Resources for Faculty and Staff
Concerned about the well-being or safety of someone in your campus community? Observing behaviors that make you feel uncomfortable or unsafe? Prevention is key—if you are unsure about making a call, err on the side of caution. You can report concerns and remain anonymous.
What to look for
- Distressed behavior
Distressed behavior may indicate that someone is coping with a serious mental health problem. Mental health issues can alter the content of communications and/or behavior in the classroom. For example, an otherwise academically successful student may become withdrawn, depressed and potentially suicidal. These symptoms may lead to poor grades, lack of attention in class, and other similar behavior.
- Disruptive behavior
Disruptive behavior interferes with other students, faculty or staff and their access to an appropriate educational or work environment. These behaviors may be a violation of the Code of Student Conduct.
- Red flags
Decline in academic performance
Aggressiveness, irritability or excessive mood swings
Notable change in hygiene or appearance
Grievances that escalate into harassment or threats
Excessive class absences or sleeping in class
Rapid speech or hyperactivity
Anxiety about emotional stability, family and/or relationships
Noticeable change in behavior or performance, or overwhelming uncertainty
Disruptive, explosive or disrespectful behavior
Depression and/or anxiety
Increased alcohol or drug use to deal with feelings
Sexual or physical assault, or indication of domestic violence
Talk about harming self or others (verbal or in writing)
Reasonless demands of time and attention
Exhibiting unusual behavior or expressing unusual thoughts
Social isolation, withdrawal, lethargy
Spending a lot of time alone, or withdrawing
What to do
- If you feel there is or could be immediate danger to yourself or others
- If you are concerned, but don't sense danger
These offices work in collaboration to support our students. Once a referral has been taken under advisement, follow-up information will not be given, although additional contacts with these offices are encouraged should the concern continue. Please note referrals to these offices are not intended to substitute for faculty and staff conversations with students.
- If the student is not at risk to harm self or others
- Suggest in a caring manner that he/she may benefit from a meeting with a counselor in the Counseling Center.
- Consider walking the student to the Counseling Center in the Miles Annas Student Support Services Building, 1st floor.
What will happen
- Every effort will be made to HELP students navigate challenges and be successful.
- Assessment measures may lead to referral, counseling or in some cases law enforcement intervention.
- FERPA applies to all student records, so it is likely you will not be aware of any follow-up, or learn the outcome of any assistance or intervention.
- Counseling does not impact or influence academic records. Sessions are confidential and free to students.
To request a printed brochure with this information for your desk or office, please email@example.com
Managing conflict situations
It's not what you say, but how you say it.
- Maintain eye contact
- Avoid jumping to conclusions
- Focus on the student's concerns
- Don't interrupt
- Repeat for clarification: "If I am hearing you correctly..."
- Use simple, clear vocabulary, check for understanding
- Avoid information overload
- Talk slowly; be comfortable with silence
- Use "I" messages: "I feel uncomfortable when you..."
- Brainstorm to explore all possible options
- Jointly select the best options or combination of options
- Ask for an "action plan" and follow-up
- Always document any conflict