Recognizing and Responding to Student Distress
Recognize the signs. Know how to respond.
Students in distress may not always ask for help directly. Changes in behavior, communication, appearance, or academic performance may be signs that a student is struggling. If something feels off, trust your concern. You do not need to diagnose a problem to offer support.
Common Signs of Distress
The SAFE Team has identified warning signs that may indicate a student is in distress. Look for patterns of behavior over time rather than any single sign. If you are concerned about someone's well-being, contact the SAFE Team for consultation or referral.
Marked Change in Academic or Work Performance or Behavior
- Change in classroom or work performance such as a drop in grades or productivity
- Deterioration in quality of work and preparation
- Excessive or repeated absences or tardiness
- Missed or late assignments or appointments
- Erratic or disorganized participation or performance
- Avoiding participation or excessively anxious when called upon in class or meetings
- Dominating discussions
- Disruptive behavior during class or meetings
Unusual or Dramatic Shifts in Behavior or Appearance
- Dramatic change in energy level, positive or negative
- Dramatic changes in weight, lost or gained
- Persistent sadness or frequent tearfulness
- Lethargic, falling asleep in class or at their desk
- Hyperactivity, very rapid speech, or inflated sense of self
- Exaggerated emotional response that is obviously inappropriate to the situation
- Deterioration in personal hygiene or dress
- Strange or bizarre behavior indicating loss of contact with reality
- Incoherent speech or writing
- Inability to focus their eyes when having a conversation
- Obvious alcohol or drug abuse or intoxication
- Noticeable cuts, bruises, or bandages
- Excessive dependency on you or other individuals
- Social isolation from friends, family and classmates or roommates
Interpersonal Behavior
- Lacks social connections or friends
- Exhibits social withdrawal or isolation
- Is frequently angry, exhibits loss of temper on a daily basis
- Is verbally hostile, combative, or abusive
- Fails to acknowledge or consider the feelings or thoughts of others
- Consistently shows lack of respect for the property of others
- Demonstrates intolerance for differences or prejudicial attitudes
- Expresses frequent feelings of rejection or being alone
- Reports having been previously victimized or bullied
- Reports being currently picked on or persecuted
Reported Life Stressors
- Problems with roommates, family, or romantic partners
- Disruption in their support system(s)
- Experiencing the death of a significant other (including a pet)
- Experiencing a physical or sexual assault
- Experiencing discrimination based on gender, race, religion, ethnicity, sexual orientation, or disabilities
- Experiencing legal difficulties
- Any problem or situation, whether real or imagined, that is experienced as a loss, disappointment, failure, humiliation, or other stressor (job, finances, housing, relationships, etc.)
References to Suicide, Homicide, or Death
- Essays or projects that express themes of hopelessness, isolation, rage, or despair
- Expressed feelings of helplessness or inability to cope
- Verbal or written references to, or threats of, suicide
- Verbal or written references to, or threats of, destructive or assaultive behavior or homicide
Other Behavior
- Expresses frustration in inappropriate ways
- Acts impulsively, often without considering consequences
- Shows increased risk-taking
- Is fascinated with weapons (guns, knives, etc.) or death
- Is involved in physical fights, pushing, or shoving
- Commits acts of vandalism or destruction of property
- Expresses violence or themes of violence in writings or drawings
- Verbalizes threats of violence or plans for hurting people or causing damage to property
- Has a history of discipline problems or frequent run-ins with authority
- Has a history of violent or aggressive behavior
If a student in distress comes to you, the VICKS process can help you offer support
and connect them to the resources they need.
When discussing senstitive topics such as suicide, your language matters. NAMI has
put together a guide that teaches better ways to phrase important questions.
When to Contact the SAFE Team
Contact the SAFE team when any individual displays or communicates behavior that causes
you concern. Trust your instincts and ask for help if you have concerns. It is much
better to over-report a concern than to ignore a situation or incident assuming it
is isolated or unimportant.
From mental health concerns to threats of violence, the multidisciplinary team responds to all referrals in a thoughtful, professional, and considerate manner. Please, don't wait until the situation deteriorates, instead seek advice early.
You may have concern and should refer to the SAFE Team if the individual:
- Exhibits an abrupt change in performance, behavior or appearance;
- Demonstrates a pattern of absences from class or activities;
- Engages in bizarre behavior or seems to be disconnected from reality;
- Is disruptive and does not follow direction to stop when instructed to do so;
- Has inappropriate boundaries: Asks for help in dealing with personal issues that are out of your role as a student, faculty or staff member;
- Exhibits or reports drug or alcohol abuse;
- Has engaged in behavior that causes you or others to be concerned for safety (e.g., yelling, intimidation, name-calling);
- Creates a hostile environment in class (others stop attending because of the behavior);
- Threatens to harm themselves or others;
- Writes about committing violent acts;
- Is consistently angry or depressed;
- Whenever you wonder "Should I" about a situation. If you feel uncomfortable filling out a referral, call or email for a consultation.
