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If you’ve ever wondered how hundreds of����student-athletes manage packed travel schedules, early-morning lifts, late-night study sessions and still post impressive GPAs��– there might be an athletic tutor involved.

An impressive 464 student-athletes earned recognition for a GPA of 3.25 or higher for the fall 2025 semester. Overall, the GPA landed at 3.431, marking the 30^th��consecutive semester in which��

Those numbers reflect grit and discipline, but they also represent a behind-the-scenes support system built around one-on-one academic connection. At the heart of that system are UofL’s athletic tutors.

“I never realized the insane workload that student-athletes have,” said Sam Mazzaro, a finance and management double major who has been an athletic tutor for three years. “Most of them have 10- to 12-hour days. They’re doing things constantly, like six days a week usually.”

Tutors work individually with student-athletes to help them unpack challenging material, prepare for exams and build confidence in classes ranging from accounting and Spanish to biology and organic chemistry, as part of a large-scale academic tutoring program that provides approximately 2,500 sessions per academic year across sports and disciplines.

“It’s all very much one-on-one and catered to what that student needs or wants to work on,” said Kayla Martinez, a����who tutors alongside teaching and research responsibilities.

Martinez first encountered athletic tutoring while working as a graduate assistant in academic services. When she saw the need, she jumped in.

“A lot of times they can’t go to office hours with professors,” Kayla said. “Tutoring provides them a space to ask questions with people who are familiar with the context.”

Personalized support

The one-on-one approach is made possible by a robust team. UofL employed 51 athletic tutors in the spring 2026 semester, with staffing typically ranging from 50 to 70 tutors each term.

From breaking down complicated finance equations to drilling anatomy vocabulary, tutors adapt their approach to both the course and the learner. Abby Breeze ’26, a��recent����graduate that double majored in Spanish and biology on a pre-med track, spent much of her time in STEM-heavy sessions.

“With organic chemistry, it’s very problem-based,” Breeze said. “We’ll go through problems together, work them out and then I’ll change one little thing and ask, ‘Okay, what would happen if this was different?’”

Her goal, like many tutors, is to ensure understanding, not just memorization.

“With biology classes, I’ll have them explain things back to me,” she said. “That’s usually how you find what hasn’t clicked yet.”

Mazzaro takes a similar approach in accounting and finance sessions, focusing on simplifying concepts that can quickly feel overwhelming.

“Professors forget that it’s the student’s first time ever encountering this stuff,” she said. “So, I try to break things down into their most basic, understandable forms.”

Those small mindset shifts can lead to big changes. Martinez has seen students who started the semester dreading a class slowly grow more confident.

“They really dislike the class at first,” she said. “Then as you work with them and they start to get it, they’re like, ‘This is actually really cool.’”

Growth on both sides

For Leena Adapa ’26, a recent����graduate, tutoring is about trust and growth for both sides of the table.

“I meet them where they are at, without any judgment,” she said. “You’d be surprised by how much you end up learning as a tutor. It’s not just repeating information you already know. You’re constantly refining how you understand things.”

As UofL continues to reach new academic milestones –����– the impact of athletic tutors is clear. They don’t just support academic success; they help build confidence, relationships and a culture of excellence that extends beyond game day.

Those interested can learn more and apply at����