I'm Worried About a Student
Resources to Help Students
Students may experience different levels of distress acrossvarious areas of their lives. The type and amount of distress they are experiencing will require different actions andresources.
The Red Folder initiative is a guide to help faculty, staff, student leaders, and others who interact with students to recognize, respond effectively to, and refer 黑料不打烊 students in distress.
Recognize
Be on the lookout for behaviors that:
- indicate concern about a person鈥檚 safety
- may occur in clusters or be an acute change that is noteworthy
- are ongoing and consistent
- result in significant impairment
Common indicators are listed but students may present with indicators not listed.
If the student鈥檚 conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or 黑料不打烊 Police Emergency Line at x3911 (campus phone) or 774.357.3911.
- Verbal, written, or implied references to suicide, homicide, assault or self-injurious behaviors
- Unprovoked anger or hostility/physical violence (e.g., shoving, grabbing, assaulting, use of weapon)
- Academic assignments dominated by themes of extreme hopelessness, helplessness, isolation, rage,despair, violence, self-injury
- Stalking, closely tracking others, following others, or harassing behavior
- Communicating threats/disturbing comments via email, texting, phone call, or other correspondence
- Sudden decline in quality of work and grades
- Frequently missed classes and assignments
- Disturbing content in writing or presentations
- Classroom disruptions
- Consistently seeking personal rather than professional advice
- Multiple requests for extensions/special considerations (a change from prior functioning)
- Doesn鈥檛 respond to repeated requests for contact/meetings
- Marked changes in physical appearance (e.g., poor grooming/hygiene or sudden weight loss/gain)
- Strange or bizarre behavior indicating loss of contact with reality
- Visibly intoxicated or smelling of alcohol or cannabis
- Rapid speech or manic behavior
- Depressed or lethargic mood or functioning
- Observable signs of injury (e.g., facial bruising or cuts)
- Self-disclosure of personal distress (e.g., abuse, assault, discrimination, legal difficulties)
- Unusual/disproportionate emotional response to events
- Excessive tearfulness, panic reactions
- Verbal abuse (e.g., taunting, badgering, intimidation)
- Feeling socially disconnected or lack of belonging
- Expressions of concern about the student by peers
Respond
Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.
- Feeling overwhelmed is a common reaction and means you care.
- Take 3 deep breaths and invite the student to join you.
- Speak calmly with moderate pace and volume.
- Offer the student water and get some for yourself, too.
- Sometimes the quickest solution is not the most helpful solution.
- Say: 鈥淟et鈥檚 take our time to figure this out together.鈥�
- Check in with yourself.
- Overwhelmed? Follow the previous step to steady yourself.
- Remember that you are not alone!
- Say: 鈥淚鈥檓 going to reach out to my colleague to make sure we are exploring all possible options for helpful next steps.鈥�
- Consult with people nearby, a colleague, another campus office, and/or the I'm Worried About a Student page.
- If helpful, another person can join you in the discussion with the student.
- Give full attention and eye contact.
- Say: 鈥淚 am concerned and want to support you.鈥�
- Restate what the student says to make sure you understand their needs and concerns.
- Silence is okay.
- Directly ask the student about thoughts of harming oneself or others.
- Say: 鈥淎re you having any thoughts of hurting yourself or ending your life? Are you thinking about hurting someone else?鈥�
- By asking you are not instilling thoughts.
- Take action to get them to the next step. Call a campus resource together.
- Say: 鈥淵ou don鈥檛 have to do this alone, I鈥檓 here with you.鈥�
- If they are hesitant about your recommendations, restate your concern.
- Make a specific plan for follow up, if appropriate.
- Say: 鈥淟et鈥檚 meet at this time next week to make sure you are getting the support you need.鈥�
Refer
Determine who to contact when you are concerned about a student who is and/or disruptive. Visit the campus resources page to find localized resources.
Is the student a danger to themselves/others OR does the student need some other assistance?
The student鈥檚 conduct is clearly dangerous or threatening, including self-harm or harm to others.
