Students in Distress

The university experience looks and feels different for many students who embark on this journey. Supporting students is the responsibility of the university community. It is likely that faculty, staff, or other students will be in the best position to recognize the distress of a student. Faculty, staff and students can act as a bridge between a student in need of support and the resources that may assist the student.

This guide informs faculty, staff and students how to recognize signs of distress, provides tips on how to respond to distressed students’ observations and their concerns, and provides references which enable faculty, staff and students to determine who to contact. The type and amount of distress the student is experiencing will require different actions and resources.

�� Safety First: If the student’s conduct is clearly dangerous or threatening,including self-harm or harm to others,
call �鶹��Ʒ��ƵPD at 561-297-3500 (non-emergency) or call 911 (emergency).

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RECOGNIZE

Be aware of changes in students’ typical behavior. Distress may be displayed as an isolated change in behavior, or as a pattern. It may also appear as thoughts or behaviors that could impact the student’s health, safety or welfare. Common indicators of distress are listed below, but students may present with indicators not listed.

Safety Risk

Verbal, written or implied references of a threat to self or others
- Suicide
- Self-injurious behaviors
- Homicide
- Assault
- Bullying
- Behavior that threatens the well-being of self or others
Physical violence
Writing or communication dominated by themes of self-injury, extreme hopelessness, helplessness, isolation, rage, despair, violence or unresolved grievance(s)
Stalking or harassing

Academic

Decrease in academic performance
A consistent pattern of being late or missing class
Recurrent requests extension(s) on work
Strong emotional reaction to mistakes
Appears or reports anxious / on edge
Change in physical appearance (e.g., dress, hygiene, significant weight change)
Poor sleep or no perceived need for sleep)
Appears intoxicated
Observable signs of injury
Frequent illness
Reported headaches or muscle tension

Physical

Change in appearance
Appears tired or has disturbances in sleep
Intoxication
Signs of injury
Frequent illness
Headaches or muscle tension

Behavioral

Disclosure of distress
Uncontrolled crying, worry, or panic
Angry, irritable, aggressive
Reports of addiction or poor coping skills (e.g., eating disorder, substance misuse, gambling, gaming)
Easily distracted or scattered
who or where they are to disoriented
Hearing, seeing or responding to things others don’t observe

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RESPOND

As you respond to a student, your goal is to always keep your personal safety in the forefront of any interactions, to communicate in a way that helps the student feel heard, cared for, and supported, while also gathering information to get them connected to the best referral options. See yourself as a bridge between the student and the support they need. Whenever possible, seek out a safe and private place to have difficult conversations. Be thoughtful about respecting the student’s personal space.

Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.

Safety First: If the student’s conduct is clearly dangerous or threatening, including self-harm or harm to others, call �鶹��Ʒ��ƵPD at 561-297-3500 (non-emergency) or call 911 (emergency).

Be Steady

Remember you have experts on campus who can help and your job is to get the student to those experts
Be aware of your own reactions
Take a breath if you start to feel overwhelmed or anxious
Seek support and consultation during or after, if needed

Check in, Listen and Validate

Give your full attention
Be specific and detailed about the things that you have noticed
Communicate that you hear their experiences, thoughts and feelings.
Listen and reflect what you heard, using their words, as appropriate
Consider Saying (if relevant):
- “You missed our last couple of meetings. How have you been?”
- “I heard you say _______. Is that accurate?”
- “It sounds like things are pretty tough right now.”
Things to avoid:
- Downplaying or ignoring thoughts or feelings
- Asking leading questions that encourage or guide a response towards a desired answer

Gather Information

Ask the student what they need or are hopeful for
Ask for clarification if you do not understand
Ask about the current resources they are using or planning to use
Ask what steps they have taken to manage their stress
Self-harm (e.g., cutting, burning of self) behaviors can be a sign of distress or a risk for suicide. If a student is disclosing self-harm behaviors, you should directly ask about suicidal thoughts.
If you have any concern about the student’s safety, directly ask the student about thoughts of suicide
Consider Saying (if relevant):
- “With all you mentioned about ___, have thoughts about hurting yourself or ending your life?”
- “It sounds like you have a lot going on. Could you use some additional support from campus resources?”

Discuss Referrals and Next Steps

If immediate action is not necessary, use the Refer section to determine how quickly to respond to the concern, to recommended referrals, and campus for resources.
Collaboratively brainstorm options with the student for taking the next best steps
Help the student make a first step, if needed. For example, call or walk the student to a resource office together so they can get connected to help or provide them with contact information.
If they are hesitant about getting help, restate your concern, provide the student with resources, and encourage follow through when they are ready.
If you are unsure of the level of urgency or next steps, you can contact CAPS 24 hours a day (561-297-2277) for support and problem solving.
Consider Saying (if relevant):

“You don’t have to do this alone. The university has many resources available that may support you and I can help you get connected to them.”
“What do you think about calling (resource) right now to make an appointment?”
“I am concerned about your safety and want to get you connected to a mental health professional quickly. Would you be willing to walk over to CAPS with me so you can speak with someone?”

