What Can I Do If My Student is…

What You Can Do

• Initiate contact via email or Canvas message.
• Share observations: e.g., “I noticed you’ve attended X of Y classes” or “I haven’t seen you in 3 weeks.”
• Express concern: e.g., “I’m worried something may be impacting your ability to participate.”
• Offer to talk: e.g., “Would you like to talk?”
• Be clear and direct about expectations and consequences: “I want to support you in succeeding. I’m concerned you are falling behind…”
• Listen to the student’s perspective about missed classes or assignments.
• Ask how they believe they can better meet expectations for attendance or work.
• Check on how they’re doing in other classes.
• Connect to resources (e.g., Health & Wellness Services, PACE, Basic Needs Resource Center) as appropriate.
• Submit a BIRT referral if unsure what resources might help.

What Not to Do

• Disregard or invalidate the student’s feelings.
• Minimize their concerns.
• Feel forced to immediately change expectations; it’s okay to say, “I’ll consider an alternative.”
• Lecture or scold: e.g., “You really should come to class.”
• Use threats or bribes: e.g., “If you don’t come, you might fail” in a threatening tone.

What You Can Do

• Ask compassionately about the challenges or issues they’re experiencing.
• Give the student enough time to open up; initial defensiveness may occur.
• Help the student assess the sources of underachievement:
  • Distractions or preoccupations.
  • Emotional problems or depression.
  • Weaknesses in academic or study skills.
• Address the difficulty of “failure mentality” sensitively.
• Provide multiple referral options (PACE, Health & Wellness Services, etc.).
• Submit a BIRT referral if the student may benefit from talking with someone.

What Not to Do

• Take the student’s struggles personally or feel insulted by lack of engagement.
• Assume too quickly the issue is laziness.
• Punish the student for lack of involvement.
• Dismiss the problem in a single meeting.

What You Can Do

• Normalize stress: Let the student know that transition stress is common and can temporarily affect performance.
• Encourage positive coping strategies, such as:
  • Regular exercise.
  • Using social support networks.
  • Maintaining healthy eating and sleeping habits.
  • Scheduling enjoyable activities.
• Promote campus involvement: Clubs, organizations, and leadership programs can help build connections.
• Encourage use of a support system (friends, family, or other resources).
• Encourage the student to contact Health & Wellness Services: (530) 242-7580 for counseling support.
• Submit a BIRT referral if concerns persist or if you think the student could benefit from professional support.

What Not to Do

• Assume the student already understands how transitions impact them or the source of their stress.
• Minimize or trivialize their feelings or reactions.
• Ignore risk factors that could lead to more serious problems

What You Might Notice

• Persistent worry, fear, or anticipation of misfortune.
• Difficulty concentrating or memory distortions.
• Rapid heart rate, sweating, trembling, dizziness, or chest discomfort.
• Trouble sleeping or being easily distracted.
• Overly critical of self; high self-expectations.
• Excessive discussion of problems without taking action.

What You Can Do

• Encourage the student to talk about their feelings and thoughts.
• Listen calmly and provide reassurance without being unrealistic.
• Be clear and direct about expectations and what you can do.
• Offer a safe, quiet environment until symptoms subside.
• Help the student identify stressors and develop an action plan.
• Be patient and supportive.
• Encourage use of a support system (friends, family, or other resources).
• Encourage the student to contact Health & Wellness Services: (530) 242-7580 for counseling support.
• Submit a BIRT referral if the student would benefit from professional support.

What Not to Do

• Do not minimize the student’s perceived threat or worries.
• Do not take responsibility for their emotional state.
• Do not overwhelm them with complex advice or solutions.
• Do not argue with irrational thoughts or disregard feelings.
• Do not be judgmental, cynical, or assume the student will “get over it.”

What You Might Notice

• Sense of entitlement or need for control.
• Difficulty with structure, limits, or ambiguity.
• Perfectionism or dependency on authority figures.
• Inability to empathize; intense or elevated mood.
• Fear of managing responsibilities alone.
• Repeated or excessive requests for time, advice, or reassurance.

What You Can Do

• Meet in a calm, neutral space and take the lead in the conversation.
• Set clear time and role boundaries (e.g., “I have 10 minutes”) and maintain them.
• Validate independent efforts and encourage decision-making.
• Be firm about what is and isn’t acceptable behavior.
• Offer limited feedback while maintaining professional distance.
• Refer to appropriate campus resources—don’t become their sole support.
• Submit a BIRT referral if the behavior continues, worsens, or isn't improving with support.

What Not to Do

• Don’t argue, bargain, or give in to manipulative requests.
• Don’t bend rules or make special accommodations.
• Don’t avoid the student instead of setting boundaries.
• Don’t overcommit or feel guilty for not doing more.
• Don’t allow yourself to be their only source of support.
• Don’t ignore inappropriate or disruptive behavior.

