Students may experience stress across physical, mental and academic aspects of their
lives. As a faculty or staff member, the information below is meant to help you recognize
signs of students in distress, respond appropriately and refer students to resources
and services that will maintain a safe and healthy campus environment. Binghamton
University is Here to Help.
Recognize
Students may show signs of distress in a variety of ways, which may be indicative
of the level of distress they are feeling. See below for some example behaviors to
be on the lookout for.
-
Emergency
Students in high distress
Be on the lookout for clusters, frequency and severity of behaviors, not just isolated symptoms. Common indicators are listed, but students may present
with indicators not listed.
-
Safety risk
- Direct personal threats
- Verbal, written, or implied references to suicide, homicide, assault or self-injurious
behaviors
- Unprovoked anger, physical aggression or violence (e.g., shoving, grabbing, assaulting,
use of weapon)
- Stalking, harassing or threatening others
- Communicating threats/disturbing comments via email, correspondence, texting or phone
call
- Damaging property
-
Physical
- Strange or bizarre behavior indicating loss of contact with reality (e.g. panic attacks,
uncontrollable crying)
- Visibly intoxicated or under the influence of drugs to the point of classroom disruption
- Observable signs of serious injury (e.g., facial bruising or cuts)
-
Academic
- Classroom disruptions that threaten the safety of others
- Disturbing content in writing or presentations (e.g., references to suicide, homicide,
assault)
-
Urgent/Concerning
Students in moderate distress
Be on the lookout for clusters, frequency and severity of behaviors, not just isolated symptoms. Common indicators are listed, but students may present
with indicators not listed.
-
Physical
- Marked changes in physical appearance (e.g., poor grooming/hygiene or sudden weight
loss/gain)
- Appears tired, but is attending class and making attempts to focus
- Ongoing anxiety, submitting assignments late, stating concerns about assignments needing
to be perfect
- Unusual/disproportionate emotional response to events (e.g., excessive tearfulness,
panic reactions)
- Rapid speech or manic behavior
- Lethargic, low energy, low motivation
- Self-disclosure of personal distress (e.g., family problems, financial difficulties)
- Displays behaviors consistent with intoxication or smells of alcohol or marijuana
- Difficulty engaging in group activities with peers and classmates
- Concern by peers about the student
-
Academic
- Sudden and dramatic decline in quality of work and grades
- Frequently missed classes and assignments
- Multiple requests for extensions/special considerations (a change from prior functioning)
- Doesn’t respond to repeated requests for contact/meetings
- Easily or commonly distracted in class
- Grades are gradually lower than when the semester began and lower than other students,
but still passing the class
- Participation is lower than when the semester began
- Inconsistent attendance, late arrivals or leaving early
- Requests an extension for the first time
Respond
Each situation is unique. Use these important tips to determine the most appropriate
response for a distressed student.
- Safety first: If there is an imminent danger to the student, you or anyone else, you should not handle this on your own: dial
911 from a campus phone or 607-777-2222
from a cell phone
- Calmly get the information you need to help the student: full name, B-number, their
location and how to best reach them
- Submit a CARE Team referral
- Explain that you are a mandatory reporter. Example script:
- "If you disclose experiencing sexual violence, including sexual harassment, dating
and domestic violence, sexual assault and/or stalking, please keep in mind as your
instructor/staff member I am required to report that information to the Title IX Office
or the VARCC. Following my report to them, you will likely be contacted by email in
order to provide you with on- and off-campus resources and the option to speak with
someone about your rights and available options."
- To learn more about private and confidential resources on and off campus visit the
VARCC or Title IX websites.
- Take them seriously
- Actively listen
- Be direct; explain to them why you are concerned
- Offer a private, comfortable space
- Show compassion and empathy
- You don’t need to solve their problems
- You don’t need the right words, just talk to them
Refer
Is the student a danger to themselves/others or does the student need some other immediate assistance?
-
Yes
The student’s conduct is clearly dangerous or threatening, including self-harm or
harm to others.
- From a campus phone, dial 911; from a cell phone, dial 607-777-2222
- Submit a CARE Team referral
-
I'm not sure
The student is with me currently and shows signs of distress, but it’s not clear how
serious it is. I feel uneasy and/or really concerned about the student.
OR
The student is not with me currently, but I am concerned about what they said (in
an email/call) or what they did (acted bizarrely, were aggressive/disruptive) or how
they looked (unkept, unwashed or as if drugged/drunk)
- Refer student to the University Counseling Center
Phone: 607-777-2772 (after hours, dial ext. 2)
- Submit a CARE Team referral
-
No
I am not concerned for anyone’s immediate safety, but the student is having significant
academic and/or personal issues and could use some support.
OR
The student is with me currently and shows signs of distress, but it is not clear
how serious it is. I feel uneasy and/or really concerned about the student.
- Refer student to the University Counseling Center
Phone: 607-777-2772 (after hours, dial ext. 2)
- Submit a CARE Team referral
Resources
