O R Y P R O P O

H E S A
T L
By Megan Marshal
Theory: Challenge
& Support (Sanford)
Theory Overview:
Challenge and support theory
essentially says that students
develop the most through
experiencing challenges with
equal levels of support and
challenge, and that challenge
without support causes them to
retreat.
 More Specifically

Low challenge + low support =

disengage
Challenge
Low challenge + high support =
Low High
stagnate
High challenge + low support =
Low Disengage Retreat

Support
retreat
High challenge + high support =
Maximum
maximum growth High Stagnate
growth

*Low means unequal*

 High challenge and low support results in the "retreat"
stage but I suggest that it is possible for an individual to go
to a "resilient" phase instead.
Resilient stage still results in
growth Challenge
Students are still developing Low High
even if they do not have support,
because cognitive dissonance still Low Disengage
Retreat /
Resilient

Support
occurs regardless on whether or not (growth)

they receive outside support

High
It is possible student will not Stagnate
Maximum
growth
develop and will still retreat
 Where the Theory Comes From

Challenge & Support Theory (Sanford)

Resiliency Theory (Garmezy)
"Better than expected outcomes" (Breda 2018)
Says that individuals can avoid adverse reactions to
challenges
Requires: individual perception of control & belief that
challenge is part of life
Implies characteristics of an individual impact their
experience of challenge
 Where the Theory
Comes From (Continued...)

Validation Theory (Rendón)

Implications for practice are built into the theory
Validate the student's experience
Validate them as contributors to knowledge and learning
How practitioners respond to resilient students
Theory: Challenge, Support
& Resilience
Theory Overview:
This theory posits that even though the level
of challenge and the level of support a
student received is not equal, that a student
has the potential to experience growth.
Upholds the other results of interaction
between challenge and support (disengage,
stagnate, retreat, maximum growth)
 Implications for Practice

Utilize Validation Theory

Practitioners should consider what students may have
learned themselves without support.
Validate resilient students
Acknowledge that their experience with (less) support
still resulted in growth, as they are an active
participant in their learning process.
This starts over the
 SUMMARY
A student who experiences low levels of support and
high levels of challenge might still experience a lot of
growth, as traits of the individual resulted in resilience,
and they became an active participant in their growth,
acting as their own support. The best practice for
supporting these students is utilizing Validation theory,
in that a practitioner will validate the individual and
recognize their participation in their growth. This
validation acts as support, so that the next challenge the
student experiences they will be more likely to
experience more growth.
 References
VanBreda, D. A., (2018). A critical review of resilience theory and its relevance for social work.
Social Work, 54(1), 1-18. https://dx.doi.org/10.15270/54-1-611

Bohan, K. (n.d). Sanford: challenge and support. Academic Advising Resources.

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/

Rendón Linares, L. I. & Muñoz, S. M. (2011). Revisiting validation theory: theoretical foundations,
appications, and extensions. Enrollment Management Journal. https://www.sunywcc.edu/cms/wp-
content/uploads/2020/11/rendon_munoz_revisiting_validation_theory.pdf

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
Theory, research, and practice. Jossey-Bass.