In recent years, computer science (CS) education has undergone rapid change, first due to the shift to online learning during the COVID-19 pandemic, and more recently with the rise of generative AI (GenAI) tools. These changes have impacted how students seek help in their computing classes. Although many studies have examined student help-seeking behavior, most focus on a single semester and do not capture how these behaviors and attitudes evolve over time. This study presents a multi-year analysis of help-seeking patterns and student perspectives in a CS2 course, using data from multiple offerings (Fall 2020 - Fall 2025). We observe a noticeable decline in both office hours and online post forum usage after Spring 2023, along with negative shifts in students’ attitudes in recent semesters, when GenAI tools became readily available.

By tracing how help-seeking behaviors have changed over time, this work highlights the influence of broader educational and technological shifts. Our findings suggest that as learning environments continue to evolve, course support must adapt to better meet students’ changing needs. With the continuing influence from GenAI, instructors should guide students on when, and when not, to use GenAI, particularly for help-seeking, and emphasize the importance of higher-level strategic feedback from human support.