Recognizing and Responding to Concerning Behaviors
Guidance on how to recognize concerning behaviors, and how to help students in distress access the appropriate support network.
Recognize
Look for patterns, frequency, and severity of behaviors, not just isolated symptoms.
Academic
- Repeated absences
- Repeated requests for special consideration
- Sudden decline in quality of work or classroom performance
- Disturbing content in writing or presentations, including extreme hopelessness, social isolation, rage or despair
- Classroom disruptions or confrontations with peers or instructor (e.g., yelling or cursing)
Physical
- Increased illness
- Marked changes in physical appearance (e.g., poor hygiene, sudden weight gain/loss)
- Excessive fatigue or sleeping in class
- Intoxication, hung over, or smelling of alcohol
Personal/Interpersonal
- Tearfulness or unusual or disproportionate emotional response to situations
- Self-disclosure of family problems, financial difficulties, or other personal distress
- Expressions of hopelessness, worthlessness, or shame
- Exaggerated personality traits (more withdrawn, animated, or irritated than usual)
- Peers expressing concern for student
Safety Risk
- Implied or direct threats of harm to self or others
- Unprovoked anger, hostility, or violence
- Academic work that is dominated by themes of despair, hopelessness, helplessness, self-injury, violence, death, or aggression
- Making threats or disturbing comments via email, text, phone calls
Refer
Help students in distress access a support network with these referral tips and resources. The content of what you say will vary depending on the situation. However, there are some general guidelines you can follow to frame your response and referral.
Use Active Listening
Make eye contact and give your full attention. Restate what the student is saying to ensure you understand what is causing their distress. Attend/connect/listen to the student or your colleague.
Ask Direct Questions
Don’t be afraid to directly ask the student if they are having thoughts of harming themselves or others. By asking, you are NOT instilling the thought.
Empathize
Refrain from judgements about what “should” happen or what the student “should” do. Recognize that students are often scared and intimidated to talk about their concerns. Be willing to talk about the emotions that you’re hearing and observing. Respect the student’s value system and culture.
Give Concrete Help
If comfortable doing so, offer to help them call a campus resource or walk them to the resource office. If possible, gather information before you intervene.
Know your boundaries and limitations
Consult with other professionals about your concerns by contacting the appropriate office. The Family Educational Rights and Privacy Act (FERPA) permits communication about a student of concern in connection with a health and safety emergency.
Recognize that the student may not immediately welcome or act upon your interventions, but you may plant a seed that blossoms later and it is never wrong to communicate kindness and concern.
Managing Classroom Behavior
Disruptive behavior can prevent an instructor from teaching or students from learning. Learn more about managing Disruptive Classroom Behavior
