General Adaptation Syndrome (GAS) So often, we find that low retention and GAS can coincide, and can create strain. The first step is to recognize that GAS can occur at any time and to any learner. While we cannot always stop GAS, we can certainly offer methods to lessen its affects both on the learner and on others. It must be realized that GAS can not only affect a single learner, but can create a cascading effect that can result in lower spirits. For example, many courses contain teams or groups. If even one learner in a group is suffering from GAS, the remaining group members can immediately feel uncomfortable. A fellow instructor posted, “The same thing that affects new student also effect new hires within the career filed. We call GAS reality shock in the nursing field. Most grads burn out the first year. We build in our curriculum achievable mile markers to encourage the students to continue to work hard and learn. We also discuss reality shock, as a normal process to growing and learning and coping strategies to manage it; such as, our new students are taught skill by our mature students in our program (since they can enter anywhere in the wheel). The mentoring helps the new students develop camaraderie.” This excellent example notes that any area of study, especially those that require a significant or new effort, can easily cause GAS in learners. How can we avoid GAS or help to mitigate it? From an Instructor Viewpoint, GAS is always a possibility from any learners, whether new to the program, or a veteran. As such, our best line of defense is “shock reduction”. If learners understand and can relate to a program that they are entering, through kindness, communication, and discussion, perhaps in many cases, GAS can be avoided.