Recognizing Concerning Behaviors

To assist our students in maintaining their safety, health, and well-being, it is important to identify difficulties as soon as possible. When a student is in distress, there are often signs long before a situation escalates to a crisis.  

As faculty, staff and friends, you may be the first to notice signs.  

The presence of one of the following signs alone does not necessarily mean the student is experiencing severe distress. However, the more signs you notice, the more likely it is that the student needs support. 

Recognizing Signs of Distress

  • Repeated absences from class, section, or lab  
  • Missed assignments, exams, or appointments  
  • Deterioration in quality or quantity of work 
  • Extreme disorganization or erratic performance  
  • Written or artistic expression of unusual violence, morbidity, social isolation, despair, or confusion; essays or papers that focus on suicide or death  
  • Continual seeking of informal arrangements (extensions on papers, make-up exams)  
  • Patterns of perfectionism: e.g., can’t accept themselves if they don’t get an A+  
  • Overblown or disproportionate response to grades or other evaluations  
  • Consistently seeking personal rather than professional advice  

  • Deterioration in physical appearance or personal hygiene  
  • Excessive fatigue, exhaustion; falling asleep in class repeatedly  
  • Visible changes in weight; statements about change in appetite or sleep  
  • Noticeable cuts, bruises, or burns  
  • Frequent or chronic illness  
  • Disorganized speech, rapid or slurred speech, confusion  
  • Coming to class bleary-eyed or smelling of alcohol  
  • Strange or bizarre behavior indicating loss of contact with reality  

  • Direct statements indicating distress, family problems, or loss  
  • Angry or hostile outbursts, yelling, or aggressive comments  
  • More withdrawn or more animated than usual  
  • Expressions of hopelessness or worthlessness; crying or tearfulness  
  • Expressions of severe anxiety or irritability  
  • Excessively demanding or dependent behavior  
  • Lack of response to outreach from course staff  
  • Shakiness, tremors, fidgeting, or pacing  
  • Unusual or disproportionate emotional response to events  
  • Expression of concern about the student by peers 

  • Written or verbal statements that mention despair, suicide, or death  
  • Unprovoked anger or hostility  
  • Physical violence like shoving, grabbing, assaulting or use of a weapon  
  • Stalking or harassing  
  • Communicating threats or disturbing comments in person or via email, text or phone call 
  • Severe hopelessness, feelings of sadness, isolation, and withdrawal  
  • Statements to the effect that the student is “going away for a long time”  

Relating to Students in Distress

Once you have identified a student in distress, speak directly with the student and submit a Student of Concern form to help get them support.  

  • If you have a relationship or rapport with the student, speaking directly to the student may be the best option. Begin the conversation by expressing your concerns about specific behaviors you have observed.  
  • If you do not really know the student, you may prefer to consult with Student Case Management and Intervention Services. 
  • If you choose to speak with the student directly: You will not be taking on the role of counselor. You need only listen, care, and offer resource referral information.
Tips for Connecting with the Student:
  • Meet privately with the student when possible.   
  • Set a positive tone. Express your concern and caring.  
  • Point out specific signs you’ve observed. (“I’ve noticed lately that you . . .”)  
  • Ask, “How are things going for you?”  
  • Listen attentively to the student’s response and encourage the student to talk. (“Tell me more about that.”) 
  • Allow the student time to tell the story. Allow silences in the conversation. Don’t give up if the student is slow to talk.  
  • Ask open-ended questions that deal directly with the issues without judging.  
  • If there are signs of safety risk, ask if the student is considering suicide. A student who is considering suicide will likely be relieved that you asked. If the student is not contemplating suicide, asking the question will not “put ideas in their head.”  
  • Restate what you have heard as well as your concern and caring. (“What do you need to do to get back on a healthy path?”)  
  • Ask the students for input on what might help.  
  • Suggest resources and referrals. Share any information you have about the resource you are suggesting and the potential benefit to the student. Let them know about the Student of Concern form which activates Case Management Services in SCMIS.  
  • Unless the student is suicidal or may be a danger to others, the ultimate decision to access resources is the students. If the student says, “I’ll think about it,” when you offer referral information, it is okay. Let the student know that you are interested in hearing how they are doing in a day or two. Submit a Student of Concern form to share information about this conversation. Follow-up with the student in a day or two. 

Referring Student in Distress

  • Explain the limitations of your knowledge and experience. Be clear that your referral to someone else does not mean that you think there is something wrong with the student or that you are not interested. Share that through the SCMIS Referral system that these offices have resources to assist the student in a more appropriate manner.  
  • Provide name, phone number, and office location of the referral resource or walk the student to the SCMIS office if you are concerned the student won’t follow up. Try to normalize the need to ask for help as much as possible. It is helpful if you know the names of staff people and can speak highly of them. Convey the spirit of hopefulness and the information that troublesome situations can and do get better.  
  • Realize that your offer of help may be rejected. People in varying levels of distress sometimes deny their problems because it is difficult to admit they need help, or they think things will get better on their own. Take time to listen to the student’s fears and concerns about seeking help. Let the students know that it is because of your concern for them that you are referring them to additional resources.  
  • End the conversation in a way that will allow you, or the student, to come back to the subject at another time. Keep the lines of communication open. Invite the student back to follow-up.