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REFER

Serve as a bridge to the resources they need, based on the situation.

�� Does the student need immediate assistance, or do they pose an immediate threat to themselves or others?

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YES

This is an EMERGENCY. The student’s behavior or the environment is clearly dangerous or threatening, or suggestive of immediate harm to self or others in the community.

Examples may include:

sharing intention to end their own life
a suicide attempt has been made
the student plans to attempt suicide in the immediate future
threats directed toward another individual or the community
they are disoriented, unconscious or unresponsive
behavior is dangerous, uncontrollable, abusive or threatening

ACTION STEPS

Immediately call 911
Submit a report via the university’s online report page as soon as the situation has been managed, the environment is safe and you are able to enter the information: �鶹��Ʒ��Ƶ| Report A Concern

Not Sure

This is a CRISIS (or Urgent). Indicators of distress are observed, but level of severity and immediacy does not appear to require an immediate response from �鶹��Ʒ��ƵPD to address safety or medical needs. You may also be unsure of level of response needed.

Examples may include:

Verbal, written (in any medium) statements suggesting suicidal thinking or harm to self, but no immediate plan or action has been expressed (e.g., “I won’t be around to see this happen”, “it has been nice knowing you”.)
Student is distraught and cannot be calmed
Marked and sudden change in behavior or mood
Irrational or incoherent thoughts, statements or behaviors (e.g., hearing, seeing and responding to things others cannot observe)

ACTION STEPS: Is the Student willing to speak with a Therapist?

Immediately connect student with CAPS. Stay with the student and walk them to CAPS (Boca: SS8- Rm 229; 2nd floor of Breezeway above the Food Court) or call CAPS. If the incident occurs after hours call CAPS on-call crisis service. The CAPS number (daytime and after hours) is 561-297-2277.
After connecting student with CAPS, submit a report via the university’s online report page: �鶹��Ʒ��Ƶ| Report A Concern

ACTION STEPS: When the student is NOT willing to speak with a Therapist or you have not been able to inquire

Follow guidance in Discuss Referrals and Next Steps section
If during business hours, call �鶹��Ʒ��ƵDean of Students at 561-297-3542.
Submit a report via the university’s online report page: �鶹��Ʒ��Ƶ| Report A Concern (regardless if call was made to DOS or not)
At any point, if you would like additional guidance from a mental health professional, contact CAPS at 561-297-2277

NO

This is a PROBLEM. There are NO known safety concerns and NO indication of suicidal or homicidal thinking. However, the student may be upset, experiencing academic and/or personal issues, or barriers to their success. The student is able to function in their daily life, but they could benefit from additional support and resources.

Examples may include:

Student is tearful or upset, but is able to be calmed
Depression and/or anxiety
Difficulties sleeping
Inadequate food or housing
Academic stressors
Loss of a family member or friend
Unexpected absences from classes that have impacted the student’s academic success
Feelings of isolation
Financial barriers

ACTION STEPS:

Refer to appropriate campus resources, based on student concerns and openness to support �鶹��Ʒ��Ƶ| Student Resources
If you are unsure where to refer the student, the problem remains unresolved, or the student could benefit from coordinated campus resources, submit a report via the university’s online report page: �鶹��Ʒ��Ƶ| Report A Concern

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Download Students in Distress Guide

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Most Common Resources for Students in Distress

�鶹��Ʒ��ƵPolice Department —
561-297-3500 (non-emergency) or 911 (emergency)
- 24/7 response to safety and medical concerns.
�鶹��Ʒ��ƵCounseling & Psychological Services (CAPS) —
561-297-2277
- Provides daytime and after hours CONFIDENTIAL mental health support and treatment to �鶹��Ʒ��Ƶstudents through consultation, therapy, and crisis services in order to support their educational, personal, emotional, and psychological goals.
�鶹��Ʒ��ƵDean of Students Office (DOS) —
561-297-3542
- Conducts direct outreach to students who may be resistant to services, but who are displaying behaviors that are disruptive to the health, safety and welfare of themselves or the community. Provides advocacy and coordination of resources both on campus and in the community. Assists students with overcoming barriers to success and in navigating services, processes, and policies at FAU. Oversees the �鶹��Ʒ��ƵBeyond Food Program.

Additional Resources

List of all academic and student services: �鶹��Ʒ��Ƶ| Student Resources
Welltrack Boost: Digital Self-Help Resources
Florida Atlantic students have free on-demand access to Welltrack Boost, digital self-help tools you can use on your own device and schedule. Take control of your mental health and happiness.
Kognito: An interactive program to learn how to support students in distress. Kognito
Students in Distress Trainings: Supporting the mental health of students is a responsibility we all share. To help increase awareness of student distress and the resources that Florida Atlantic has to provide, we offer several trainings. They vary in content, depth, and length to cater to the entire �鶹��Ʒ��Ƶcommunity.

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Supporting the mental health of students is a responsibility we all share. To help increase awareness of student distress and the resources that Florida Atlantic has to provide, we offer several trainings. They vary in content, depth, and length to cater to the entire �鶹��Ʒ��Ƶcommunity.