What You Might Notice

• Persistent sadness, tearfulness, or emotional withdrawal.
• Feelings of hopelessness, emptiness, or worthlessness.
• Declining academic performance or difficulty concentrating.
• Low energy, lack of motivation, or fatigue.
• Irregular attendance or social withdrawal.
• Changes in eating or sleeping habits; weight gain or loss.
• Increased anxiety, irritability, or anger.
• Deterioration in personal hygiene.
• Alcohol or drug use.

What You Can Do

• Speak with the student privately and express concern.
• Listen carefully and validate their feelings.
• Encourage the student to talk about what they are experiencing.
• Help the student explore options for support and coping.
• Consider reasonable flexibility (e.g., short extensions) when appropriate.
• Encourage the student to contact Health & Wellness Services: (530) 242-7580 for counseling support.
• Submit a BIRT referral if concerns persist or the student may benefit from additional support.

What Not to Do

• Do not minimize the student’s feelings e.g., “Everything will be fine tomorrow.”.
• Do not overwhelm the student with advice or quick “fix” solutions.
• Do not argue with or dismiss the students’ feelings.
• Do not chastise the student for declining performance.
• Do not assume the student will improve without support.
• Do not avoid asking about suicidal thoughts if you are concerned.
• Do not assume family members are aware of the student’s situation.

What You Can Do

• Ask if they want to talk about the person who died (e.g., “Would you like to tell me about your friend?”).
• Listen compassionately and validate feelings (e.g., “I’m so sorry for your loss; I feel sad listening to you”).
• Allow flexibility with assignments or exams when appropriate.
• Share personal experiences carefully to help them feel less alone.
• Watch for signs of self-harm; refer to suicidal student guidance if needed.
• Encourage the student to contact Health & Wellness Services: (530) 242-7580 for counseling support if grief becomes overwhelming.
• Submit a BIRT referral if you think the student would benefit from professional support.

What Not to Do

• Don’t avoid or minimize their grief (e.g., “It’s not that bad” or “Things will get better”).
• Don’t fear tears; emotional release is healthy.
• Don’t claim to fully understand their feelings.

Warning Signs & Risk Factors

• Talking about suicide, death, or wanting to escape pain.
• Expressing hopelessness, guilt, or feeling that life is not worth living.
• Sudden mood or behavior changes.
• Withdrawing from friends, family, or classes.
• Giving away possessions or “taking care of business.”
• Changes in sleep, appetite, or energy.
• Alcohol or drug misuse or other high-risk behaviors.
• Previous suicide attempts or a personal/family history of suicide or depression.
• Recent significant loss or major life stress.

What You Can Do  

• If the student is in immediate danger, call Campus Safety (530) 242-7910 or 911.
• Speak with the student privately and remain calm.
• Take all statements about suicide seriously.
• Ask directly if the student is thinking about suicide, if they have a plan, and if they have the means.
• Listen with care and concern; do not leave the student alone.
• Encourage and assist the student in seeking help from Health & Wellness Services: (530) 242-7580. If needed, walk the student to the office.
• After ensuring the student’s safety, submit a BIRT referral.
• Seek support for yourself after the situation; suicide intervention can be emotionally demanding.

What Not to Do

• Do not minimize or dismiss suicidal comments or threats.
• Do not leave the student alone if they express intent or have a plan.
• Do not avoid asking about suicide—asking will not put the idea in their mind.
• Do not promise more help than you can provide.
• Do not rely on friends alone to manage the situation without professional support.
• Do not assume the student’s family is aware of their situation.

What You Might Notice

• Withdrawn, frightened, confused, or disruptive behavior.
• Illogical, disjointed, or scattered speech; rapid or slowed talking.
• Inappropriate or absent emotional responses (anger, sadness, monotone).
• Distorted perceptions of reality, misinterprets others’ actions or intentions.
• May report hallucinations (e.g., hearing voices) or appear under the influence of substances (don’t assume).
• Difficulty following social or classroom norms; gross impairment in functioning.

What You Can Do

• Respond with warmth, kindness, and firmness.
• Speak directly and concretely; focus on the here and now.
• Remove extra stimulation; meet in a quiet space if possible.
• Acknowledge feelings without supporting misperceptions.
• Ask for clarification when you don’t understand them.
• Engage their “healthy side” when appropriate (humor or light conversation).
• Accompany the student to Health & Wellness Services: (530) 242-7580 or call Campus Safety: (530) 242-7910 / 911 if the student is highly impaired or a danger.
• Submit a BIRT referral if your efforts haven’t improved the situation or if additional support is needed.

