Featured article: Nursing Education ResearchTEACHERS' STORIES: How Faculty Help and Hinder Students at RiskPOORMAN, SUSAN G.; MASTOROVICH, MELISSA L.; WEBB, CHERYL A.Author Information About the AuthorsSusan G. Poorman, PhD, RN, CNS-BC, ANEF, is a professor, Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana. Pennsylvania. Melissa L. Mastorovich, MSN, RN, BC, is a senior clinician, STAT Nursing Consultants. Inc., Pittsburgh, Pennsylvania. Cheryl A. Webb, PhD, RN, is special term faculty, Allied Health, Beaver County Community College, Monaca, Pennsylvania. For more information, contact Dr. Poorman at[email protected]. The authors wish to acknowledge the contributions of Dr. Nancy Diekelmann, John Diekelmann, Dr. Pamela Ironside, and the Institute for Heideggerian Hermeneutical Studies in the preparation of this manuscript. Nursing Education Perspective: September 2008 - Volume 29 - Issue 5 - p 272-277 Buy Abstract The purpose of this study was to examine how teachers help and hinder students who struggle academically. Thirty nurse educators from 18 different schools of nursing shared stories of how they helped and hindered their academically at-risk students. Hermeneutic analysis revealed several themes. This article addresses the pattern of attending and two themes: attending as understanding and attending as expecting. Copyright 2008 by National League for Nursing, Inc.