Disruptive behaviors are most often the result of various stressors the student is experiencing, not all of which relate to academics. Preventing disruptive behaviors at the University of Kentucky is a priority for creating a safe and conducive learning environment. The university employs various measures and initiatives to address disruptive behavior and promote positive, responsible conduct among students.
Prevention Tips
Promoting Student Well-Being
Promoting student well-being is a key aspect of addressing disruptive behavior at the University of Kentucky. By prioritizing overall student well-being, the university aims to create an environment that supports the mental, emotional, and social needs of its students. The University of Kentucky has comprehensive clinical and non-clinical support programs that have been implemented to promote a holistic approach to well-being.
Clear Expectations and Communication
It is important for faculty members to clearly articulate their expectations regarding behavior and conduct in the classroom. This includes guidelines on respectful communication, active participation, and adherence to academic integrity policies. By setting these expectations from the beginning of the course, students are aware of the standards they are expected to meet.
Quick activities that ask students to read, engage with, and report out the contents of the syllabus, rather than just reading it independently or hearing someone else read it, can make class policies stick. Working together to co-construct ground rules or class agreements is a way to build consensus and buy-in around student behavior expectations.
Help Students Understand and Manage Stress
When people perceive that a situation, event, or problem exceeds their resources or abilities, their body reacts automatically with the “fight or flight” response. If this response persists over time or results from a sudden significant change, it can lead to imbalance and health problems such as heart palpitations, insomnia, eating disorders, fatigue, panic disorders, and feelings of hopelessness or depression.
Instructors can help normalize this stress response when talking with a student who shows signs of heightened stress by listening to understand and acknowledging how the student is feeling. If students better understand that stress is not uncommon among their college peers, they are more likely to seek support and get help. Additionally, there are many resources available to students to help them learn how to manage stress in healthy ways. A referral to the Center for Support and Intervention is a good place to start if a faculty member recognizes a student is exhibiting a stress response. Giving students appropriate referrals allows you to maintain professional boundaries while respecting the student/instructor relationship.
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