Helping Students in Distress

Students in mild distress may exhibit behaviors that do not disrupt others but may indicate something is wrong and that assistance is needed. Many of these behaviors may also indicate a greater level of distress.

Behaviors may include:

• Serious grade problems or a change from consistently passing grades to unaccountably poor performance.
• Excessive absences, especially if the student has previously demonstrated consistent attendance.
• Unusual or markedly changed patterns of interaction, i.e., avoidance of participation, excessive anxiety when called upon, domination of discussions, goes from being actively involved to quiet and withdrawn, or goes from being quiet to more agitated or demanding, etc.)
• Other characteristics that suggest the student is having trouble managing stress successfully (a depressed, lethargic mood, very rapid speech, swollen, red eyes, marked change in personal dress and hygiene, falling asleep during class, crying)

Students in moderate distress may exhibit behaviors that indicate significant emotional distress. It is important to keep in mind that students may be reluctant to, emotionally unable to, or uncertain of how to ask for help.

Behaviors include:

• Repeated requests for accommodations, such as deadline extensions, especially if the student appears uncomfortable or highly emotional while disclosing the circumstances prompting the request.
• New or repeated behavior which interferes with effective management of the immediate environment.
• Unusual or exaggerated emotional responses that are obviously inappropriate to the situation.
• Begins to display aggressive or abusive behavior to self or others; exhibits excessive risk-taking.
• Shows signs of memory loss.
• Exhibits signs of hyperactivity (unable to sit still, difficulty maintaining focus, gives the impression of going "too fast," appears agitated).
• Shows signs of depression (no visible emotions or feelings, appears lethargic, weight change, looks exhausted and complains of sleeping concerns, displays feelings of worthlessness or self-hatred, or is apathetic about previous interests).
• Talks about unusual patterns of eating, not eating, or excessively eating.
• Shows signs of injury to self, cuts, bruises, or sprains.
• Experiences deteriorating academic performance (incapacitating test anxiety, sporadic class attendance, or extended absences from class).
• Begins or increases alcohol or other drug use.

Students in severe distress exhibit behaviors that signify an obvious crisis and that necessitate emergency care. Examples include:

• Begins to display aggressive or abusive behavior to self or others; exhibits excessive risk-taking.
• Shows signs of memory loss.
• Shows loose or incoherent thought patterns, has difficulty focusing thoughts, or displays nonsensical conversation patterns.
• Exhibits behaviors or emotions that are markedly inappropriate or disruptive to the situation.
• Displays extreme suspiciousness or irrational fears of persecution; withdraws, does not allow others to be close; believes she/he/they is being watched, followed, etc.
• Shows signs of depression (no visible emotions or feelings, appears lethargic, weight loss, looks exhausted and complains of sleeping poorly, displays feelings of worthlessness or self-hatred, or is apathetic about previous interests).
• Shows signs of injury to self, cuts, bruises, or sprains.
• Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts).
• Loss of contact with reality (seeing or hearing things that others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
• Stalking behaviors.
• Inappropriate communications (including threatening letters, e-mail messages, harassment).
• Overtly suicidal thoughts (including referring to suicide as a current option or in a written assignment).
• Threats to harm others.

• Allow the student to speak freely about their current situation.
  • Example: “I noticed you seemed upset in class today, and wanted to check in. You mentioned you’ve been having a hard time. How are you doing?”
• If the student is overwhelmed, consider suggesting that both you and the student take a few slow, deep breaths together.
• Talk to the student in private when both of you have time and are not rushed.
• Try to focus on an aspect of the problem that is manageable.
• Try to use specific, nonjudgmental terms that reflect your concern for the well being of the student.
  • Example: “I’m sorry to hear that, I want you to know that I am here for you and want to help you get support.”
• Avoid overpromising or general answers such as:
  • "Everything will be all right."
  • “I totally understand.”
  • “Try not to worry too much, it’s not that big of a deal.”
• Help the person recall constructive methods used in the past to cope; try to encourage the student toward agreeing to doing something constructive to better their current situation.
• Trust your insight and reactions.
• Let others know your concerns. Consult with a colleague, department head, Dean of Students Office professional, or a CAPS staff member.
• Do not swear secrecy or offer confidentiality to the person.
• Try to get a sense of the student’s current support system and remind them of those people.
  • Example: “Thank you for sharing this with me. These are really important things to talk about, and I’m wondering who comes to mind if there is anyone you have shared this with or would feel comfortable discussing this with as well?
• Encourage the student to consider utilizing further sources of support in their life (e.g., a friend, family member, or professional).
  • Example: “Thank you for sharing this with me. There are many resources available on campus. CAPS offers brief therapy and crisis services focused on student mental health and wellbeing. Here is their information.”
• Respect the student's value system, even if you don't agree.

For providing support to a student in severe distress:

• Remain calm and know whom to call for help, if necessary.
  • When a student expresses a direct threat to themselves or others, call the Department of Public Safety 734 763-1131.
  • For all other mental health consultations, please call CAPS and ask to speak to the Counselor on Duty.
• Calls can be made with the student in your presence or within sight, however, if needed you can look for someone to stay with the student while calls to the appropriate resources are made.
• Remember, ensuring other people's wellbeing is not your responsibility. You can only do as much as you can control, and these situations may feel very difficult.You need only to make the necessary call and request assistance.
• Find additional information on what to do in an urgent situation HERE.
• Your professional role impacts your interactions with students and your ability to address their concerns, whether you are a faculty member, lecturer, or GSI. Reflecting on your own experiences and how your background and multiple social identities affect interactions with students can be helpful. Acknowledge your role in student interactions and reflect on how it may impact your relationship with the student and your ability to help.

Faculty have an important role when it comes to supporting student mental health on campus. Faculty are often seen as mentors, allies, and guides through a student's academic career and beyond. For these reasons, it can be important for faculty to know UM campus resources and engage in our community of caring with regards to mental health.

CAPS Student Advisory Board created the following list of ways that faculty can support their mental health:

Students at the University of Michigan may experience a wide range of mental health issues during the course of their academic experience. As faculty members, teaching assistants, or staff members in academic departments, you may encounter students who need mental health support. Your role can be a positive and crucial one in identifying students who are in distress and assisting them to find the resources available to help.

Often, you as a staff or faculty person will be one of the first persons to find out that a student is having personal problems that are interfering with their academic success or daily lives. The student may come to you for academic advising, or visit during office hours, send you an email, etc. and in this process share personal concerns with you.

Our goal is to offer commons scenarios that frequently happen and to suggest ways to address these situations - by so doing, we are ultimately providing a web of support by helping students get the mental health support they need by taking advantage of the many resources at UM.

The University's commitment to diversity and inclusiveness extends to students who have mental health concerns. The University is committed to the academic success, personal development and general health of all students. Some students with mental health issues may request reasonable accommodations through the Services for Students with Disabilities Office. Compliance with these requests is required by federal law, state law and University Policy.