Supporting Students in Distress

Academic

• Sudden decline in academic performance
• Repeated requests for extensions
• Unusual or disturbing content in writing submissions
• Disruptive in the classroom

Physical

• Dramatic change in energy level
• Concerning changes in hygiene or appearance
• Suspected alcohol or substance abuse
• New or worsening physical illnesses or challenges

Personal/Psychological

• Extreme emotions
• Excessive crying or tearfulness
• Extreme irritability
• Relationship changes (break up, loss of friend, cut off from family, etc.)
• Reports of running out of needed prescription medications

Safety Risks

• Unusual or threatening behavior
• Physical violence toward others
• Talk of suicide or self-harm
• Talk of harming others, or extreme comments about others
• Talk of hopelessness, despair, feeling their life cannot improve, etc.
• Harassing behavior toward others

• Talk with the student when both of you have the time and are not rushed or preoccupied. Privacy will help minimize embarrassment and defensiveness. Express your concern in behavioral, nonjudgmental terms. For example, “I’ve noticed you’ve been absent from class lately and I’m concerned.”
• Listen to the student in a sensitive, understanding way.
• Communicate understanding by repeating back key points the student shared. Try to include both content and feelings. For example, “It sounds like you’re not accustomed to such a big campus and you’re feeling left out.”
• Assure the student that help is available and that connecting with campus student support is a positive and appropriate step. Help the student identify options for action and explore the possible consequences.
• Be clear with the student about the limits on your ability to help them. Be straightforward about boundaries and expectations. Do not promise confidentiality.
• Consult resources such as academic advisors, department heads, college academic deans and the Student Support & Accountability to develop strategies to help the student if you're unsure.
• Refer if the problem is more serious than you feel comfortable handling or you have helped as much as you can.
  • Familiarize yourself with campus and community resources and explain to the student how the resources you are discussing might actively help them.
  • Offer to walk them to the location of a resources or call over ahead of time.
  • Follow up with the student again to see if they followed through with the referral.
  • Consider submitting a Student of Concern referral and let the student know to anticipate hearing from Student Support & Accountability.

If a student is not responsive to discussions you have regarding concerns and becomes disruptive, or for serious or chronic classroom issues, utilize the following options:

Office of the Provost

The Office of the Provost provides guidelines for classroom management of disruptive students. Following these suggestions with assistance from the college dean’s office or Student Support & Accountability can provide support to faculty and appropriate response to student issues.

Student Governing Association: Code of Conduct

Student Support & Accountability is available for consultation about appropriate classroom behavior or consideration for violation of the K-State Student Code of Conduct, which includes “disruption of the academic environment.” The Student Code of Conduct is an avenue for addressing on-campus violations of expected student behavior.

For more information on conduct-related processes, please visit our Conduct page.

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