Building a community of care for our UO students means every individual on campus has an important role in supporting the mental health and well-being of our students. For faculty, their role can often be a pivotal one in being one of the first on campus to recognize when a student is struggling and getting students the support they need. While some faculty may be cautious to provide such support to students, one does not need to be a mental health professional to reach out and demonstrate care. Providing a student the space to share their story and be seen beyond a student in a classroom can have a significant impact on a student’s well-being and ultimately their academic success.
Here are some specific ways in which you can connect with students you notice who might be struggling:
Take notice – Trust your intuition. When you sense a student is experiencing academic and/or personal distress or something feels amiss, reach out and express your genuine concern. A short email to a student can be an invitation to connect and demonstrate your care. “I’m reaching out to you because I’ve noticed you’ve missed a few class assignments. I wanted to check-in to see how you’re doing. I’d like to chat more with you about how we might navigate this class and how I can support you through the rest of this term.”
Create a supportive environment – Identify a time to speak with the student privately – one in which there isn’t a rush and when you’re able to give them your undivided attention.
Acknowledge your observations – Briefly acknowledge your observations or perceptions that you’re concerned about. “I’ve noticed lately that you have missed a few classes, and I’m concerned.” Be cautious not to be perceived as judgmental in language and tone (e.g., “Why have you missed so much class lately?”)
Listen carefully and sensitively – Good-intentioned supporters often feel compelled to find a solution to the problem. Recognize a few minutes of effective listening may be enough for a student to feel cared about as an individual, and be empathic by seeing their concerns from their perspective.
Encourage the student to share their story – Ask open-ended questions or use the phrase “Tell me more about…” If the student denies or explains away their concerns, don’t follow their lead. Continue to express your concern without fear you’re overstepping or getting too personal. Students typically appreciate your desire to know and fully understand their circumstance and concerns.
Role model self-care and vulnerability – Students need mentors and role models to learn how to be resilient during times of struggle. It’s okay to share your own stories of failures, successes, struggles, and ways of coping. Self-disclosure for the purpose of connection and fostering a climate of support can be a powerful intervention.
Don’t be afraid to ask THE question – If you have a sense a student is considering harming themselves or others, ask directly if they are having such thoughts including ones of suicide. Students who are having thoughts of suicide will likely feel relieved you asked. And no, asking the question will not plant the idea in the student’s mind.
Restate your understanding – Doing so demonstrates to the student you are trying to understand with the intention of having the student feel truly heard.
Give hope – Provide the student reassurance your belief that their situation can get better. Particularly for those that feel helpless/hopeless, help them realize they have options and people who care about their well-being.
Refer, refer, refer – Don’t feel like you’re the only one that can support your student. Let the student know help is available on campus. Reinforce help-seeking behavior by indicating it is a sign of strength and courage (rather than one of weakness and failure). Suggest resources and referrals on campus along with their potential benefit to the student. For instance, remind the student that University Counseling Services (UCS) are free and confidential and that the best way to access services is to call (541-346-3227) to schedule an appointment. You can explain that students can schedule a same-day appointment and will be able to talk with a therapist about their concerns and collaboratively discuss potential services that would most benefit them given their situation. When possible, you could ask the student if you can call UCS together to make an appointment or offer to come to the University Health Services building and up to the second floor UCS lobby together.
Don’t forget to follow-up – End your initial conversation by allowing yourself the opportunity to check-in with the student later. Demonstrate your commitment to their emotional well-being by asking how they are doing or how their appointment went (if having made an appointment at University Counseling Services).
To learn more on how to have conversations with students regarding their mental health, take the 45-minute evidence-based online interactive module Kognito: At-Risk for Faculty and Staff where you can 1) learn how to notice the signs of student distress, 2) use techniques to discuss your concerns, and if necessary, 3) refer students to appropriate resources.
To allow an opening to having supportive, meaningful conversations with your students, we strongly encourage you to include this mental health statement (see below) on your course syllabus. This is one of many simple ways to support the emotional well-being of students and campus mental health.
Additionally, University Counseling Services welcome you to consult with our clinical staff about any concerns you have regarding a student. UCS staff can guide you through how to reach out to a student and discuss various options for services and support along with how to make a referral. Also, when in doubt about reporting a concern or accessing various resources on campus, our therapists could be helpful to determine who else might need to be notified of a situation. As UCS prioritizes faculty/staff concerns about a student, please don’t hesitate to call UCS’s main line at 541-346-3227, indicate you are a faculty member and that you would like to “consult about a student.” Additionally, the UCS’s main line serves as the After-Hours Support and Crisis line which serves as an additional support service for students along with faculty, staff, and family members needing to consult about a student when the center is closed.
With faculty’s unique position to notice the early signs of emotional distress and struggles of our students, we appreciate those faculty members that have reached out to students about their emotional well-being. We at UCS certainly hope to continue to work collaboratively alongside our faculty in providing mental health support to our students and enhancing the wellness of our campus community.
Mariko M. Lin, Ph.D., Assistant Director & Education and Prevention Outreach Director, University Counseling Services
—–
Mental Health Statement for Syllabi
Life at college can be very complicated. Students often feel overwhelmed or stressed, experience anxiety or depression, struggle with relationships, or just need help navigating challenges in their life. If you’re facing such challenges, you don’t need to handle them on your own–there’s help and support on campus.
As your instructor if I believe you may need additional support, I will express my concerns, the reasons for them, and refer you to resources that might be helpful. It is not my intention to know the details of what might be bothering you, but simply to let you know I care and that help is available. Getting help is a courageous thing to do—for yourself and those you care about.
University Health Services help students cope with difficult emotions and life stressors. If you need general resources on coping with stress or want to talk with another student who has been in the same place as you, visit the Duck Nest (located in the EMU on the ground floor) and get help from one of the specially trained Peer Wellness Advocates. Find out more at health.uoregon.edu/ducknest.
University Counseling Services (UCS) has a team of dedicated staff members to support you with your concerns, many of whom can provide identity-based support. All clinical services are free and confidential. Find out more at counseling.uoregon.edu or by calling 541-346-3227 (anytime UCS is closed, the After-Hours Support and Crisis Line is available by calling this same number).
Recent Comments