Helping students in distress: A practical guide for faculty and staff

College is a time of self-discovery and growth that helps shape the rest of a student’s life. While these moments of discovery and development can provide a satisfying feeling for students, it may also create many challenges for their overall wellness.

Improving student wellness is a high priority for higher education professionals and university and college leaders. Illinois created the Mental Health Early Action on Campus (MHEAC) Act to address the mental health challenges students experience and guide the campus services provided to them.

Common challenges experienced by college students

The rigors of academic work. Most full-time students take the equivalent of 15 semester credits or five classes a semester to maintain full-time status. The demands of higher education can cause an increase in stress, depression, sleep deprivation, anxiety and much more for students.

Attending school away from home. Students who move away for school experience another challenge that can impact their mental wellness. Many students leave their home state or their country to attend college and may have trouble adjusting to cultural differences. One state university in Illinois reported a diverse student body from across the United States and over 100 countries. The ability for students to easily access mental health resources can be the difference in how well a student acclimates to the change.

Lack of access to basic needs. Financial challenges are a major factor that impact access to food and housing for more than 73% of students enrolled in a college or university. Some students may face the challenge of homelessness or food insecurity and struggle to pay bills. To assist, the Illinois Board of Higher Education awarded more than $1.7 million to universities and colleges as part of the End Student Housing Insecurity grant.

Balancing work and school. In a 2020 estimate by the US Dept. of Education, 43% of full-time and 81% of part-time undergraduate students work while they are enrolled in a college or university.

Additionally, more than 76% of graduate students work while enrolled in a graduate program. Financial stress, working, and maintaining an adequate level of academic performance are challenging for students to balance.

Noticing signs & symptoms of distress in students

The best way to identify students in distress is paying attention to changes in their behavior. For instance, if a student had good attendance and turned their work in on time but is now absent or tardy most days of class and is not turning in work or requesting extensions, something may be causing them distress.

Some common signs and symptoms of a student being distressed are:

  • Poor academic performance
  • Disruptive behaviors (such as being aggressive or threatening others)
  • Hygiene challenges
  • Drastic weight gain or loss
  • Sudden speech impairment or lost thoughts (confusion)
  • Changes in mood (extreme highs or extreme lows)
  • Irritability
  • Withdrawing from activities that once brought joy
  • Anxious
  • Sleeping in class (could be due to a variety of factors)
  • Engaging in reckless activities or behaviors
  • Expressing thoughts of suicide
  • Trouble concentrating
  • Flat affect (showing an absence of emotional reactions)

This is not an extensive list of all the signs and symptoms of college students experiencing distress. It’s important to look for behavior changes in students. Some students may have always been anxious at some level, but if an increase in anxiety and drastic mood changes are noticed, something new may be the cause. It is important to differentiate between what is and is not normal for the student.

Ways to help students experiencing distress

University and college campuses have protocols in place to report concerning or worrisome behaviors of students. Look at the specific protocols in place at your college or university, or reach out to your chair or supervisor.

When you notice some concerning signs or symptoms in a student, here are a few things you can do:

  • If you feel comfortable talking with them about what you are noticing, be sure to do it in private away from other students and staff/faculty.
  • Make sure the student is willing to discuss with you what is going on.
  • Ensure confidentiality with the student unless it is something you have to report for their safety or someone else’s safety.
  • Listen to what the student is saying; do not judge or criticize them. Most of the time people just need someone to listen.
  • Depending on what is causing the student distress, encourage them to get the appropriate help.

Here is an example of how to assist a student in distress using the points above:

You notice a student who was a high performer with their academics now sleeping in class and missing assignment due dates. You approach the student after class and ask them to talk in your office. The student shares they are working 50 hours a week and taking a high course load. They are having trouble sleeping because of the work hours and the amount of academic work to be done. Maybe have them consider taking fewer or less strenuous courses and suggest on-campus resources to help with overall well-being. Check in with them often to make sure they’re finding the resources and getting the help they need.

The eight dimensions of wellness

Many people may see student wellness as only physical and mental health. Often, people forget to consider all dimensions of wellness. A great tool to use to help with overall student wellness is the eight dimensions of wellness.

  1. Physical – Eating healthy foods, exercising, emphasis on keeping the body healthy.
  2. Intellectual – Expansion of knowledge and development of skills.
  3. Emotional – Recognizing one’s feelings, what they value and their attitude towards certain things.
  4. Social – Healthy relationships with peers, developing lasting relationships.
  5. Spiritual – Finding out one’s spirituality, sense of worth.
  6. Vocational – Participating in activities that bring satisfaction consistent with one’s own life goals and values.
  7. Financial – Financial health, effective budgeting, awareness of one’s own financial needs.
  8. Environmental – One’s environment can influence wellness.

Usually, when a student is experiencing distress, the cause is in one of the dimensions of wellness. For instance, financial stress is a challenge many college students experience. Providing appropriate resources for financial wellness may decrease distress in that dimension.

Overall, finding out what is causing distress with a college student will guide you toward decreasing distress. Listening to students and paying attention to behavioral changes are the most effective ways to help. Find resources your higher education institution offers to students and share them during your lectures or on an announcements board. If students know what resources are available, it may help alleviate or prevent stressful situations.

Written by Taylor Blakeley, PhD, CRSS
Dr. Blakeley is the training coordinator for the Illinois Behavioral Health Workforce Center at SIU School of Medicine. He is a CRSS in Illinois and former clinical supervisor overseeing CRSSs in behavioral health settings. He is also a Mental Health First Aid Instructor. Dr. Blakeley’s passions are working to train the next generation of behavioral health professionals by providing effective and evidence-based trainings.