Helping Students in Distress Toolkit

• Recognize that a change in behavior, academic progress, or communication style could indicate an underlying mental health concern.
  • If you are concerned, don’t wait for the student to come to you. Approach them.
• Talk with the student in a private setting (preferably in person)
• Try to remain calm. Consider taking a few deep breaths before beginning the conversation.
• Listen carefully when the student is speaking
• Paraphrase, summarize, or clarify what you are hearing the student say
  • This helps to ensure you have the correct information AND allows the student to feel heard and understood
• Explicitly and directly express your care and concern
• Focus only on relevant information and help guide the student back to the essential details
• Treat each student with sensitivity and respect
• Ask direct questions to help you determine how to support the student
  • When appropriate, directly ask the student if they are having thoughts of suicide. If they say yes, follow-up by asking if they intend to act on these thoughts.
• Help the student develop an action plan that addresses their situation
  • This plan may frequently include mental health services, such as an urgent visit or scheduled appointment with the Counseling Center.
    • Normalize help-seeking and inform the student that Counseling Center services are free and confidential.
• Consider offering reasonable accommodations (e.g., extension on a paper or exam), if appropriate, as a way to alleviate stress and instill hope.
• Remember that marginalized and underrepresented students are often more likely to be invalidated, discriminated against, or lack access to resources. Know the campus resources that address the needs of our marginalized and underrepresented students.
• Contact the Counseling Center’s Warmline consultation service if you need to seek guidance about a particular case.

• Downplaying or dismissing the student’s experience or situation
• Arguing with the student about their experience or beliefs
• Providing too much information for a student in distress to reasonably process at one time
• Becoming a surrogate therapist for the student.
• Expecting the student to no longer be upset after talking with you
• Assuming other people in the student’s life are aware of their situation
• Expecting that the problem will be addressed without additional intervention
• Assuming the student is familiar with campus resources that can help
• Judging students whose experience of distress looks different from what you are used to seeing
• Making it difficult for students with registered disabilities to access their accommodations

Review the Counseling Center’s Common Student Concerns webpages to learn more about a variety of concerns that students experience.

Immediate and decisive intervention is needed when student behavior poses a threat to self or others, including:

• Suicidal gestures, intentions, or attempts
• Other behavior posing a threat to the student (e.g., hallucinations, drug abuse)
• Aggressive behavior or threats of violence toward others
• Demonstrated inability to care for oneself

If the threat to self or others suggests an immediate danger, or if you do not feel safe with the student, call 911 or UMPD at (301) 405-3333. If there is not an immediate threat of danger, utilize urgent campus resources, including:

• Counseling Center: walk the student over or schedule an appointment at (301) 314-7651
• Health Center: walk the student over or schedule an appointment at (301) 314-8106
• Behavior Evaluation and Threat Assessment (BETA) Team: complete a report online or call the BETA Team line at (301) 314-2382

To determine if student is in immediate danger of harm to self or others, clearly and directly about their intention of engaging in suicidal or violent behavior. 

Approaching the Situation:

• Move to a private and secure location with the student. Alternatively, if you are concerned about your own safety, remain in an open area with visible means of escape.
• Listen attentively, and respond in a calm, direct, and respectful manner.
  • If the student is aggressive, explain that their behavior is inappropriate and set boundaries.
• Take the information you are receiving seriously. Do not argue with the student.
• Enlist the help of a co-worker so that the student isn't left alone and you aren't left alone with the student.
• Express care and concern for the student and assure them about your desire to help.
• Make arrangements for appropriate university intervention (see above)
  • When contacting a campus resource, have available as much information as possible, including your name; the student's name and location; a description of the circumstances and the type of assistance needed; the exact location of the student in the building; and an accurate description of the student.
• Help the student enlist additional supports in their life when appropriate

Depression is a common mental health problem that can range in severity and impact on functioning. Symptoms of depression may include: sadness, irritability, hopelessness, low self-worth, difficulty enjoying things, suicidal thoughts, and disruption to appetite, sleep, focus, and decision-making. Research shows that depression is very responsive to clinical treatment and behavioral changes. More severe or chronic depression usually warrants professional help.