What Not to Do

• Do not argue or try to convince the student that their thoughts are irrational.
• Do not play along with delusions or encourage them.
• Do not demand or pressure the student to change thoughts or behavior.
• Do not expect typical emotional responses.
• Do not assume the student can care for themselves.
• Do not leave them in the care of friends without professional guidance.
• Do not assume family is aware of the student’s condition.
• Be flexible; avoid rigid approaches or pressuring with questions.

What You Might Notice

• Poor attendance, low grades, or disciplinary issues.
• Failure to meet responsibilities at school, work, or home.
• Mood changes: irritability, defensiveness, temper flare-ups.
• Physical or cognitive issues: bloodshot eyes, poor coordination, slurred speech, memory lapses, difficulty concentrating.
• Risky or illegal behaviors: drinking and driving, legal troubles, unsafe actions.
• Neglecting hobbies, socializing, or responsibilities due to substance use.
• Withdrawal symptoms or continued use despite physical/psychological harm.

What You Can Do

• Treat the situation seriously; observe behavior carefully.
• Speak directly and calmly about concerning behaviors.
• Encourage the student to seek help via Health & Wellness Services: (530) 242-7580.
• Offer support and concern for overall well-being, not judgment.
• Consult Student Conduct or Campus Safety if necessary: (530) 242-7910.
• Submit a BIRT referral if behavior persists, worsens, or the student may benefit from talking with someone.
• Be aware that denial is common; focus on observed behaviors rather than assumptions.

What Not to Do

• Don’t ignore signs of intoxication or impairment in class/work
• Don’t convey judgment, criticism, or enable irresponsible behavior
• Don’t argue, accuse, or press for explanations about drug use
• Don’t assume substance use is temporary or harmless

Additional Notes

• Address behaviors based on observable changes, not suspicions alone.
• Follow campus safety and legal protocols; zero tolerance for drugs/alcohol on campus.
• If there is immediate danger, contact Campus Safety at (530) 242-7910 or 911.
• Dormitory issues: contact Director of Residence Life at (530) 242-7739.

What You Might Notice

• Tense, cautious, or mistrustful behavior; few friends.
• Interprets minor oversights as personal rejection.
• Overreacts to insignificant events; attributes special meaning to occurrences.
• Concerned with fairness and being treated equally.
• Projects blame onto others; expresses anger indirectly.
• May appear anxious, insecure, or inadequate.

What You Can Do

• Communicate privately and set clear boundaries.
• Establish classroom rules and consistent expectations.
• Ask student to moderate tone and redirect lengthy questions to office hours.
• Use creativity, patience, and flexibility in accommodating learning needs.
• Provide multiple referral options (PACE, Health & Wellness Services, etc.).
• Maintain professional concern without becoming overly warm or intimate.
• Know your rights regarding the Student Code of Conduct.
• Submit a BIRT referral if concerns persist or support is needed.

What Not to Do

• Don’t question or reprimand unusual behavior publicly.
• Don’t automatically refer to counseling before setting boundaries.
• Don’t be overly warm, friendly, or humorous with the student.
• Don’t assure the student of personal friendship or advocacy.

What You Can Do

• Remain calm, speak in a steady tone, and model appropriate behavior to help defuse the situation.
• Acknowledge the student’s anger or frustration (e.g., “I hear how angry you are.”).
• Rephrase what the student is saying and identify their emotions to show understanding e.g., “It appears you are upset because you feel your rights are being violated and nobody will listen.”
• Allow the student to explain what is upsetting them.
• Reduce stimulation by moving to a quieter area if appropriate and safe.
• Ensure others are nearby or accessible if the situation escalates. Ask a co-worker for assistance when needed.
• Set clear and respectful boundaries (e.g., “Please step back,” or “I cannot listen when you are yelling.”).
• Focus on de-escalating the situation rather than solving the problem immediately.
• Use a time-out strategy, if necessary, by asking the student to reschedule a meeting once they have calmed down.
• Once calm, help the student problem-solve and address the underlying issue.
• Be honest and genuine; avoid placating aggressive behavior.
• Consider submitting a BIRT referral or consulting the Office of Student Conduct if concerns persist or the student may benefit from additional support.

What Not to Do

• Do not remain in a situation where you feel unsafe.
• Do not meet alone with the student if aggression is present.
• Avoid arguments, shouting, or hostile responses.
• Do not become punitive. 
• Do not demand explanations for the student’s behavior.
• Do not ignore warning signs that anger is escalating.
• Do not touch the student, as this may be perceived as aggression or unwanted contact.
• Do not ignore your instincts if you feel you may be in danger.

If Behavior Becomes Disruptive or Threatening

• Contact Campus Safety: (530) 242-7910.
• Or dial 911 in an emergency.

