Helping Distressed Students

As faculty and staff, you come into contact with many students on a daily basis. You are on the 鈥渇ront lines鈥� of the university and are in an excellent position to observe students, identify those who may be in emotional distress and offer assistance to students.

You may be the first (or only) person who recognizes that a student is not functioning well, either academically or personally. What can you do when you suspect a student may need help? How involved should you be? What is your appropriate role? Where do you draw the boundaries? When do you need to consult with someone else?

While you are not expected to assess and treat mental health problems, you are in a position to recognize distress or troubling behavior, and may be the best person to direct the student to the most appropriate resource. Reaching out to students is a powerful gesture which not only helps students personally, but enhances their academic success.

This site is designed to acquaint you with the resources on campus that can assist you in helping students in distress and to guide you in making a referral to helping professionals. In addition, there is a section outlining suggestions for dealing with specific types of emotional problems.


Helping Student in Distress: General Guidelines

In today鈥檚 society we have seen that there can be tragic results when a person, often due to underlying psychological problems, feels pushed beyond his or her ability to tolerate the stresses of life. Students dealing with personal issues or problems tend to show signs that they are struggling in some way. Taking the step to assist a student can save a life鈥erhaps many lives. An individual who is distressed often wants help but doesn鈥檛 know how to ask.

Signs of a Student in Distress

  • The student seems excessively sad, anxious or irritable.
  • There is a marked change from the student鈥檚 normal baseline of behavior. A typically strong and engaged student might start procrastinating, turning in poorly prepared work, missing class or meetings or avoiding class or group participation.
  • There are marked changes in a student鈥檚 appearance, such as deterioration in grooming, hygiene, or avoiding class or group participation.
  • It seems likely that the use of alcohol or other substances may be interfering with a student鈥檚 performance or relationships.
  • There is a marked and persistent change in energy level. The student might seem listless, fall asleep frequently in class or meetings or show acceleration in speech and activity.
  • The student鈥檚 behavior regularly interferes with the decorum or effective management of your class, program or office.
  • The student seems unusually dependent, helpless or hopeless.
  • The student鈥檚 thoughts, speech or actions seem bizarre or unusual.

What You Can Do

  • Talk to the student in private. Find a comfortable, private place to talk.
  • Listen carefully. Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel comfortable about what to do next.
  • Inform the student of your concern in a straightforward, matter-of-fact manner. Give specific examples of the behavior patterns you鈥檝e observed that lead you to feel concerned. Ask open ended questions. The student may choose not to answer, but may feel relieved to know you are trying to understand.
  • Avoid criticizing or sounding judgmental.
  • Ask if the student has ever talked about his or her problem with anyone else, including a counselor.
  • Don鈥檛 feel compelled to find a solution. It is not your job to find a solution or to engage in personal counseling. Often, listening is enough.
  • Suggest that the student can get more help, if needed.

Don鈥檛 hesitate to ask for support from the Dean of Students Office, SCAPS or Student Health.

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