Academic

• Repeated absences, missed meetings, and/or decline in quality of work or performance
• Writings or creative work that include disturbing content and/or themes of despair, hopelessness, violence, death, or aggression
• Disorganized performance and/or repeated requests for extensions
• Conduct that interferes with classroom, group work, or activity engagement
• Frequent use of faculty/staff office hours for personal support

• Marked changes in appearance (poor hygiene, unusual clothing, bruises or scratches, etc.)
• Excessive fatigue or listlessness
• Sleep disturbance
• Intoxication, hangover, smelling of alcohol, or evidence of drug abuse
• Disoriented or “out of it,” out of touch with reality
• Garbled, rambling, tangential, disconnected, or slurred speech
• Behavior out of context or out of character for the individual

• Self-disclosure of personal distress (family problems, financial issues, grief, shame)
• Excessive tearfulness, panic reactions, irritability, or unusual apathy
• Feeling hopeless or helpless
• Expressions of concern about the student by peers
• Concerning interpersonal communication styles (withdrawn, agitated, muttering under breath, slow response time)
• Delusions or paranoia

• Let them know you are there for them
• Be patient and listen
• Maintain eye contact
• Offer help where you can
• Ask what they need
• Remove distractions
• Summarize what they say
• Follow up with them

• Listen
• Provide a space to be heard
• Be curious; ask questions
• Let them know they are not alone
• Affirm their feelings

• Determine the need and appropriate resources
• Reaffirm your support and care
• Connect them to resources
• Walk them to resource offices when possible
• Follow up