The Importance of Knowing Students' Names

In this blog, we shift gears to talk about something so important yet commonly overlooked—learning students' names. It has come to the surface again, given the impact of the pandemic on learning and the continued, growing impact of detached interactions through social media. The effects have contributed to a higher prevalence of feeling a lack of connection and belonging. These feelings have been shown to lead to poor student-teacher and student-student relationships, and to negative effects such as poor grades, isolation, and loneliness (Leonard, 2023; Shriber, 2025).  

When I first started teaching in PA education at a new program, one of the things we did (not my idea) was to take photographs of every student when they arrived for orientation. Faculty received a packet of class photos with the students' names on the back, and we were required to learn all their names within the first week of class. Most of us simply used a flashcard-type process. Unlike in primary grades, where teachers usually conducted a verbal roll call that helped us learn every student's name, I found that wasn't as common a practice in graduate education.  

However, what I immediately noticed when we did this process was how surprised students were that we knew their names, without them having to tell us over and over, and how their faces lit up at being recognized. It was a practice I used in every other program I worked in, and the reaction was always the same. Students even expressed how much they appreciated that the faculty took the time to learn their names on their own, not during class. They spoke about how disappointing it was when faculty didn't know their names. I even used this approach when I had to give a presentation to faculty members to be considered for a position in their program. I learned all the faculty names, and when I called on one of them by name, he was shocked I knew it. I saw the same positive response on his face that I had witnessed with students. Names are important. 

Why is it important?

Taking the time to learn student names is part of being an effective teacher. To some, this may seem like a trivial thing. Still, the research shows it plays a significant role in student learning persistence, engagement, and success, supports a positive learning environment, improves student-teacher relationships, and indicates that the teacher cares (Cooper et al., 2017; Dietrich, 2025; Pedagogy in Practice, n.d.; Thomas, n.d.). It is also considered a component of an inclusive classroom (Cooper et al., 2017). 

Which would you prefer? 

"Yeah, you in the back, with the green shirt, what do you think?"

OR

"Jean, what are your thoughts on this?" 

Knowing students' names fosters direct interaction and supports dynamic, engaged learning. It is an act of recognition and validation. It sends a message to the student that you see them, you hear them, and they matter. A student then feels respected and is more likely to drop their guard, participate, and feel a sense of belonging in the classroom. This sense of belonging has been shown to help students feel more connected to their learning, which, in turn, fosters motivation, attentiveness, resilience, and academic success (Dietrich, 2025; Olson et al., 2022). 

In a 2017 study, "What's in a Name?" by Cooper et al., nine reasons why students feel that having their names known is important were identified.

• They feel valued in the course
• They feel more invested in the course
• It affects their behavior in the course
  • being more comfortable seeking help from the instructor and
  • more comfortable talking about things unrelated to the course
• They felt they performed better
• They felt the instructor cared
• It helps build student-instructor relationships
• Fosters classroom community 

Knowing students' names shows our commitment to their learning and success, and assures them they are not just a face in a sea of faces. But it's not just about knowing their name; it is also about pronouncing it correctly (Dietrich, 2025; Thomas, n.d.; Vreeland & Harris, 2024). As someone whose previous last name was difficult to pronounce, I can tell you that as a student, it was annoying and embarrassing. Teachers stumbled over it horribly and massacred its correct pronunciation. In addition, they commonly misspelled it. It got tiring and disappointing to keep correcting them. I felt like they remembered me as the kid with the impossible last name. 

It is also essential to be clear which pronoun a student prefers. 

What is also important is that if you make a mistake with someone's name —mispronounce or misspell it —apologize. Correct yourself and move forward. This takes ownership of your mistake, acknowledges it, and shows respect. It also models good practice by owning mistakes rather than ignoring or dismissing them. 

Tips for learning names

There are many ways to learn students' names. Of course, it goes without saying that the larger the class sizes, the harder it is. But it is doable.

• Photo flash cards: I mentioned this above. 

• Tent cards – fold a piece of paper or cardboard. Students write their name, preferred name, and, if needed, a phonetic guide to how to pronounce their name. This is done for the first week or so, until you know all their names.
• Name story – this one takes more time, usually across classes. At the start of each class, have a set number of student introduce themselves, say their name, and provide a name story – something about their name, what they like about it, what it means to them, or in their culture or native language, etc. Name stories can also be done as an icebreaker activity.
• Student profiles – have students create a profile on the Learning Management System (LMS) being used, such as Blackboard, and include their preferred name and a phonetic pronunciation cue, if needed.

             (For additional tips, please see the Resource list below) 

Whatever methods you use, be sure to share with students why you are asking them to do this activity. 

Summary

Names are important. They define who we are. Taking the time to learn students' names, preferred pronouns, and correct pronunciation contributes significantly to creating a welcoming and safe classroom space by building trust, fostering stronger relationships, and communicating to students that they are valued and belong. If a student feels safe, they will engage and learn more. They will feel more confident, show greater respect, and have less anxiety. It also affirms identity, builds community in the classroom, and honors and respects cultural significance. 

References

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What's in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Dietrich, C. E. (2025, August 25). Beyond introductions: The profound impact of knowing students names. The Teaching Professor.  https://www.teachingprofessor.com/topics/classroom-climate/building-relationships/beyond-introductions-the-profound-impact-of-knowing-student-names/  

Leonard, D. (2023, September 8). The science of belonging and connection. Edutopia. https://www.edutopia.org/article/the-science-of-belonging-and-connection/  

Olson, J. N., Hughes, J. S., & Montgomery, L. M. (2022). Behaviors displayed by outstanding college professors. The Journal of Faculty Development, 36(2), 19-27.  

Pedagogy and practice: Interact with student by name. (n.d.).College of Dupage Library. https://library.cod.edu/c.php?g=1074219&p=8098392#  

Shriber, S. (2025, January 22). The state of loneliness in America: The role of relationships and technology in isolation. Civic Science. https://civicscience.com/the-state-of-loneliness-in-america-the-role-of-relationships-and-technology-in-isolation/  

Thomas, R. (n.d.). Learn student names and pronouns. MIT Teaching + Lab Learning Lab. https://tll.mit.edu/learn-student-names-and-pronouns/  

Vreeland, L., & Harris, K. (2024, July 24). The importance of names. Center for Innovative Teaching and Learning, Northern Illinois University. https://citl.news.niu.edu/2024/07/24/the-importance-of-names/

Resources for learning names

Merrigan, R. (2024, August 5). 5 Tips for learning students' Names. Edutopia. https://www.edutopia.org/article/tips-learning-students-names/  

Miller, M. D. (2024). A teacher's guide to learning student names: Why you should, why it's hard, how you can. University of Oklahoma Press.  

Pedagogy and practice: Interact with students by name. (n.d.).College of Dupage Library. https://library.cod.edu/c.php?g=1074219&p=8098392#  

Supiano, B. (2024, September 17). How can professors learn students' names? A scholar of memory shares her process. The Chronicle of Higher Education.

https://www.chronicle.com/article/how-can-professors-learn-students-names-a-scholar-of-memory-shares-her-process  

Thomas, R. (n.d.). Learn student names and pronouns. MIT Teaching + Lab Learning Lab. https://tll.mit.edu/learn-student-names-and-pronouns/  

Walker,T. (2021, November 29). Why pronouncing students' names correctly is so important. neaToday. https://www.nea.org/nea-today/all-news-articles/why-pronouncing-students-names-correctly-so-important