Anxiety is a common mental health problem that can be generalized across a range of situations or may be situation-specific (e.g. test anxiety, public speaking, social anxiety). Anxiety can range in severity and impact on functioning. Symptoms of anxiety can include: panic, avoidance, excessive worry, nervousness, irrational thinking, self-doubt, negative self-talk, mind going blank, feeling tense, and irritability.

Impact on Academics:

Anxiety can interfere with academic progress, especially when the anxiety specifically involves an important part of the academic process (e.g. test anxiety, writing anxiety, math anxiety, fear of public speaking). Sometimes anxiety related to academics stems from a lack of preparedness, information, or skills, or even poor teaching. Some academic anxiety may even stem from cultural expectations or past negative experiences. Other times this anxiety may suggest a mental health concern. Regardless of why it occurs, the anxiety can be a real barrier to academic performance and should be addressed.

How You Can Help:

• Look for patterns and repetition of the problem behavior, paying attention to particular skill or content areas with which a student struggles more.
• Ask questions about and listen carefully to the student’s explanation of their specific problem (e.g. exams, studying, writing, math, reading comprehension, etc.)
• Avoid making broad assumptions about the student or the problem (i.e. that the student has an emotional disorder, a learning disability, is stupid, is not working hard, or is lazy).
• Be supportive of the student as they share about their anxiety.
• Do not assume the student’s report of anxiety is an excuse for poor performance or a way to obtain additional benefits.
• Avoid minimizing the anxiety or expecting the student’s performance to improve just from working harder or longer.
• Determine if the student has the proper background knowledge, skills, and information to be successful with regard to the area of concern.
• Help the student develop strategies for improvement related to study skills, time management, organization, content comprehension, problem-solving, and writing.
• Review exams, homeworks, papers, etc. with the student to help them understand their performance, the correct information, and how to improve
• Refer the student to the following campus academic resources
  • Guided Study Sessions
  • Tutoring
  • Writing Center
  • Academic Coaching
  • Math Success Program
  • Office of Multi-Ethnic Student Education (OMSE)
  • Accessibility and Disability Service (ADS)
• Encourage the student to schedule an appointment at the Counseling Center

Being undecided about a major or career is a normal developmental process. Many students change their major one or two times before settling on a career path. Self-exploration and gathering information about majors and careers are important steps in making a career decision. Self-doubt and anxiety can sometimes exacerbate career uncertainty or indecision, leading to issues beyond the typical developmental process.

Students should be encouraged to explore their interests through course selection, volunteer or paid work, and extracurricular activities. Counseling can also be a helpful part of the exploration process for students looking to learn more about themselves or struggling with indecision. The Counseling Center provides short-term career counseling for students. The Career Center is also a useful resource for learning about career options and preparing to have a career.

Students who experience interpersonal violence or abuse may experience an impact on their mental health and academic functioning. Unfortunately, the following types of interpersonal violence are not uncommon on college campuses:

• Sexual Assault (including unwanted sexual contact, threats, or coercion)
• Stalking or Harassment
• Abusive Relationships (manipulation, coercion, over-control, intimidation or threats, derisive language, gaslighting, physical assault)
• Hate/Bias Incidents
• Bullying
• Hazing (prohibited at University of Maryland)

To learn more about the impact of Interpersonal Violence or Abuse review the Sexual and Relationship Violence page.