Call 911 or 黑料不打烊 Police at 774.357.3911
I am not concerned for anyone鈥檚 immediate safety, but the student is having significant academicand/or personal issues and could use some support.
Refer student to the SOAR Team by filling out the .
Recognize
Be on the lookout for behaviors that:
- may occur in clusters or be an acute change that is noteworthy
- are ongoing and consistentresult in some impairment, while daily functioning remains adequate.
Common indicators are listed but students may present with indicators not listed.
If the student鈥檚 conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or 黑料不打烊 Police Emergency Line at x3911 (campus phone) or 774.357.3911.
- Verbal, written, or implied references to suicide, homicide, assault or self-injurious behaviors
- Unprovoked anger or hostility/physical violence (e.g., shoving, grabbing, assaulting, use of weapon)
- Academic assignments dominated by themes of extreme hopelessness, helplessness, isolation, rage,despair, violence, self-injury
- Stalking, closely tracking others, following others, or harassing behavior
- Communicating threats/disturbing comments via email, texting, phone call, or other correspondence
- Sudden decline in quality of work and grades
- Frequently missed classes and assignments
- Disturbing content in writing or presentations
- Classroom disruptions
- Consistently seeking personal rather than professional advice
- Multiple requests for extensions/special considerations (a change from prior functioning)
- Doesn鈥檛 respond to repeated requests for contact/meetings
- Marked changes in physical appearance (e.g., poor grooming/hygiene or sudden weight loss/gain)
- Strange or bizarre behavior indicating loss of contact with reality
- Visibly intoxicated or smelling of alcohol or cannabis
- Rapid speech or manic behavior
- Depressed or lethargic mood or functioning
- Observable signs of injury (e.g., facial bruising or cuts)
- Self-disclosure of personal distress (e.g., abuse, assault, discrimination, legal difficulties)
- Unusual/disproportionate emotional response to events
- Excessive tearfulness, panic reactions
- Verbal abuse (e.g., taunting, badgering, intimidation)
- Feeling socially disconnected or lack of belonging
- Expressions of concern about the student by peers
Respond
Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.
- Feeling overwhelmed is a common reaction and means you care.
- Take 3 deep breaths and invite the student to join you.
- Speak calmly with moderate pace and volume.
- Offer the student water and get some for yourself, too.
- Sometimes the quickest solution is not the most helpful solution.
- Say: 鈥淟et鈥檚 take our time to figure this out together.鈥�
- Check in with yourself.
- Overwhelmed? Follow the previous step to steady yourself.
- Remember that you are not alone!
- Say: 鈥淚鈥檓 going to reach out to my colleague to make sure we are exploring all possible options for helpful next steps.鈥�
- Consult with people nearby, a colleague, another campus office, and/or the I'm Worried About a Student page.
- If helpful, another person can join you in the discussion with the student.
- Give full attention and eye contact.
- Say: 鈥淚 am concerned and want to support you.鈥�
- Restate what the student says to make sure you understand their needs and concerns.
- Silence is okay.
- Directly ask the student about thoughts of harming oneself or others.
- Say: 鈥淎re you having any thoughts of hurting yourself or ending your life? Are you thinking about hurting someone else?鈥�
- By asking you are not instilling thoughts.
- Take action to get them to the next step. Call a campus resource together.
- Say: 鈥淵ou don鈥檛 have to do this alone, I鈥檓 here with you.鈥�
- If they are hesitant about your recommendations, restate your concern.
- Make a specific plan for follow up, if appropriate.
- Say: 鈥淟et鈥檚 meet at this time next week to make sure you are getting the support you need.鈥�
Refer
Determine who to contact when you are concerned about a student who is and/or disruptive. Visit the campus resources page to find localized resources.
Is the student a danger to themselves/others OR does the student need some other assistance?
The student鈥檚 conduct is clearly dangerous or threatening, including self-harm or harm to others.
Call 911 or 黑料不打烊 Police at 774.357.3911
I am not concerned for anyone鈥檚 immediate safety, but the student is having significant academicand/or personal issues and could use some support.
Refer student to the SOAR Team by filling out the .