The following behaviors may suggest that a student is experiencing significant distress and may benefit from a referral for additional support:
- A notable decline in academic performance, particularly a shift from consistently strong grades to unexplained poor performance
Frequent or excessive class absences, especially when inconsistent with the student’s previous attendance pattern
• Emotional responses that are unusually intense or clearly inappropriate for the situation
• Persistent signs of depression, such as low mood, fatigue, or lack of energy
• Excessive activity or unusually rapid, pressured speech, accompanied by a decreased need for sleep
• Physical indicators such as red or swollen eyes
• Significant changes in personal appearance, dress, or hygiene
• Falling asleep at inappropriate times (e.g., during class or meetings)
The following behaviors may indicate that a student is experiencing an extreme crisis and requires immediate intervention or emergency care:
- Highly disruptive behavior, including hostility, aggression, or violence
Significant difficulty communicating clearly, such as slurred or garbled speech, or disorganized, incoherent, or disconnected thoughts
• Apparent loss of contact with reality, including hallucinations (seeing or hearing things that others do not) or beliefs and behaviors that are markedly inconsistent with reality
• Explicit expressions of suicidal thoughts or statements indicating suicide as a current option
• Direct threats of harm toward others
If you decide to speak with a student about a concern, the following suggestions may help make the conversation more comfortable for you and more supportive for the student:
- Choose a private setting and allow sufficient time for the conversation. Avoid initiating the discussion when either of you is rushed or distracted. If needed, schedule a later time to talk.
Focus on specific, observable behaviors that have caused concern, rather than assumptions or diagnoses.
• Listen attentively and communicate understanding by reflecting back what the student shares, including both facts and expressed emotions.
• Maintain a nonjudgmental approach; avoid evaluating, criticizing, or minimizing the student’s experience.
• Collaborate with the student to identify possible sources of support, such as family members, trusted friends, clergy, coaches, or counseling services.
• Treat the information shared as confidential, except in situations where there is concern about the student’s safety or the safety of others.
Some situations require support beyond what you are able to provide. Consider making a referral when:
- The concern is outside your level of training or expertise.
Personal differences or dynamics may limit your ability to be helpful.
• You have a personal relationship with the student (e.g., friend, neighbor, or acquaintance) that could affect your objectivity.
• The student recognizes the problem but is unwilling or uncomfortable discussing it with you.
• You are feeling overwhelmed, under significant time pressure, or experiencing high levels of stress yourself.
Continue to offer appropriate support within your role, and make a referral when the situation appears to exceed this level of assistance. When suggesting a referral, clearly explain your reasons so the student understands your limits and the purpose of the recommendation. Referring a student to counseling services can also help prevent dual relationships, which may be confusing or unhelpful for both you and the student
When making a referral, it is generally most helpful to present Counseling and Consultation Services (CCS) as a comprehensive resource rather than recommending a specific therapist. You may appropriately support the referral by sharing your confidence in the professionalism and expertise of the CCS staff as a whole. Encouraging the student to accept the earliest available appointment can help ensure timely access to care and does not prevent the student from requesting a specific therapist at a later point, if desired.
Students may vary in their readiness to accept a referral for professional support. When making a referral, it is often most effective to be open and transparent about the limits of your time, training, energy, or ability to remain objective. Many students find reassurance in knowing that you value their willingness to talk and that your goal is to help them access appropriate support.
Students who feel confused or uncertain may also benefit from hearing that they do not need to fully understand what is wrong in order to seek help. Emphasize that seeking counseling does not necessarily indicate a serious or crisis-level concern. Common reasons for seeking professional support include feeling low in mood, energy, or motivation; experiencing anxiety or depression; navigating relationship challenges with friends, family, or partners; and having concerns about academic or future plans.
Offering reassurance, normalizing help-seeking, and clearly explaining the purpose of the referral can help students feel more comfortable taking the next step toward support.