How to approach the situation:

• Discuss the situation in private
• Consult Office of Civil Rights and Sexual Misconduct (OCRSM) policies regarding mandated reporting and gently explain to the student your obligations as a mandated reporter on campus.
• Acknowledge and accept that the student may feel afraid, angry, and/or ashamed.
• Remember that interpersonal violence, particularly in power-based or ongoing relationships, often involve complex dynamics that can make the student feel afraid to report, responsible for the violence, and/or ambivalent about seeking change.
• Avoid judging or criticizing the student or dismissing the situation. Remind the student that the violence they are encountering is not their fault.
• Share confidential campus resources, including the Counseling Center, Health Center, and CARE to Stop Violence office.
• Encourage the student to enlist support from trusted family and friends
• Provide information to the student about on-and-off campus resources available for reporting violent or criminal behavior (e.g. University of Maryland Police Department (UMPD), OCRSM, Office of Student Conduct, Bias Incident Support Services (BISS)) but avoid pressuring the student to make a report.
• When appropriate, encourage the student to document behaviors or contact from alleged perpetrators.
• Follow appropriate campus reporting procedures for your role and help the student access safety.

Students who experience academic difficulties, such as poor performance, failures, academic probation, academic dismissal, or conduct violations may experience significant distress about these difficulties.

How to Help:

• Do not wait to connect with a student who you notice is experiencing academic difficulties
• Ask questions about and listen carefully to the student’s explanation of the issue and why it occurred
• Consider the possibility that a learning issue, a disability, or a mental health issue may be impacting academic performance
  • When appropriate, refer the student to the Counseling Center and/or Accessibility and Disability Service (ADS) to address underlying concerns
• The Counseling Center can also be helpful as a resource to help the student manage any disappointment or frustration related to academic difficulties
• Express care and support for students who are upset about their academic difficulties. Avoid being critical or shaming, as this is not likely to be motivating.
• Avoid judging the student’s poor performance or making assumptions about them (their intelligence, efforts, and behaviors) because of their performance
• Be realistic with students about their trajectory and goals. Do not be inaccurately optimistic or, alternatively, discourage students from trying to succeed.
• Help the student develop strategies for improvement related to study skills, time management, organization, content comprehension, problem-solving, and writing.
• Review exams, homeworks, papers, etc. with the student to help them understand their performance, the correct information, and how to improve
• Remind the student about where to find information about academic requirements and policies
• If difficulties extend beyond a particular course, encourage the student to work with an academic advisor to create a plan for improvement
• Review the University Registrar’s official policies regarding academic probation and dismissal. Share about options for appealing the decision with the Faculty Petition Board or applying for reinstatement.
• Avoid making assumptions about the student’s ability to succeed academically based on their situation
• Encourage use of campus resources, such as:
  • Guided Study Sessions
  • Tutoring
  • Writing Center
  • Academic Coaching
  • Dean of Students Office
  • Office of Multi-Ethnic Student Education (OMSE)
  • Accessibility and Disability Service (ADS)
  • University Registrar’s Office

Additional strategies for managing students who display disruptive, intrusive, or inappropriate behavior:

• Set clear expectations and boundaries with the student and continue to maintain established boundaries. 
• Clearly describe the behaviors that are unacceptable and what behaviors you would like to see from the student.
• Do not ignore inappropriate behavior that impacts you or other members of the campus.
• Be clear, direct, respectful, and kind while setting limits and clarifying expectations.
• Do your best to stay calm and goal-directed during the conversation.
• Allow the student to express displeasure and emotions. Validate their feelings rather than arguing with them about their experience.
• Do not give into inappropriate requests or change your policies to mitigate student reactions–instead, reflect ahead of the conversation on your expectations for reasonable behavior and follow through with this even if the student does not like it.
• Think outside the box to consider alternative ways to accommodate the student that do not compromise your academic policies or interpersonal boundaries.
• Avoid getting into a power struggle with the student by over-explaining or negotiating.
• Remember your own boundaries and avoid taking more responsibility for the student or their situation than is appropriate.
• Unless you are concerned for your safety, do not avoid the student.
• Pause or reschedule the conversation if the conflict or inappropriate behavior is escalating
• Call the Counseling Center Warmline to consult about the best course of action for managing the specific situation
• Report concerning inappropriate or disruptive behavior to the BETA Team