As an administrator, faculty or staff member interacting with students, you play an invaluable role in being able to identify students who are struggling and in helping students obtain the assistance they need. You are in an excellent position to recognize behavioral changes that characterize the emotionally troubled student.

The resources below will help you distinguish between a student in crisis and a student experiencing distress.

A student in crisis:

If a student is in a mental health crisis, you might see or hear the following:

• Statements about suicide or death, or attempts at suicide or self-harm

• Written or verbal threats, or attempted assault or homicide

• Destruction of property or other criminal acts

• Extreme anxiety, panic, or uncontrollable crying

• Inability to communicate (e.g., jumbled, pressured or slurred speech; disjointed thoughts)

• Loss of contract with reality (e.g., seeing or hearing things that aren’t there, expressing beliefs or behaving in a way that is at odds with reality)

• Highly disruptive behavior (e.g., hostility, aggression, violence)

How to help when a student is in crisis:

If the student  or others may be in immediate danger, immediately contact the SRO and an administrator.

If the student is experiencing a mental health crisis and is not in immediate danger, contact the school counselor.

School counselors and the school social worker provide crisis intervention for students who are experiencing a mental health crisis. During normal school hours, teachers must speak directly with either the school counselor or social worker in regards to urgent situations. Please do not send an email. You may also consider walking with the student to the office.

A student in distress:

Stress is a part of every student’s life. However, there are some indicators that, when present over time, suggest that a student’s stress level may be a cause for concern. In these circumstances, you might see or hear the following:

• Uncharacteristic changes in academic performance

• Uncharacteristic changes in attendance at class or meetings

• Depressed mood

• Hyperactivity and/or rapid speech

• Social withdrawal

• Increased alcohol or drug use

• Marked change in dress, hygiene, or weight

• Repeatedly falling asleep in class

• Requests for extensions or special considerations or accommodations

• New or recurrent behavior that interferes with the effective management of your class, work team, etc.

• Unusual or exaggerated emotional response to events

How to help a student experiencing psychological distress:

When you have determined that a student may be struggling due to psychological distress, we suggest the following guidelines for making a referral:

• Talk to the student privately and express your concerns directly. This may help minimize embarrassment and defensiveness.

• Be honest and specific about your concerns. Explain why you want to talk. Example: “I am really worried about how you are doing. I want to try to understand what is going on for you.”

• Describe your observations in a non-judgmental way. Example: “For the past two weeks, I’ve noticed that you seem sleepy in class, participate less than you used to, and have missed classes.”

• Express your feelings. Example: “I’m concerned about you.”

• Listen to what the student tells you.

• Offer your recommendations. If you have determined that a student might benefit from professional counseling, we suggest the following guidelines:

• Anticipate student’s concerns and fears about seeking counseling. Be prepared to discuss them.

• Tell the student how to contact the school counselor.