Abstract: As I began teaching science and math in a distant setting, I was intrigued by the challenge of instructor presence in online classes because I have received my education in a traditional setting. Content delivery was performed using numerous interactive resources; however, digital interactions with non-traditional students was an area that could use some development in my classes. During the accelerated eight week courses, I recognized the great need for alleviating fear that our students experience from science and math in a distant learning environment. Our adult learners return back to pursue higher education after so many years with a culturally different perspective and different needs from fresh high school graduates. The adult student expresses concern of being incapable of grasping algebra concepts after being out of school for a long time. As a result, one of the challenges hindering performance and student ability to stay on task in an eight-week class is anxiety from the subject matter. Weekly reports were implemented in order to encourage communication and provide support for adult learners. Further investigation is currently being performed to gather more information on the effectiveness of motivational communication.