are facing academic challenges often experience symptoms—declining grades, stress, and mental health issues—that they may attempt to explain through terms like “procrastination” or “anxiety.” These terms can become the signifiers that dominate their experience, leading them to focus on their individual symptoms rather than considering the broader, systemic causes of their struggles. Students who seek help may view themselves as “outliers” of the system, reinforcing feelings of inadequacy and disconnection. This self-perception, in turn, can lower their confidence and sense of belonging while increasing their desire to be “fixed” or assimilated into a system that may not be supportive of their needs.

Implications

Through proposing the tree analogy, we hope to provide both a direct visual understanding of the challenges Student Life staff encounter in their work and their reaction towards the ‘problem’ they cannot ‘solve.’ We also offer an alternative way for students to rethink their position and relationship with the institution. Just like the tree — it’s never born ‘sick’ but is made sick surreptitiously by the ‘toxic environment’.