Red Folder

Indicators of Distress

Academic

• Repeated absences 
• Decline in quality of work or classroom performance
• Essays or creative work that indicate disturbing content including, extreme hopelessness, social isolation, rage or despair
• Classroom disruptions

Physical

• Marked changes in physical appearance including deterioration in grooming, hygiene or weight loss/gain, changes in typical clothing.
• Excessive fatigue, nodding off
• Intoxication, hung over, or smelling of alcohol
• Appearing sick or ill, repeated reports of headache or digestive problems

Personal/Interpersonal

• Tearfulness
• Expressions of hopelessness, worthlessness or shame
• Exaggerated personality traits (e.g., more withdrawn, animated, or irritated than usual)
• Direct comments about distress, family problems, or other difficulties
• Expressions of concern by other classmates or peers

Indicators of Risk

• Implied or direct threats of harm to self or others
• Self-injurious or destructive (out of control) behavior
• Written work that is dominated by themes of despair, hopelessness, suicide, violence, death, or aggression.

The 4R Model

Recognize

Key questions to guide your conversation

• Which areas of the student’s life are most impacted?
• Are the indicators of distress in multiple areas?
• What seems to be the biggest area of concern?

Role

Clear about personal boundaries and professional limitations; focus on behaviors and actions that can be of most use

• Attend/Connect/Listen to the student or your colleague
• Consult about the situation generate options for follow up
• Liaise with professional staff as needed

Respond

The content of what you say will vary depending on the situation. However, there are some general guidelines you can follow to frame your response.

Affirm and validate

• Reinforce help seeking behavior and requests for assistance.

Empathize

• Refrain from judgments about what “should” happen or what the student “should” do
• Recognize that students are often scared and intimidated to talk about their concerns
• Be willing to talk about the emotions that you’re hearing and observing 

Clarify

• To ensure accurate understanding
• To build on past successes as you assist in identifying next steps

Resources

• Clarify locations and hours prior to meeting with student if possible
• Does this warrant urgent consultation?

What to Do

A few tips when helping a student in distress

• If possible, gather information before you intervene. Knowing where to refer a depressed or anxious student ahead of time might save time and increase the student’s confidence in you.
• Ensure privacy when you talk and choose a time when you are not preoccupied or rushed. If you are concerned about your safety or about anyone’s behavior being misinterpreted, ask you supervisor or a trusted colleague to join you and explain why to the student.
• Be honest and direct; it’s often best to talk in very concrete terms about what’s happening.
• Communicate hope by reminding the student that there are always options, and things tend to look different with time.
• Respect the student’s value system and culture.
• Follow up in a reasonable length of time.
• Recognize that the student may not immediately welcome or act upon your interventions, but you may plant a seed that blossoms later and it is never wrong to communicate kindness and concern.
• Consult with other professionals about your concerns by contacting any of the offices listed.
• Create a CARE report so that student life professionals are aware of the situation and can intervene if needed.

Responding to Behaviors of Concern in the Classroom