What You Can Do

• Assess your safety first. If you feel in danger, contact Campus Safety: (530) 242-7910 or dial 911.
• Remain calm and speak in a steady, non-threatening tone.
• Acknowledge the intensity of the situation (e.g., “I can see you’re very upset.”).
• Clearly state acceptable behavior while recognizing their feelings (e.g., “It’s okay to be angry, but breaking things is not okay.”).
• Get help from coworkers, staff, or campus safety immediately if needed.
• Maintain safety:
  
  • Keep access to an exit.
  • Position furniture between you and the student if possible.
  • Keep the door open when appropriate.
  • Ensure others are nearby and accessible.
  • Meet with another staff member present if there are safety concerns.
• Consult Campus Safety or the Office of Student Conduct or submit a Student Conduct referral if needed.

What Not to Do

• Do not meet alone with the student if you feel unsafe.
• Do not ignore warning signs such as yelling, threats, or clenched fists.
• Do not threaten, challenge, or corner the student.
• Do not touch the student.
• Do not remain in a situation where you feel unsafe.
• Do not ignore your instincts if you believe you may be in danger.

What You Might Notice

• Persistent, unwanted contact (calls, emails, gifts, office visits).
• Verbal or written threats, paranoia, or violent statements.
• History of violence, failed relationships, or mental illness.
• Obsessive or extreme attraction/hatred toward someone.
• Boundary-crossing behaviors or harassment of third parties.
• Social maladjustment, low self-esteem, emotional immaturity.

What You Can Do

• Set clear, firm boundaries for time and communication.
• Maintain courteous, professional demeanor—avoid being overly friendly.
• Notify the student when contact becomes inappropriate; escalate to dean, VP of Student Services, or Campus Safety if necessary.
• Consult with the Psychological Counselor early.
• Contact Campus Safety immediately if the student becomes threatening (530) 242-7910.
• Be prepared to pursue legal action (restraining order) if behavior escalates.

What Not to Do

• Share personal information (address, phone, car, etc.).
• Extend yourself beyond the classroom or become a personal advocate. If advocacy is needed refer to appropriate resource. 
• Transport the student or invite them to your home.
• Flatter or over-accommodate the student.
• Ignore escalating or threatening behavior.

What You Might Notice

• Withdrawal from class, reduced participation, or avoiding certain courses.
• Doubts about their own perceptions or questioning if the incident was a “joke”.
• Emotional distress related to unwelcome sexual comments, advances, or behavior.
• Stress from repeated harassment, including sexual jokes, innuendo, or suggestive displays.

What You Can Do

• Listen carefully and with sensitivity, without judgment or bias.
• Provide information on campus resources, including Campus Safety and the Title IX Coordinator.
• Explain campus policies on sexual harassment (e.g., Shasta College Title IX webpage).
• Encourage the student to seek informal or formal resolution of concerns.

What Not to Do

• Ignore the students’ complaint or concerns.
• Take action based on your personal biases.
• Act without consultation or guidance.
• Tell the student nothing can be done about sexual harassment.

What You Might Notice

• Significant challenges with intellectual functioning and adaptive skills.
• Difficulties with communication, self-care, social/interpersonal skills, or academics.
• Trouble understanding social conventions or participating in group/classroom activities.
• Needs clear instructions and repeated guidance.

What You Can Do

• Communicate slowly, clearly, and calmly; give precise, consistent instructions.
• Set clear behavioral and time limits, reinforce them consistently.
• Have the student repeat instructions to confirm understanding.
• Limit your contact appropriately; maintain professional boundaries.
• Refer to PACE (Partners in Access to College Education) at (530) 242-7790 for support and strategies.
• Refer the student to other appropriate campus services if needed.

What Not to Do

• Engage in arguments or power struggles.
• Press for explanations beyond the student’s cognitive ability.
• Ignore or avoid addressing inappropriate behaviors.

Key Points

• Students come from diverse backgrounds in disability, gender, race/ethnicity, sexual orientation, religion, class, national origin, and age.
• Cultural differences can affect how students express distress, ask for help, or respond to interventions.
• Students may feel isolated or reluctant to speak about problems if they believe being “different” is stigmatizing.
• Misunderstandings can arise from different norms around behavior, emotional expression, privacy, and U.S. cultural expectations.

What You Can Do

• Make direct contact and express your concern.
• Approach the student with respect and understanding.
• Share any limited knowledge of the student’s culture to build connection.
• Clearly and directly express support for the student.
• Identify a resource person or support service in advance.
• Ask if the student has a resource person who can assist you both.
• Remind the student that many college difficulties are transitional and can be addressed with timely support.

What Not to Do

• Assume the student won’t want to relate to you.
• Be put off by silence, denial, or reluctance to express concerns.
• Get distracted by the intricacies of culture rather than focusing on the student’s immediate distress.