Savanna Hoffman
The number of students experiencing mental health crises is rising, and university staff are increasingly being called upon to take on duties beyond their usual responsibilities. While staff are not expected to become counselors, they can play an invaluable role in identifying students who are struggling and helping them obtain the assistance they need. This involves understanding when and how to intervene, and when to refer students to other services. It is important to listen, be empathetic, and show concern, while also knowing your limitations and asking for help when needed.
| Characteristics | Values |
|---|---|
| Role of higher education professionals | To listen, be empathetic, show concern, and connect students with the right professionals |
| Instructor's role | To be caring and sensitive adults who are tuned in and responsive |
| Instructor's choice of words | Important to avoid unintentionally trivializing or diminishing a student's emotions |
| Instructor's classroom | Can become a trauma-sensitive space for students |
| Instructor's preparation | Should familiarize themselves with available services for students on campus |
| Student's response | Every student presents differently when triggered |
| Instructor's response | Should be responsive, not reactive |
| Instructor's priority | To keep the student in need, other students, and themselves safe |
| Instructor's limitations | Should recognize their limitations and ask for help when needed |
| Student's immediate danger | Contact Campus Safety |
| Student's mental health crisis | Contact Counseling Services |
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What You'll Learn
- Recognise the signs of a student in crisis, such as abrupt changes in personal hygiene, sleep habits, weight, school performance, mood, and/or participation in activities
- Make your classroom a trauma-sensitive space, with calming colours, natural lighting, and different types of seating
- Be approachable and empathetic, and let students know you are there to keep them safe
- Know when to refer students to counselling services and how to contact them
- Foster community and be aware of current affairs to provide context for students' distress
Recognise the signs of a student in crisis, such as abrupt changes in personal hygiene, sleep habits, weight, school performance, mood, and/or participation in activities
Recognising the signs of a student in crisis is a crucial first step in providing support and preventing further escalation. Abrupt changes in personal hygiene, sleep habits, weight, school performance, mood, and participation in activities can all be indicators that a student is struggling and may be experiencing a crisis.
Changes in Personal Hygiene
Notice if the student's personal hygiene habits change noticeably. For example, they may suddenly appear unkempt, with disheveled hair, untidy clothes, or body odour. This can be a sign that they are struggling to maintain their regular self-care routines.
Sleep Habits and Energy Levels
Keep an eye out for changes in their sleep patterns. A student in crisis may exhibit signs of fatigue and sleepiness during class, yawning excessively, or even falling asleep at their desk. Alternatively, they may show signs of insomnia, appearing tired but unable to sleep, or displaying dark circles under their eyes.
Weight and Appetite Changes
Significant weight loss or gain over a short period can be a red flag. This may be accompanied by changes in their eating habits, such as skipping meals, binge eating, or displaying a lack of interest in food.
School Performance and Participation
A sudden decline in academic performance or a drop in attendance can be indicative of a student in crisis. They may start missing classes or submitting assignments late. Their level of participation may also change, either becoming more withdrawn and disengaged or acting out disruptively.
Mood and Emotional Regulation
Mood swings, irritability, and aggressive or quiet behaviour can all be signs of a student struggling with a crisis. They may seem more anxious, tearful, or display persistent feelings of sadness and hopelessness. Look out for signs of emotional dysregulation, such as crying spells, anger outbursts, or an inability to cope with their emotions.
It is important to remember that not all students will exhibit these signs in the same way. The impact of a crisis can vary greatly depending on the individual. As an educator, it is essential to trust your instincts and seek appropriate support for the student if you have any concerns. This may involve referring them to counselling services, student support services, or mental health professionals, depending on the severity and nature of the crisis.
Additionally, creating a trauma-sensitive and emotionally supportive classroom environment can help students feel safe and supported. This may include designated calming areas, messaging around behavioural expectations and emotional regulation, and providing social and emotional coping tools.
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Make your classroom a trauma-sensitive space, with calming colours, natural lighting, and different types of seating
Making a classroom a trauma-sensitive space involves creating an organised, welcoming, and physically separate space from the rest of the environment. Calming colours, natural lighting, and different types of seating can all contribute to creating a safe and comfortable environment for students.
Firstly, when it comes to colours, it is important to avoid overstimulating learners with large amounts of bright colours, especially reds and oranges. Instead, opt for calming and neutral colours like green and blue on the walls, as these colours elicit feelings of calmness, relaxation, and comfort. Furniture can add a splash of colour to the room, and yellow furniture, in particular, can evoke feelings of liveliness, energy, happiness, and excitement.
Natural lighting, or "daylighting", is another important aspect of creating a trauma-sensitive space. Daylighting involves using minimal artificial light and maximising natural light to illuminate the learning space. This not only helps students with sensory sensitivities but has also been shown to improve work habits, reduce sick days, lower fatigue, and enhance assessment performance. On days when natural light is limited, lamps, Christmas lights, and battery-powered LED table-top lights can be used to mimic a naturally lit space.
In addition to calming colours and natural lighting, providing a variety of seating options allows students to find what works best for them. Beanbag chairs, rocker chairs, wobble stools, and soft carpet squares are all examples of alternative seating that can make a space more comfortable and inviting.
