Distressing Behavior

If you’ve noticed any distressing behaviors in a student, the first step is to determine the possible severity of the issue. Once a level of concern is identified, you can decide how best to respond. Appropriate action steps will vary on a case-by-case basis but should always include validation of students’ feelings and referral to campus resources. When an instructor is unsure of what action plan to take, consider consulting with the Office for Faculty Advancement and/or the Center for Support and Intervention. 

When faced with a challenging situation where a student may be displaying distressing behaviors, your initial focus should be on assessing the level of concern. It's important to note that you are not expected to diagnose the situation or map out a plan of action all on your own. Your role is to gauge the overall severity of the situation and determine the appropriate immediate course of action. 

Regardless of the level of concern, providing assistance is a vital step in the process. Once you've determined the amount of concern, you may select how to respond. Remember that every circumstance is unique, and your answer should be dependent on the context of the event as well as your level of comfort in dealing with the issue. 

Lower or Moderate Action Plan

For lower or moderate-level concerns, a direct conversation with the student allows for future dialogue should your concern continue or escalate, as well as to promote help-seeking from the student. 

The following suggestions can help facilitate a productive conversation: 

• Start with Empathy and Active Listening: Begin the conversation by expressing empathy and concern for the student's well-being. Use active listening techniques to demonstrate your genuine interest in understanding their perspective. 

• Stick to Specific Behaviors: Focus on the specific behaviors you observed, describing them objectively and without personal judgments. This helps the student understand the impact of their actions without feeling attacked. 

• Choose an Appropriate Setting: Find a private and neutral location where the student feels comfortable expressing themselves without fear of judgment or embarrassment. 

Provide examples of your observations in a direct, non-judgmental way (examples below). 

• “I notice that you are fidgeting in class, talking to those around you and seem to be frustrated,” or “I’ve notice a dramatic shift in your coursework and you seem to be withdrawn and distant during class,” or “I noticed you have missed several classes. Is there something impacting your ability to attend class?” 

• “College can be really challenging, especially when things at home, our health, or our relationships with others are not going well. I heard about [x behavior/event] and I’m concerned it may be affecting your ability to be successful. How do you think it is affecting you?” 

• “You are probably wondering why I asked to meet with you. I want to assure you that you are not in trouble, but I am concerned about you because of [x behavior]. Can you help me understand what’s going on for you right now?” 

• Express interest, care and concern. Remember that although what is being shared may not seem like a crisis to you, the student may feel like they are in crisis. 

• Be direct about the limits of your ability to assist in the given situation. Help explore available options and the cost and benefit of each option. Remember that even if you think the person should seek professional help, it’s ultimately that person’s choice. 

• If you are unable to have a face-to-face conversation, these responses can also be carefully communicated via email.  

Although in-person discussions are recommended, utilizing email to record your communication efforts with the student can also be valuable. It's advisable to consider seeking guidance and input from colleagues and/or department/college leaders before initiating such email exchanges.