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Necessary tools that will be useful when supporting a distressed student:

Emergency Procedures

This postcard has two sides:

  • Assistance in a life-threatening emergency
  • When you want advice (but nobody is in immediate danger)

Please consider downloading and printing this postcard and keep it somewhere visible in your office or workspace.

If you would like more guidance on what to do and what not to do in an urgent situation please follow these steps.

Download the Postcard

Learn more

Signs of distress

A student who has good mental health will experience normal ups and downs with their moods, energy and sleep. Some students may experience considerable distress and exhibit mental health difficulties from time to time without having a diagnosed mental health condition while others manage successfully one or several disorders.

Depending on your role, distressed students may approach you frequently, or you could observe common signs of distress and decide to raise your concerns with them.

It is not always easy to decide whether or not this is an emergency situation which requires immediate action. This chart is designed to help you by listing some of the signs you may observe or be told about by the student or their peers. Often, you are recognising a sudden change in behaviour.

Please remember that observing the behaviour of a student is more important than understanding a diagnosis. Indeed even bizarre behaviours may not be linked to a mental health condition. It is all about context. There are times, however, when context is taken into account and the behaviour remains concerning. At these times, you will be in the position of deciding how to respond.

Symptoms of DistressEmotionalAcademicBehavioural
Mild
  • Problems concentrating
  • Sudden loss of interest
  • Reduced motivation
  • Diminished attention
  • Not participating as usual
  • Withdraws from class discussions
  • Less confident about their progress
  • Shares personal problems with you
  • Lack of energy
  • Isolated from peers
  • Disrupted sleep
  • Avoids eye contact
  • Appears worried, embarrassed or lethargic
Moderate
  • Flat or expressionless
  • Irritable or has outbursts
  • Hypersensitive or over-reacts
  • Depressed mood
  • Increased absence from class
  • Uncharacteristically, hands in work late or no longer submits work
  • Tearful or crying in class
  • Reports sadness, worries or fears
  • Falls asleep in class
Severe
  • Poor impulse control
  • Profound sense of worthlessness
  • Severe agitation
  • Self-harming
  • Threats of suicide
  • “Odd” comments
  • Sudden drop in grades
  • Confused thinking, writing or speaking
  • Inappropriate or unusual behaviours
  • Bizarre or rapid speech
  • Unable to speak
  • Changes in weight/hygiene
  • Disruptive or aggressive behaviour
  • Loss of contact with reality

Decision tree

This decision tree provides guidance on what to and what not to do when a student is distressed. This depends on whether the situation is urgent, not urgent or if you are unsure.

  • Have you noticed signs of distress or changes in mood or behaviour?
  • Has the student reported significant problems to you?

And is the situation:

Urgent?Are you unsure?Not urgent?

Urgent?

Before you go through these steps ensure you are aware of and follow the emergency procedures

Safety first
The Dos

You need to be vigilant to monitor any changes in the situation. You should assess your own safety first and then the safety of others. If you are able and want to escape the situation, then leave.

Remember
  • Do I need to protect my own safety by sitting near the door?
  • Do I need to ask bystanders to leave and/or call for assistance?
The Words
  • "I'll be able to understand better if you calm down. Let's take some slow deep breaths together."
  • "You are yelling at me and it's difficult for me to understand. Please lower your voice so we can talk."
The Don'ts
  • Don't take any risks.
  • Don't be ambiguous with the words you use. Be direct.
Ask for help
The Dos

It is often easier to ask for help earlier on so don't delay. If the assistance becomes unnecessary because you've been able to de-escalate the situation, that's a good outcome. The student may need some reassurance that you'll only be on the phone briefly and then they will be the focus of your attention.