Furthermore, the physical arrangement of seating in the classroom can impact student engagement, motivation, participation, and relationships. Traditional lecture setups with rows of fixed seating can minimise student-to-student communication. In contrast, roundtable seating arrangements or horseshoe/semi-circle setups encourage more active learning, improve student engagement, and facilitate dialogue between the instructor and students as well as among students themselves.
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Be approachable and empathetic, and let students know you are there to keep them safe
It is important to recognise that students may respond to crises by showing abrupt changes in personal hygiene, sleep habits, weight, school performance, mood, and/or participation in activities. They may also appear sleepy, withdraw from friends and routines, or display a reluctance to attend school or participate in activities.
As a higher education professional, you are in a position to develop relationships with students who trust you with their personal problems, ranging from the small to the traumatic. You are not expected to take on a counselling role, but you can be a caring and sensitive adult who is approachable and empathetic.
- Get to know your students beyond the surface. Ask them who they are beyond what you see at first glance. Find a way to make a connection.
- Be approachable by letting students know you are there to keep them safe.
- Listen more than you talk. Provide opportunities for students to express their feelings other than through talking, such as writing or drawing.
- Lend an ear and give casual invitations, like "Let's talk".
- Don't ignore concerns or minimise what has happened.
- Be aware of your limitations and ask for help when needed.
Remember that your role as an instructor is important in the larger system of student support. Students will look to you for empathy, reassurance, and flexibility as they navigate their academic responsibilities while experiencing distress.
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Know when to refer students to counselling services and how to contact them
Knowing when to refer a student to counselling services can be difficult. It largely depends on your relationship with the student, your knowledge of their difficulties, and your confidence in helping them.
Students may experience a range of social, personal, or work-related difficulties. While most students can resolve these issues quickly, some may suffer more prolonged distress and find certain situations hard to handle. If a student is facing severe problems with their work, you may consider referring them to counselling services.
Other signs that a student may need counselling include crying, loss of appetite or weight, sudden changes in academic performance, aggressive or disruptive behaviour, or signs of drug or alcohol abuse. If a student discloses personal or psychological issues that interfere with their academic performance or progress, this is a clear indication that they need counselling services.
If you are a tutor or staff member and are uncertain about whether a referral is necessary, you can contact the counselling service for assistance. They will provide consultation and determine if a referral is beneficial.
To refer a student to counselling, first discuss this option with them. Be open about why you think this is a reasonable step and explain what support you are still prepared to offer. Provide information about how to access the service, as some students may be reluctant to seek help due to anxiety or preconceived ideas about counselling. You can offer to accompany the student to their appointment, but avoid forcing them to go.
University counselling services can usually be found on the institution's website, which will detail how to make an appointment. For example, the University of Cambridge offers free individual counselling all year round, with students needing to complete a student support request form. The University of Iowa also provides a phone number and online scheduling for students to make appointments.
In addition to university counselling, students can refer themselves to NHS counselling or seek support from charities and support groups.
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Foster community and be aware of current affairs to provide context for students' distress
Creating a positive school context and community is essential for students' learning and development. It helps to buffer students from stress and adversity, providing safety and consistency. This allows students to take risks, explore new experiences, and develop their identities.
To foster a sense of community, schools can implement regular advisory classes, town hall meetings, and other activities that bring students and staff together. This helps students feel a sense of belonging, ownership, and agency in the school. Additionally, creating a safe and caring learning community with consistent routines ensures that students feel well-known and supported.
Trauma-informed and healing-oriented restorative practices are also important. This involves recognizing triggers and being aware of signs and symptoms of distress. It is crucial for staff to be able to identify students who are struggling and help them obtain assistance. This can be done by listening empathically, facilitating open discussions, validating concerns, and offering reassurance.
In some cases, students may need professional help. Staff should know when to refer students to counselling services or other campus resources. By fostering a supportive community and staying aware of current affairs and their potential impact on students, staff can better understand the context for students' distress and provide appropriate support.
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Frequently asked questions
Students in crisis may show abrupt changes in personal hygiene, sleep habits, weight, school performance, mood, and/or participation in activities. They may also appear sleepy, withdraw from friends and routines, or display a reluctance to attend school or participate in activities. In addition, a teacher may observe a regression in a student’s behaviour, such as thumb-sucking, incontinence, or separation anxiety.
If the student is in immediate danger, contact Campus Safety or the UCA Police Department. If the student is experiencing a mental health crisis and is not in immediate danger, contact a counsellor or walk them over to the Counseling Centre. You can also suggest that they call a helpline or crisis hotline.
Create a trauma-sensitive space that is separate from the rest of the environment, such as a calming corner or Zen-den. Incorporate natural, dimmable lighting that reinforces mindful breathing and a sense of calm, as well as different types of seating. Informally monitor and document the use of this space to inform adjustments.
Listen more than you talk and provide opportunities for students to express their feelings other than through talking, such as writing or drawing. Do not push for information or ask pointed questions. Be empathetic and show concern, but do not attempt to rationalise their feelings or leverage your role. Stay calm and speak to the student in a clear, straightforward manner.
