Supporting Students in Distress

Faculty and Staff have a direct link to our students and can contribute to their well-being. Declining academic performance and worrisome behaviors are often indicators that a student may be facing struggles in other areas. Faculty and Staff are often the first to recognize when a student is distressed, distressing, or just needs additional support.

Signs a Student May be Distressed

Signs which may demonstrate a student is in distress and in need of support include but are not limited to the following: If a student is exhibiting concerning behavior, talk to them in a kind, honest, and direct way. The specific behaviors that are the cause for concern should be cited using clear language.

• Disruptive physical, vernal or written behaviors inside/outside the classroom, on/off campus and/or online
• Significant personal distress (academic, family, relationship problems)
• Decline in personal grooming
• Crosses interpersonal boundaries
• Confrontational, easily provoked, angry, unpredictable behavior
• Threatening statements about self or others (direct or veiled)
• Threatening words or behavior toward self or others
• Self-abuse such as cuts, burns, or extreme weight loss
• Suicidal ideas, threats, gestures or known suicide attempts
• Aggressive acts or threats toward a specific group
• Relationship violence/stalking
• Weapon possession
• Paranoia or delusions
• Flat affect or extreme lack of responsiveness
• Excessive class absenteeism
• Uncharacteristically poor academic performance
• Substance abuse

How to Show Concern

• Safety first- If you feel that you or the student are in danger, call 911
• Talk with the student privately in a kind, honest and direct way. Provide specific examples of their behaviors of concern using clear, concrete language.
• Share all available resources and encourage them to seek help.
• Know your limits. Refer to a professional when:
  • The distress is hindering the student’s and/or other students' progress in class.
  • You see a worrisome behavior pattern when you interact with the student.
  • The problem seems more serious than you are comfortable handling.
  • You are worried about the student's safety.
  • You are concerned about the student's impact on others.
  • You feel pressure to solve the student's problem and/or feel responsible for the student.
  • You are over-extending yourself to help the student.
  • You feel anxious when the student approaches you.