The Remember Window
  • It's always better to be safe than sorry.
  • Maintain a safe distance.
The Words
  • "I want to be sure that we get the help you need so I'm calling someone who can help."
  • "I'm not going anywhere but I need to make a phone call to ensure that we get some help."
The Don'ts
  • Don't delay in asking for help.
  • Don't leave the student alone.
Focus on de-escalation
The Dos
  • Be aware of your body language and your tone of voice. It is possible to settle a distressed student by consciously displaying calming behaviours yourself (despite how you may be feeling inside!)
  • So, talk to them quietly and slowly. If you have to move, do so slowly as you wait for help.
  • Make suggestions to increase their comfort.
  • Try to get them to slow down the rate of their breathing if they have the capacity to listen to you.
The Remember Window
  • Managing the situation requires your continued vigilance.
The Words
  • "You're breathing really rapidly. How about you focus on your 'out' breath and see how long you can make that out breath. Maybe breathe into your hands so you can feel your breath on your palms."
  • "You're doing really well."
  • Rephrase what the student is saying and identify her/his/their emotions. "It appears you are upset because you feel your rights are being violated and nobody will listen."
The Don'ts
  • Don't speak rapidly.
  • Don't move suddenly.
Evaluate constantly
The Dos
  • Hopefully, the student is becoming calmer and you know that help is on the way. Nonetheless, it's important to keep evaluating what's happening around you and noticing any changes.
  • Your safety is paramount. Keep your focus on the present moment. What's happening right now?
  • Once help arrives and the situation has been dealt with, you may need to seek support for yourself.
  • At some stage you may be asked to provide a brief report about the incident so it could be helpful to jot down a few notes.
  • It could be appropriate to follow up at a later stage with the student.
The Remember Window
  • Keep your focus on the present moment.
  • Take a moment to choose how you will respond.
  • Trust your professional judgement.
The Don'ts
  • Don't talk about future consequences.
  • Don't threaten.

Are you unsure?

If you believe that the student or others are in danger at any stage, remain calm and follow emergency procedures.

Continue to assess the level of risk and activate procedures if necessary
The Dos
  • Consider the level of urgency.
  • Does the student seem out of touch with reality e.g. unable to have a meaningful dialogue?
  • Are they expressing thoughts of suicide?
  • Do they appear to be intoxicated?
  • Is the student making vague threats towards others?
Some signs that risk is static or increasing:
  • Student remains ambiguous or evasive when you seek clarification.
  • Student states they will harm themselves, threatens suicide, has made previous attempts and is abusing substances.
Seek consultation from relevant services/ senior colleagues or your peer network if required
The Dos
  • Stay calm and allow yourself time to think.
  • Summarise your observations and known facts.
  • Request consultation and clearly state your reason for contacting the service or your colleague and the level of urgency from your perspective.
  • Confirm the initial action plan - who will follow up with what?
The Remember Window:
  • You are part of a team who can assist.
  • You may like to have a list of key contacts at hand and set up your peer network.
The Words:

Consulting about student who is increasingly disruptive in lectures - contacting Campus Care:

  • “I’m emailing Campus Care because a student has been verbally aggressive in my lectures, their behaviour is escalating and I need some advice about how to handle the situation before my next lecture on Friday.”
  • “Ok, thanks. I’ll send the student an email informing them that Campus Care will phone them tomorrow for a welfare check. I’ll also inform the Head of School and then we’ll all meet to plan the next step.”
The Don’ts
  • Don’t think that you need to manage behaviour of concern alone.
  • Don't forget to maintain your boundaries and act within your areas of competence. For example, thank the student who approached you about a fellow student living in the library and contact Counselling and Psychological Services or Campus Care for advice and referral.
Approach the student to clarify your concerns if you are comfortable to do so
The Dos
  • Think about what is concerning you. What have you observed?
  • Be clear, specific and direct.
  • Be aware of your tone and body language, use active listening techniques.
  • Set limits on unacceptable behaviour.
The Remember Window
  • Your purpose is to clarify the level of urgency and assist the student to access appropriate support services.
  • There is no evidence that asking the student whether they are suicidal increases risk. In fact, asking directly reduces risk.
The Words:

Academic:

  • “Hello. We missed you in class last week. How are you? I noticed you’ve been teary lately and you haven’t submitted your last two quizzes. Are you ok? Is there anything I can help you with?”
  • “I’m concerned about the email you sent me. In it you mentioned life’s not worth living. Can you tell me more about what you mean? Are you having any thoughts of suicide?”
  • “Calling out like this is disrupting the lecture and the class. Please lower your voice and sit quietly or leave the class for today and I’ll follow up with you next week.”
The Don’ts
  • Avoid taking student reactions personally.
  • Don’t try to reason with a student who is highly distressed or out of touch with reality.
  • Don’t jump in to solve the issue for them.
  • Don’t push yourself outside your comfort zone when dealing with matters of urgency.
Refer the student for professional support if they willing to seek help
The Dos
  • Normalise access to supports as taking resourceful action.
  • Let them know there are a range of free, friendly, easy to access services, on and off campus.
  • Provide service contact details and assist them to make contact if needed.
The Remember window
  • Complex issues take time to resolve.
  • A positive help seeking experience contributes to student self-activation and acquisition of self-management skills.
The Words:
  • “I’m glad you let me know what’s been happening at home. You expressed interest in talking with one of our Wellbeing Advisors. The service is friendly, free and easy to access. Here are the contact details.”
The Don'ts
  • Don't forget to be respectful of sensitive information unless you identify any ‘risk of harm’ issues.
  • Don’t promise confidentiality when there is risk of harm to self or others.

