Faculty:
Staff:
PIC 1: The title card “Recognizing a Student in Distress” appears before being replaced by Dr. Knight in the library.
DR. KNIGHT: A student sets a meeting with you.
PIC 2: The image of a student crying appears next to Dr. Knight.
They walk into your office, sit down, and within seconds tears start streaming down their face.
PIC 3: The same student now instead looks angry.
Or they suddenly grow unusually angry or tense.
PIC 4: The image returns to the student crying.
You’re probably thinking, “Wait, what happened? Where did this come from? What am I supposed to do now?”
I mean… how are we supposed to react when something comes out of nowhere like this?
We talked about the warning signs of distress, but they don’t always present themselves clearly.
Or maybe there were signs you aren’t in a position to see.
One key thing to understand is, to us it might seem out of nowhere. But even if we’re unaware, something is going on in the student’s life.
PIC 5: The student disappears and is replaced by a list which includes “Grieving a loved one,” “Worrying about a sick family member,” “Worrying about tuition,” and “Dealing with multiple problems at once.”
You never know who might be grieving a loved one, or worrying about a sick family member, or lying awake at night wondering how they’ll pay tuition.
Or dealing with multiple problems at once.
PIC 6: The list disappears and is replaced by the image of a figure at a desk with a computer, with the text “Connect students with resources.”
You try to support your students’ academic success, but their stressors can be a blocker. Connecting those students to resources can help them navigate these obstacles.
Let’s talk through some strategies, so that… if you find yourself in a conversation like this, you’ll feel equipped to navigate it effectively.
Understanding what’s happening with a student will help you connect them to the support they need.
PIC 7: The screen fades away and is replaced by a slide with an image of the same student with the title “Ask open-ended questions.”
Try asking open-ended questions. These kinds of questions encourage students to share and gives them space to discuss their thoughts and feelings.
PIC 8: The adjectives “neutral” and “non-judgmental” appear above the student’s picture.
Try to keep these questions neutral and non-judgmental. This helps students feel comfortable sharing, which helps you understand their behavior and their distress and gives the conversation a clearer direction.
PIC 9: The quote “I can see that something is upsetting you. What’s stressing you in your life right now?” appears next to the student’s image.
For instance, if a student burst into tears in your office, you might respond, “I can see that something is upsetting you. What’s stressing you in your life right now?"
PIC 10: The next slide is titled “Neutral Open-ended Questions” with “Neutral” underlined and has a list of example questions.
PIC 11: The next slide is titled “Judgmental and/or Closed Questions” and has the following list of example questions:
PIC 12: The screen returns to Dr. Knight in the library.
Think of a time when you felt like someone was really listening to you and understood where you were coming from. Or clearly wanted to understand. How did that make you feel?
PIC 13: The title “Expressing Empathy” appears next to Dr. Knight with a heart. Underneath is the text “Acknowledge: Thoughts, Feelings, Experiences.”
We can give that same feeling to our students by expressing empathy, acknowledging their thoughts, feelings, or experiences, and the impact those feelings have on their lives.
By letting them know you get where they’re coming from, you’re building trust, showing you’re there to help, and affirming that you care.
PIC 14: The screen changes to a slide titled “Empathetic Statements” which includes the following example statements:
PIC 15: The next slide has the text “Avoid statements that minimize your student’s experiences” at the top and the following example sentences:
PIC 16: The next slide is titled “Avoid generalizations” with the example sentences:
PIC 17: The image returns to Dr. Knight who has the text “Minimizing Statements” and “Generalizing Statements” next to her, each crossed out with a red line.
We say these statements with good intentions, but in doing so, we risk dismissing our students’ specific experiences and concerns.
PIC 18: The text disappears and is replaced by an image of two shadow people with arrows pointing towards each other with the text “Reflect” underneath.
As you and your student discuss their concerns, reflect back the most important parts of what they say.
This lets the student know you’re listening, and they’re being heard. And it helps you check your understanding and encourages them to clarify or keep sharing.
PIC 19: A slide appears with an image of a student and a professor. The student says “I really want to bring up my grades. I get so anxious when I get a bad grade.” The teacher responds “Getting good grades is important to you.”
PIC 20: The screen returns to Dr. Knight, who has three bullet points next to her: “Asking open-ended questions,” “Empathizing,” and “Reflecting.”
Asking open-ended questions, empathizing, and reflecting are all great ways to help students know you care about them and you’re there to help.
These answers help you to know what kinds of support might benefit the student.
This doesn’t mean a deep dive into their personal life, just giving them the space to share what they feel comfortable.
PIC 21: This slide is titled “Refer students to support” and has various shadow images of figure in groups, sitting down, and holding paper.
What’s important is that you refer the student to support.
Students aren’t always aware of the variety of resources available to them. Work with them to identify some referral options that fit their needs.
It might not always be the Counseling Center; different resources can offer different kinds of support
PIC 22: These slides are titled “Where students can get help.” The following are listed:
PIC 23: The screen returns to Dr. Knight.
Remind students that seeking help is not a failure but a healthy, proactive way to handle stress and become more resilient, that it’s common for students to use mental health services, and that there are people who can really help them.
Here are some things I always keep in mind.
PIC 24: This slide is titled “Know your own limits.”
PIC 25: The screen returns to Dr. Knight.
Let’s try this out with an interactive role play scenario.
PIC 26: Dr. Knight is replaced with a slide that has two faces on it, one being Professor Nathal and the other his student, Maya.
You’ll play the role of Professor Nathal. Your student, Maya, set up a virtual meeting with you to talk about the midterm she missed.
She wants to see if there’s anything she can do to help her grade or if she can take a makeup exam.
PIC 27: Underneath the two figures a list appears which includes:
Make sure you ask questions to find out more about what’s going on, empathize with her, reflect back what she’s saying to show you’re listening, and if needed, refer her to additional supports.
PIC 28: An image appears of Dr. Nathal sitting alongside Maya with the title “Scenario: Talk with Maya.”
Your Goal:
Techniques:
PIC 29: A series of text messages, one from Maya Rupert and one from Dr. Nathan Nathal.
MAYA: Hey, I’m not sure I really fit in here, can we meet to talk about it?
DR. NATHAL: Hi Maya, Sure. Happy to meet. How about Tuesday at 3? I’ll send you a video call link.