Studies on the high attrition rate of women students in STEM fields have identified general concerns that can cause women to leave. These include lack of prior experiences with engineering and computing, fears of failing, not fitting in, or being negatively impacted by stereotypes or impostor syndrome, a desire to contribute to society, and worries about future work-life balance. While women may be more affected by these concerns, male students can experience them as well. Thus, attempts to address these concerns benefit all students. The most straightforward ways to tackle these concerns are the same as the primary recommendations found in the physics education research literature for increasing student self-efficacy and constitute principles of good mentoring. Foster a cooperative, inclusive, encouraging environment. Talk openly about concerns and mistakes to help students exchange the fear of failure for a drive to succeed. Provide ways for students to gain experience that is lacking. Emphasize applications to social and environmental issues to increase motivation. Be aware of subtle biases and discredit stereotypes. Acknowledge struggles of the work-life balancing act and promote family-friendly policies. Combined these actions build a supportive learning environment for all students.

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