Just call me Alex! Why dropping the ‘professor’ could boost students’ confidence

It’s the first Monday of term and the lecture theatre hums as students file in. International students settle beside their home-country classmates, often most unsure about how to address their lecturers. This is a dilemma that can spark first-day anxiety, with almost half the room waiting for a cue that never comes: “Should I say Professor Smith or just Alex?”

This time the lecturer settles the question quickly.

“Good morning, everyone. I’m Alex – no need for ‘professor’. Please call me Alex.”

A ripple of surprise, felt most keenly by those new to British academic customs, runs through the room. Shoulders drop, laptops flip open and the hush of uncertainty lifts. That tiny invitation – first name instead of formal title – was the focus of our research. 

In a pilot survey and an experiment with almost 300 international students who have studied at UK universities, we found that 43 per cent felt anxious if the lecturer didn’t mention the preferred form of address. We also asked whether the way lecturers invite students to address them changes how safe they feel and how ready they are to speak up. We then looked at the unwritten social expectations students bring from home – those quiet rules about what you should do that can make first-day introductions feel like a minefield.

The short answer from our data is clear: one sentence confirming that the use of first name is socially acceptable can calm nerves, get students contributing and set a warmer tone for the entire semester.

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Warmth beats formality

In our experiment, we showed participants a short description of a new module. Half saw this line: “You can call me Professor Smith.” The other half saw: “You can call me Alex.” Students found “Alex” warmer and more approachable, and they still trusted Alex’s expertise just as much as that of “Professor Smith”.

So, what changed? Students said they felt more warmth, which contributed to a greater sense of psychological safety and engagement. This, in turn, led to more students speaking up in class. 

The effect was not the same for everyone. Some students, especially those from places where honorifics are common – Indonesia, China and other parts of Asia stood out – felt a little awkward when “professor” disappeared. For them, titles signal achievement and respect. Dropping the title felt risky. Even so, most of these students welcomed the first‑name rule once the lecturer explained the goal: a friendlier, more equal space.

Why the name game matters

When a class is just starting and students don’t have clear rules about using formal titles such as “professor,” showing friendliness counts more than showing how smart or how much of an expert you are. Warmth does most of the work in making students feel comfortable enough to speak up. For universities, the message is practical and timely. 

Practical tips for lecturers teaching classes with many international students

Be crystal clear on day one. Ambiguity breeds anxiety, especially for newcomers to UK etiquette. State how you’d like to be addressed before the first slide.

Introduce yourself by first name to project warmth. Lowering perceived power distance makes asking questions feel safer.

Acknowledge diverse norms. If your cohort includes students from cultures where titles signal respect, offer a choice that feels safe: “Professor Smith is absolutely fine, but Alex also works if you’re comfortable.” Framing it this way reassures international students that either option is acceptable or removes guesswork.

Match words with behaviour. Warm language must be backed by open body language, convenient office hours and constructive feedback. Consistency shows students, especially those from high power-distance cultures, that your invitation to speak up is genuine.

Fire off a 60-second “title decoder” email before term starts, such as: “Some of you come from systems where ‘professor’ is the norm; others are used to first names. I’m happy with either ‘Professor Smith’ or ‘Alex’ – pick the one that feels natural to you. Here’s why I mention it…”

Simply tell them you’re happy with “Professor Smith” or “Alex”, and add a brief note that research shows informal address boosts warmth and jump-starts early participation. Your international students will walk in already confident about the classroom etiquette.

Beyond the lecture hall

Forms of address matter well beyond higher education. Corporate trainers, medical tutors and online moderators all juggle the goals of credibility and connection. As hybrid learning spreads, so does the opportunity – and the need – to calibrate how formally we speak to one another.

Whether you stick with “professor” or offer your first name, make it a conscious pedagogical choice, not an unexamined habit. In a crowded post-pandemic classroom, warmth is currency, and it starts with what’s on the name badge.

Over recent decades many institutions have invested in expensive technology and elaborate training to make teaching more inclusive. Yet here is a near-cost-free tweak: decide how you want to be addressed, explain why, and watch your students’ confidence rise.