And the reasons those students don't take opportunities for help tend to be embarrassingly pathetic. Like, so embarrassing that they avoid even thinking about it, because if they made their real reason explicit, they would be pained at how dumb it is. (I've done this sot of thing myself, more times than I'm comfortable with.)

For example, I discovered that a significant fraction of the students in a certain class were afraid to ask questions of the professor because they found him scary. Now, I know the professor in question, and he's a friendly person who wishes that his students would talk to him more -- but he has an abrupt, somewhat awkward way of speaking, and an eastern European accent. Such superficial details are apparently what leaves the biggest impression on most people.

Or there are the guys who get depressed and stop coming to class for a week or two, and then keep on not coming to class because they haven't been to class for a while, and it would be hard trying to get back up to speed. I really sympathize with these guys, but that doesn't make their reasoning any saner. (A fair number of them come in at the end of a semester to flunk their final exams. Damn it all, this is painful to watch.)

Or there are the people who won't read textbooks, or Wikipedia, or whatever, because they feel like everything ought to be covered in class well enough that they can just show up every day and get a good grade. I can not think of any good pedagogical reason why this should be so, and indeed, it usually isn't.

I could go on. There are plenty more examples. But instead I think I'll just paraphrase the not-actually-evil professor from eastern Europe. "These kids," he said. "They aren't resourceful because they have never had to be resourceful. They need more adversity in life. When I was their age, I had to bribe a local official just to get a dorm room."