We teachers don’t always know how to walk the line separating the pedagogical from the extra-pedagogical. Years ago, when I was fairly new to the job, I found myself in office hours listening to a student in some amount of pain. I gave her a hearing, brokered an accommodation, and sent her on her way. But as the day went on, I began to fret that I hadn’t done enough––that I could and should have been more encouraging, or at least told her I recognized the bravery that comes with asking for help. So I turned to friends for advice, and one memorably emailed to say “Therapy is 95% listening and 5% things you’re not qualified to do.” Their point was that, in doing no more than listening, it may well be that I’d done enough.