Refer a student

Not urgent?

Help the student feel settled
The Dos
  • Find a suitable place and time.
  • Ground yourself with a slow calm breath and relax.
  • Listen patiently and attentively.
  • Respect sensitive information but don't promise confidentiality.
The Remember Window
  • Let them know how long you have available or make another time to meet that suits you both.
  • You need to listen patiently, even if you're frustrated they didn't approach you earlier.
The words:

Academic:

  • "Come in, I'm glad to see you. I noticed you were away from class this week. I have time to chat now if you'd like."

Professional Staff:

  • "Hello, how can I help you? You seem pretty stressed. Would you like to sit down? Just take your time."
The Don'ts
  • Don't rush them.
  • Don't offer them physical comfort such as a hug.
  • Don't share your own stress.
Encourage the student to state their concerns
The Dos
  • Express your genuine care and interest.
  • Try to set aside any judgement.
  • Ask open questions. Listen and then clarify.
The Remember Window
  • Continue to assess their needs as the contact continues.
  • Normalise the 'normal' student concerns.
The words:

Academic:

  • "I'm sorry it’s been so tough lately. Tell me more about your experience. How has your illness affected your studies this semester? I can appreciate how frustrating that would be."

Professional Staff:

  • "What’s it been like settling into Uni? Other students have expressed similar concerns about juggling study with work and wondering whether to drop a subject. What’s worrying you the most?"
The Don'ts
  • Don't ask why or criticise.
  • Don't focus on distress when distress is high but do acknowledge the distress.
Listen actively
The Dos
  • Summarise your understanding of the main facts and feelings shared by the student.
  • Be aware of your body language and tone of voice. (This carries most of your message).
The Remember Window
  • Listen to the student carefully to see if you can pick up on any pointers which indicate that they are using their strengths and resources.
The Words:

Academic:

  • "So when you're stressed, you’re most likely to have seizures and then you need to rest afterwards and can't concentrate on study the next day. Not only is it more frustrating, you worry I'll think you don't care about the course. Is that right?"
The Don'ts
  • Don't jump in to solve the issue for them.
  • Don't take the student's distress personally.
Plan the next step
The Dos
  • Provide relevant information and support options.
  • Encourage effective action and problem solving.
  • Support them to develop the next step in their plan.
  • Follow up with them if relevant.
The Remember Window
  • If the student is not at risk, accept they may not wish to access support services at this time.
  • Consider whether you need further information, advice or support.
The Words:

Academic or Professional Staff:

  • "What would be a useful first step?"
  • "What do you need from me right now?"
  • "I'm aware many students access the free counselling service on campus. Would you like me to help you contact them?"

Academic:

  • "So in summary, you're going to apply for an extension for this assignment and then meet me prior to your next tutorial to review your next presentation."
The Don'ts
  • Don't forget to make a note of your contact with the student if personal or mental health issues are raised.
  • If you are concerned about a student’s safety or wellbeing or you need additional support and advice, don’t hesitate to consult your coordinator or manager or contact Counselling and Psychological Services on 02 49216622.
  • Or access The University of Newcastle AfterHours Crisis Support Line on: 1300 653 007 or Text 0488 884 165 for sms chat option.

    Debrief with a colleague when:

  • You're worried or concerned about the student (don’t forget you can maintain student privacy by de-identifying information).
  • You’ve handled an unexpected incident in class and you would value their perspective and advice. e.g. dealing with class discussion of a sensitive topic.
  • You're sad or frustrated, aware of personal experiences triggered, for example, you’ve also had a recent loss similar to the one reported by your student.

You are not alone. You are part of a team and there are people to help you.

Dealing with a critical incident is exhausting. Look after yourself.

Take time to seek support, including an appointment with free EAP services if you would like.

Who do I refer to?