University Crisis: Strategies For Student Success And Wellbeing

The COVID-19 pandemic has had a profound impact on the mental health of students, with many facing unprecedented challenges and social and emotional needs. As a result, teachers and university staff are increasingly finding themselves on the front lines of mental health support for students in crisis. While it is important to be realistic about the support one can provide, there are several strategies that can be employed to help students in crisis. This includes creating a trauma-sensitive space, utilizing campus resources, and being responsive rather than reactive. Additionally, it is crucial to identify warning signs, such as visible distress, anger, anxiety, and declining academic performance, and to prioritize the safety of both the student and others.

Recognise signs of distress: crying, anger, anxiety, declining performance, withdrawal, etc

Recognising the signs of distress in students is an important skill for university staff to have. It can be the first step in providing support and preventing a crisis from escalating. Signs of distress can be varied and depend on the individual, but some common indicators include:

Crying, anger, anxiety

These emotions can manifest in different ways. Crying may be visible, or a student might disclose feelings of sadness or grief. Anger can be displayed through verbal or physical aggression, such as screaming or punching. Anxiety can be generalised or specific to certain situations, like social anxiety or test anxiety. It can also present as panic reactions, restlessness, or an inability to concentrate or relax.

Declining performance

A sudden decline in the quality of work and grades is a key indicator that a student is struggling. This is especially true if it represents a change from their previous functioning. Repeated absences or tardiness, continuous classroom disruptions, and multiple requests for extensions can also be signs that a student is in distress.

Withdrawal

A student in distress may withdraw socially, losing interest in activities, classes, social life, or relationships that they previously enjoyed. They may also become increasingly dependent on staff, making excessive appointments or hanging around after class.

Other signs

Other signs of distress can include unusual or disproportionate emotional responses to events, delusions and paranoia, and verbal abuse. Students may also express feelings of persecution or mistrust of others. Physical complaints without a clear medical cause, such as headaches or stomach pains, can also be a sign that a student is struggling.

It is important to remember that each student is unique, and these signs may vary from person to person. Staff should also be aware of their limitations and seek help from professionals when needed.

Create a safe, welcoming space for students to express themselves

Creating a safe and welcoming space for students to express themselves is paramount to their success and well-being. Students who feel safe are more likely to express themselves, take risks, and receive feedback. Here are some ways to create such an environment:

Firstly, it is important to foster an environment where students feel comfortable and accepted. This can be achieved through activities that encourage students to get to know each other and the teacher. For instance, ice-breakers, answering questions, and open discussions can help students feel more connected and understood. Additionally, teachers can share their hobbies, interests, and personal experiences to build trust and show their human side, while maintaining healthy boundaries.

Secondly, creating a judgement-free zone is crucial. This can be done by diligently monitoring and addressing any instances of bullying, ensuring equal treatment, and respecting students' differences. Teachers should also be mindful of their tone of voice and demeanour, as these can significantly influence the classroom dynamic.

Thirdly, providing a calm and supportive space is essential. This involves offering a range of seating options, incorporating natural lighting, and using colours that promote a sense of calm, such as greens and blues. Teachers can also model calm behaviour through their tone, facial expressions, and posture, helping students feel more relaxed and regulated.

Lastly, it is important to be trauma-informed and aware of students' diverse backgrounds. While teachers are not expected to be therapists, understanding the impact of factors like racism, poverty, or community violence on students' lives can help create a more supportive environment. Additionally, teachers should be aware of crisis protocols and campus resources to support students effectively when needed.

By implementing these strategies, educators can create a safe and welcoming space that encourages self-expression and fosters students' emotional and academic growth.

Understand your limitations and ask for help from the relevant professionals

As a teacher, you are in an excellent position to recognise behavioural changes that indicate a student is in crisis. However, it's important to understand your limitations and seek help from the relevant professionals.

