Responding to a Student in Distress

St. Cloud State University

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Finding the Right Approach to a Student in Distress

There is no one right way to respond to a student in distress because everyone has a different approach, style, and level of experience or comfort. You will be most helpful to a student in distress by remaining genuine and authentic in your interactions and remembering your own limits and abilities to help. When responding to a student in distress you can guide the conversation through the following steps:

Responding to a Student in Distress

Approach

If safe, meet one on one with the student to share your concerns. Remain calm and know who to call for help if needed. Be specific and direct about the behavior that concerns you.

Sample Response Statement: "I have noticed you have missed several assignment deadlines and are often late to class. I am concerned about you."

Listen

Listen to understand and avoid judgment. Repeat the student’s statements to clarify and build rapport. Remain calm and respond with empathy. Do not engage in an argument with the student by challenging them.

Sample Response Statement: "That is a lot of responsibility to manage, and it would be natural to feel overwhelmed. How long have you been feeling this way? Have you spoken to anyone else about this?"

Support

Acknowledge the student’s thoughts and feelings in a compassionate way by instilling hope and providing information. Do not attempt to minimize the student’s distress. Reassure the student you care and want to support them, but be realistic about your limits.

Sample Response Statement: "I recognize how hard this is for you. You are not alone, and we have resources on campus that can help."

Refer

Provide the student with information on relevant campus resources. Acknowledge that seeking and accepting help is a sign of strength and courage. Some students may be reluctant to seek out help due to stigma. You can help by assuring them that many students utilize campus resources to support their success and well-being. You can call the resource with the student to schedule an appointment or walk with them to the resource or appointment as you are comfortable.

Sample Response Statement: "If you would like, I can walk down with you, or we can call together now to schedule an appointment."

Guidance vs. Advice

When supporting a student, it is important that we provide guidance rather than advice. Providing a student with guidance outlines what they could do rather than telling them what they should do. You can use the phrase, “For some, for others, for you” to help provide a student with guidance on options.

Sample Response Statement: "For some students who experience stress and anxiety, they practice mindfulness. For others, they consider speaking with a counselor. For you, it is important to find what will work best and I am here to support you."

Campus Resources

Community Resources

What if the student does not want help?

There are many reasons why a student may not want help including stigma, logistics, or cost. A student may also downplay the significance of what they are experiencing to avoid upsetting or disappointing you. They may not want to burden you with the challenges they are currently facing. If a student says "no" to a referral it is important to respect the student’s decision. The student must be the one to either choose to accept or refuse help, except in emergency situations where there is a legitimate concern for the safety of the student or others.

Do not pressure or force the student into seeking help. Provide reassurance that you are there for them whenever they might be ready and keep the door open for the student to consider using the resource in the future. You are not responsible for solving the student’s issue or concern but can continue to empower the student to seek the resources to address their problems.

Sample Response Statement: "I respect your decision and hope you will keep these options in mind in the future. I am here for you if you ever want to talk about this again."

Additional Tips

Be proactive and connect with students early on to help prevent signs and symptoms from escalating into a crisis.
Use "I" statements and be direct about your observations and concerns. "I am worried", "I have noticed", etc.
Although you have noticed indicators of distress, the student may not recognize that there is a challenge developing. Remain patient and provide reassurance that you will be available to speak with them when they are ready.
Your safety and the safety of the campus community is the top priority. Do not hesitate to ask for help or consult with CAPS or the Dean of Students Office.
Document all incidents and steps taken to support the students and resolve the incident. Make sure the language used is factual and objective.
Do not offer confidentiality since you may need to share the information with others. You can commit to treating what they say with consideration and that you will only share with others on campus who can help support them.
Boundaries are also an important part of demonstrating care. You should feel empowered to set reasonable expectations for how and when you respond to a student and when or where meetings happen.

Confidentiality and Student Privacy

The Family Educational Rights and Privacy Act of 1974 (FERPA) does not prohibit the disclosure of observations and knowledge about a student amongst University officials when there is a legitimate safety concern. You can consult with the appropriate campus resource (Husky ACT, CAPS, Dean of Students, Public Safety, etc.) for more support, suggestions, resources, and assistance.

If you make a Husky ACT Referral you will receive confirmation of its submission. Additional follow-up information will be shared as necessary to protect the health, safety, and privacy of the student and in accordance with FERPA, HIPAA (as applicable), and within established University guidelines and legal professional standards of confidentiality.

Referral Form for Student Support

HUSKY ACT REFERRAL