Students in Crisis

ACADEMIC

• Declining quality of work, missing assignments, worsening test grades
• Written work content increasingly reflecting themes of hopelessness, anger, loneliness, discontentment, etc.
• Repeated due date extension requests or late work submissions
• Excessive absences
• Poor attentiveness in class
• Reports of newly developed difficulty(s) with motivation, concentration, memory or comprehension

EMOTIONAL

• Frequent or increasing tearfulness
• Visible decline in mood or affect
• Increased irritability, angry outbursts, frequent complaints
• Apparent panic episodes or debilitating anxiety (possibly evident as student repeatedly and abruptly leaves class and doesn’t return, or returns appearing distressed or exhausted); statements indicating student is feeling frequently overwhelmed and consumed with worrisome thoughts
• Sudden or extreme changes in mood, whether towards euphoria or despair
• Chronic excessive or irrational guilt
• A convincing sense of personal worthlessness

BEHAVIORAL

• Unusual/inappropriate response to events; strange, unusual or bizarre behavior; confusing speech
• Frequently reported illness with vague or inconsistent explanations/diagnoses
• Loss of connection with reality (grandiose, paranoid or odd delusions/hallucinations)
• Diminishing personal hygiene
• Numerous marks or cuts on the body, suggesting self-harm behavior
• Violence, stalking, harassment
• Reported or suspected substance abuse
• Sleep difficulty
• Social withdrawal, self-isolation

HELP REDUCE STUDENT STRESS

• Listen carefully as the student talks about their difficulties; offer non-confrontational support and sensitivity. Reflect/paraphrase back to the student what you understand them to be saying and feeling. Never minimize the student’s distress. Respect the student’s privacy without promising absolute confidentiality.
• Detail your expectations in your course syllabus, and vocally highlight key items in class. Keep the syllabus updated when changes are needed. When you inform students of due dates, assignment instructions, etc., minimize uncertainty by communicating frequently, clearly, with advance notice and in writing.
• As the semester proceeds, give students prompt and ongoing access to their assignment, quiz and exam grades using communications tools such as Moodle.
• Learn your students’ names. Get to know them as best you can before, during, after and outside of class sessions.
• Allow students to get to know you as a person. This, and getting to know them, will often enhance or improve their motivation and attentiveness in class.
• If willing, share with the student a few of the positive things you have found helpful when facing difficult times in your life.
• Encourage students to take advantage of the many support resources available on campus, such as the Academic Success Center, the Speer Writing Center, the Counseling Center, Health Services, Campus Ministries and student organizations. Students who are connected and have a strong sense of community are better equipped to cope in times of crisis.

HELPFUL CONVERSATION STARTERS

If you’re concerned about a student’s well-being, gently and compassionately comment on changes or behaviors you’ve observed. Offer assistance; you might say:

"Can you tell me what’s going on? Is there anything I can do to help you?"

 

"I recently noticed that (make reference here to the student’s statement or behavior). I’m concerned for you. Would you be willing to talk about this?"

 

"Have you considered reaching out to someone?"

Asking a student directly if they are considering ending their own life will not cause or encourage them to do so. Ask - if you think you have reason to be concerned about this risk.

4 QUESTIONS

1. “Have you been thinking about ending your life?”
2. If yes, “Have you been considering how you would do so?” If so, explore their access to the items required for this method (a weapon, meds/pills, knife or razorblade, etc.) and ask to take possession of or remove access to this item.
3. “Have you planned when you would end your life? You may want to ask if they’ve attempted suicide anytime recently, as this suggests increased risk.
4. “Are there relationships, goals, fears, hopes that have kept you from acting on these thoughts (reasons for living)? If so, talking about and reinforcing these may be helpful.

• If the student answers YES to question #1, report it -
  • during weekday office hours to the Student Development Office (ext. 4000, or 870-245-5220). They will contact one of our Counseling Staff and the student’s R.D. We will work to make contact with the student immediately.
  • after hours, immediately report this to the student’s R.D., call Campus Safety (ext. 4000, or 870-245-4000).
• If a student also answers YES to questions #2 or #3, immediately call Campus Safety at 870-245-4000, and do not leave them unattended.
• If a suicide attempt has just occurred, is in progress, or seems imminent, call 911 immediately.
• In every case, please also offer to them the National Suicide lifeline – Dial 988.