Firstly, it's crucial to be aware of the signs that a student may be in crisis. These can include visible distress, crying, irritability, anger, anxiety, personal loss or traumatic life events, declining academic performance, social withdrawal, and increased alcohol or drug use. In some cases, a student in crisis may display obvious actions such as punching or screaming. However, other mental health struggles can be hidden, including suicidal ideation, depression, and anxiety.

If you notice any of these signs, it's important to initiate a conversation with the student and express your interest and concern. Your personal style and beliefs will influence your willingness to assist students in distress, and some students may be more receptive to assistance than others. It's important to be realistic about what support you can provide.

When responding to a highly charged situation, it's crucial to remain calm and avoid making snap decisions. Instead, follow pre-established protocols and seek help from the relevant professionals. Most universities have a crisis response team and dedicated counselling services to support students in crisis. These professionals are trained in trauma-informed practices and can provide the necessary support and interventions.

Additionally, it's important to create a trauma-sensitive space within your classroom or office, where students can feel safe and supported. This can include incorporating calming colours, natural lighting, and a variety of seating options. Informally monitor and document the use of this space to inform any adjustments or upgrades.

Remember, your role is to provide a safe and supportive environment for your students. By understanding your limitations and seeking help from professionals, you can ensure that students in crisis receive the specialised support they need.

Avoid accusatory language or threats. Validate the student's feelings, not their behaviour

When handling a student in crisis, it is important to remember to validate their feelings without accusing or threatening them. This is because a student in crisis is already experiencing heightened emotions, and accusatory language or threats will only escalate the situation.

Psychologist John Gottman suggests using a "soft start-up" approach when addressing problems with students. This involves bringing up issues gently and without blame, as making a critical remark at the beginning will only cause the student to become defensive. Instead, use "I" statements to express your opinion or request, rather than "you" statements, which can make the student feel attacked. For example, you could say, "I've noticed you've seemed down recently. Is there anything you'd like to talk about?" This shows that you are interested in their feelings and are willing to help without sounding accusatory.

It is also important to separate the student's feelings from their behaviour. You can acknowledge their feelings and validate their emotions while still setting boundaries on their behaviour. For example, you could say, "I can tell you are really angry right now, and that is okay; you are showing me you are upset, and it's okay to feel that way, but it is not okay to throw a pencil at someone." By doing this, you are recognising their feelings without condoning any harmful actions they may have taken as a result.

Creating a safe and welcoming physical space for the student can also help to de-escalate the situation. This could be a separate, calming area away from the rest of the class, such as a "calming corner" or "Zen-den", with natural, dimmable lighting and comfortable seating. This type of environment can help the student feel more relaxed and open to communication.

Remember to manage your own response and be patient, as the student may not be receptive to your initial attempts to help. It is important to remain calm and non-confrontational, using your body language and tone of voice to convey a sense of support and concern.

Utilise campus resources: counselling services, helplines, and crisis response teams

Universities often have a range of resources available to support students in crisis. These resources can be instrumental in helping students manage and overcome their challenges.

Counselling Services

Many universities offer counselling services, which can provide students with access to licensed mental health professionals. These counsellors are trained to help students with a variety of issues, including anxiety, depression, stress, and other mental health concerns. Some universities may also have specialised counselling services, such as those focused on relationship and sexual violence prevention, or faith-based guidance and fellowship.

Helplines

In addition to in-person counselling, universities may also provide helplines that offer 24/7 support. These helplines can be a great source of assistance for students who may be more comfortable with anonymous phone or text-based conversations. Examples of such helplines include the National Suicide Prevention Lifeline, the Veterans Crisis Line, and The Trevor Project, which specifically supports LGBTQ youth.

Crisis Response Teams

Crisis response teams are another vital resource on university campuses. These teams are trained to respond to mental health emergencies and can include professionals from a range of disciplines, such as psychiatry and mental health counselling. They work to ensure the safety and well-being of students and can provide ongoing support and intervention services as needed.

By utilising these campus resources, students can find the support and guidance they need to navigate through challenging times. It is important for students to remember that they are not alone and that help is always available. University staff are committed to supporting the well-being of their student community and can provide valuable assistance through these various channels.

Frequently asked questions