Distress and Disruption on Campus
1. Description: This training distinguishes between students in distress and disruptive behavior within the campus community. It offers guidance on appropriate responses to a range of challenging situations that faculty and staff may encounter. Participants will also review university threat management resources and protocols for supporting both students and the broader campus community.
2. Presenters: Dean of Students, Chief of Police, Director of CAPS
3. Who it is for: Faculty and Staff
4. Length: 1 hour
5. To inquire and schedule: Email CAPS Director, Dr. Laura DiPasquale at ldipasquale@health.fau.edu
Students in Distress: An Overview
1. This training provides an overview of how to recognize signs and symptoms of student distress, respond in a supportive and appropriate manner, and connect students with relevant campus resources. Participants will also become familiar with university response protocols and the range of support services available across campus.
2. Presenter: CAPS Clinician
3. Who it is for: All students, faculty, and staff
4. Length: 1 hour
5. To inquire and schedule: Email CAPS Assistant Director for Outreach, Dr. Leonette Copeland at lcopeland@health.fau.edu
Recognize, Respond, Refer: Applied Menal Health Training
1. Description: This certificate training provides an introduction to common mental health concerns experienced by students and builds practical skills for recognizing, responding to, and referring students in need of support. Through interactive scenarios and applied practice, participants will develop confidence in navigating conversations with students in distress and learn about the network of support resources available at FAU. The training also creates space for reflection and growth in comfort when engaging in mental health–related conversations with students.
2. Presenters: A group of CAPS therapists
3. Who is it for: Student workers and Faculty and Staff with high levels of student engagement.
4. Length: 4 hours
5. To inquire and schedule: Email CAPS Assistant Director for Outreach, Dr. Leonette Copeland at lcopeland@health.fau.edu
C.L.A.S.P.
1. Description: C.L.A.S.P. is an upstander (ethical bystander) training for suicide prevention. This training was developed by universities and colleges across Florida in order to empower students to have empathetic conversations with peers who may be showing signs of suicidal ideation and refer them to appropriate resources. Learn more at https://www.fgcu.edu/clasp/
2. Presenters: This training is facilitated by Owls Care Leaders. CAPS clinicians are present to answer questions and provide support
3. Who is it for: Students- organizations, leaders, and the general student body
4. Length: 90- minutes
5. To inquire and schedule: Submit a request to Owls Care Health Promotion using the form here: /owlscare/services/presentations/

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Title IX regulations require �鶹��Ʒ��Ƶ take mandatory steps when responding to sexual harassment incidents it has actual knowledge about. These regulations set out minimum steps �鶹��Ʒ��Ƶmust take when responding to sexual harassment. The steps include but are not limited to notifying individuals impacted by sexual harassment about options they may find helpful. In addition, Title IX regulations have redefined sexual harassment to also include (i.e., hostile environment, Quid Pro Quo, sexual assault, dating violence, domestic violence, and stalking).

At �鶹��Ʒ��Ƶ, when any supervisory employee or other official who has authority to institute corrective measures on behalf of the University who receives a report, observes or learns of an alleged violation of University Regulation 7.008 has an absolute and unqualified duty to promptly report the conduct to OCR9.

Provide Care and Support
1. Offer campus support services. Provide information about where campus support services are located. It is best to direct the student to Victim Services, who can help the student navigate what campus services the student may find helpful.
2. Explain your confidentiality limitations (i.e., let the student know you must report the incident).
3. Allow the student to decide what information they want to share. Do not push them to share. Thank the student for being brave to share.
Connect student to campus resources
1. �鶹��Ʒ��ƵVictim Advocate, �鶹��Ʒ��ƵCAPS, �鶹��Ʒ��ƵDean of Students, �鶹��Ʒ��ƵPolice, and �鶹��Ʒ��ƵOffice of Civil Rights and Title IX
2. If students want to speak with someone confidentially, refer the student to �鶹��Ʒ��ƵCAPS. �鶹��Ʒ��ƵCAPS is not required to report detailed information about a sexual misconduct incident (e.g., names of the involved parties, location of incident, or details about what happened.)
Report
1. Report the incident via online reporting form: �鶹��Ʒ��Ƶ| Report A Concern; Select Sexual Misconduct/Title IX for the reporting form.
2. If you have questions after filling out the reporting form, contact the OCR IX office at 561-297-3004.

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�鶹��Ʒ��ƵVictim Services — 561-297-0500 (ask for victim advocate)
- 24/7 resource available to faculty, staff, students and community members. Supports victims of crime in obtaining information related to reporting options, safety planning and connecting with campus and county resources. The office provides assistance for on and off campus incidents.
�鶹��Ʒ��ƵOffice of Civil Rights and Title IX — 561-297-3004
- Responds to reports, addresses incidents, and investigates complainants regarding discrimination, harassment, and retaliation. OCR9 provides information and guidance about discrimination and harassment issues that concern race, color, religion, sex, national origin, age, disability, military or veteran status, marital status, pregnancy, parental status, and sexual orientation that occur in the University community.

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