SIGNS TO LOOK FOR
A student comes to class but seems tired, stressed, or asks for extensions. This level of concern is called…?
What is stress?
BREAKING THE ICE
A simple, low-pressure way to start a conversation.
What is “How are you doing?”
Checking in
Asking an open-ended question
Starting with care
If a student’s distress is beyond what you can handle, you can suggest they talk to one of these campus or emergency resources.
What is Directing the student to appropriate support such as CARE, UCC, or DPS?
Taking breaks, exercising, and reflecting are examples of this type of practice.
What is Self-Care?
You notice sudden changes in behavior, mood, or sleep. Coping is slipping. This is the student showing…
What is distress?
BREAKING THE ICE
A statement that shows concern without assumptions.
What is “I’ve noticed…”?
Observational statements
Naming a concern
Sharing what you’re seeing
Guiding a student through a referral ensures they get support safely. Which actions could you take?”
Help fill out a CARE referral, walk them to UCC, schedule an appointment with them, or check in with them (or CARE) after referral.
Being aware of your own limits and saying ‘no’ when necessary shows this skill.
What is Healthy Boundaries?
Missing class, withdrawal, emotional overwhelm, or disengagement may indicate this.
What is distress?
SETTING BOUNDARIES (WHEN NEEDED)
Asking a student to raise their hand is an example of this.
What is setting clear expectations?
Setting boundaries
Creating structure
Classroom management
Following up after a referral helps ensure the student has successfully done what?
Accessed counseling or support, met with CARE staff, contacted UCC, or received emergency support if needed.
Having supportive structures and mindful awareness protects staff from this over time.
What is Secondary Trauma?
A student talks about wanting to harm themselves or others. This urgent level is called…?
What is crisis?
SETTING BOUNDARIES (WHEN NEEDED)
Stepping in to pause or redirect behavior helps do this.
What is interrupting and redirecting?
De-escalating
Redirecting behavior
Maintaining safety
If a student seems unsure about seeking help, what are some ways you could encourage them to get support?
Normalize help-seeking (“It’s okay to ask for support”), offer to walk them to CARE or UCC, suggest they fill out a referral together, provide reassurance that resources are confidential and safe.
Taking time to acknowledge progress, no matter how small, can help staff maintain this while managing multiple student concerns.
Focus, energy, resilience, or overall well-being
Faculty, staff, and peers can notice different signs. Name one key difference between stress, distress, and crisis.
What is that stress shows mild symptoms but functioning continues, distress shows coping is impaired, and crisis requires immediate intervention?
SETTING BOUNDARIES (WHEN NEEDED)
If behavior continues after redirection, staff may need to take this step.
What is asking the student to leave the space?
Removing the student from the situation
Ending the interaction
Getting additional support (CARE, DPS, etc)
When multiple supports might help a student, what steps can staff take to make sure the student gets the help they need?
Talk with CARE, coordinate with UCC, communicate with faculty or advisors, follow up to ensure the student connected with resources, clarify next steps for the student.
When you feel overwhelmed or aren’t sure who to refer a student to, the best next step is to do this.
Reach out to CARE, consult a supervisor, contact UCC, or check emergency procedures if safety is a concern