Supporting Students in Distress

Often, students will tell faculty directly that they are experiencing challenges. Other times, faculty may notice signs – in particular, a change from the student’s baseline behaviour.

Academic signs

• Significant decline in the quality or quantity of course work;
• Change in attendance patterns;
• Repeated lateness, missed appointments or deadlines;
• Missed assignments or exams.

Physical signs

• Falling asleep in class;
• Noticeable decline in hygiene or looking unkempt;
• Significate change in energy level;
• Appearing drunk or high;
• Visible bruises, cuts, or injuries.

Emotional signs

• Exaggerated emotional response;
• Overly confident and enthusiastic;
• Absence of emotion – appearing flat, disengaged;
• Lack of motivation or interest.

Behavioural signs

• Long, ranting emails;
• Disregard of rules or authority;
• Peer reports of concerns about, or discomfort with, a student

Be specific, clear, and direct about noticeable signs.

• “I’ve noticed that you haven’t been as engaged as usual. I’m concerned and wanted to check in to see how you’re doing.”
• “You’ve missed the last three classes. Is something going on with you?”
• “Your quiz marks have been coming down. Is everything ok?”

Listen actively and without judgment. Repeat back facts and expressed emotions, and normalize stress.

• “It sounds like you’re facing a lot of challenges right now. It’s understandable that you’re struggling.”
• “Thank you for sharing. I’ve heard you say that you’re under a lot of pressure and are feeling overwhelmed. I’m sorry you’re going through such a hard time.”

Ask open-ended questions.  

• “What have you tried so far?”
• “What type of support would be most helpful?”
• “What do you think the main challenge is?”

Be clear about the limitations of your role.

• “I’m glad you feel comfortable sharing with me. At the same time, I recognize I lack the skills to fully support you. Can I connect you with the counselling office?”
• “I can give you an extension, but it sounds like you need additional help. Let me give you the contact information for the financial aid office.”
• “This is a lot of information. I want to ensure you talk to the right person. How about I submit a referral to Early Assist?”

The Responding to Students in Distress Employee Guide provides suggested resources and contact information.

Based on what you know about the student’s situation, refer the student to appropriate services/resources where there are trained professionals who can help. Faculty and staff are encouraged to refer students directly to specific services (e.g. Counselling, Financial Aid) when directly relevant, without needing to go through Early Assist.

Refer to Early Assist when:

• You have tried to provide support that is not working;
• The situation is complex (i.e. more than one support service is required); or
• It’s unclear what services are relevant or what options are available.

Reconnecting with the student allows you to:

• Follow up and close the loop;
• Determine if the student has received sufficient support;
• Communicate your care and concern.

“I wanted to check in after our last conversation. Were you able to speak with a financial aid advisor?”