Faculty and Staff Resources

TWU faculty and staff are critical points of contact for our students. Often, students present a range of wellness needs that may require intervention. That can feel overwhelming for all involved. This site is meant to provide guidance around next steps. It is not meant to be comprehensive.

When assisting students, you do not have to be content experts in mental health or disability support, as examples, to be helpful. Your engagement around these student issues demonstrates care and can help build a sense of student belonging, which has been shown to be correlated with academic persistence.

Responding to Student Emergencies

Move the student to a quiet and secure place.
Listen attentively, and respond in a straightforward and considerate manner.
Enlist the help of a co-worker so that the student isn’t left alone and you aren’t left alone with the student.
Make arrangements for appropriate university intervention.
When contacting a campus resource, have available as much information as possible, including your name; the student’s name and location; a description of the circumstances and the type of assistance needed; the exact location of the
student in the building; and an accurate description of the student.

Reporting a Student Needing Help

If a student needs additional support or information must be shared with other campus officials, please submit a referral form on the TWU Office of Civility and Community Standards web page. Search “Report an Incident” on the TWU website.

Referrals can be made by:

Submitting an electronic referral form

Information for an effective referral:

Student’s name and student ID
Contact information
Dates, times, & locations of events
What was observed
What was said and by whom
What has been done so far to address concern and the student’s response to those efforts

If the situation requires immediate assistance, call the TWU Police at 911, or 940-898-2911.

Student Wellness Interventions

When engaging with students, a variety of wellness topics or concerns may arise. Here are some of the most common or most urgent with suggestions on how to best assist.

Classroom

Do

Let them know the limits of what it is reasonable for you to provide.
Let them make their own decisions as much as possible.
When you have given appropriate time to them, let them know, “Excuse me, I need to attend to other things right now.”
Establish reasonable boundaries early in the academic relationship.
Communicate to them calmly both verbally and in writing.

Don't

Don’t let them use you as their only source of support.
Don’t get trapped into advice giving, “Why don’t you….?”
Don’t get angry.

Do

Request that the student stop the disruptive behavior.
If the problem persists, ask the student to leave the class or the area.
Initiate a discussion with the student privately about the behavior that is of concern.
Inform the student of the behavior that needs to change, define a timeline for when the change needs to be made, and explain the consequences if the change does not occur.
After meeting with the student, document the content of the meeting in writing. It is sometimes helpful and/or necessary to provide the student with a written copy of the requirements and the consequences discussed.
Contact the department chair or supervisor for advice and support.
Inform the Office of Civility and Community Standards at 940-898-2968.

Don't

Don’t get into an argument or shouting match.
Don’t become hostile or punitive yourself.
Don’t press for an explanation or reasons for their behavior.
Don’t stay in a situation in which you feel unsafe.

Do

Inquire compassionately as to what the problems are.
Provide enough time for the student to open up. Their initial defensiveness might be off-putting to an instructor who values involvement and dedication in students.
Help the student assess the source of underachievement, e.g., distractions, preoccupations, emotional problems, depression, difficulties with underlying academic and study skills.
Sensitively address the difficulty of dealing with a “failure mentality.”
Refer the student to the Student Life Retention and Support Specialist at 940-898-3648 or use the Report an Incident form.

Don't

Don’t take the student’s problem personally or be insulted that they do not find the class engaging.
Don’t assume too quickly the problem is mere laziness.
Don’t punish the student for lack of involvement.
Don’t dismiss the student and problem as unworkable in one meeting.

Do

Reach out to student to check in.
Be supportive while holding to academic standards.
Offer honest feedback about current student’s academic standing in course.
Have clear policy outlined in syllabus about how absences/missed work will be managed.
Develop a policy that builds in some grace for all students and enforce consistently.
Set clear expectations and document them in writing.
Refer student to Student Life Retention and Support Specialist who can educate them about academic options/deadlines and support resources.

Don't

Assume too much responsibility or feel compelled to continuously make exceptions.
Disregard academic standards and the learning objectives due to student’s situation.
Allow student to strong-arm you into making unreasonable exceptions.

Do

Speak to the student in private about your concerns.
Treat each student with sensitivity and respect.
Maintain confidentiality about their disability.
Acknowledge the difficulties that the student is having.
Refer students to Disability Services for Students for accommodations.
Consult with Disability Services for Students for further guidance.
Set rules and parameters for all students in your classes; accommodation is not absence of academic expectations.

Don't

Don’t use patronizing language with the student.
Don’t underestimate or question the stated disability.
Don’t assume the student understands the academic limitations imposed by the disability.
Don’t assume the student qualifies for accommodations without Disability Services for Students verification.
Don’t adjust the academic standards of the course without prior consultation with Disability Services for Students.

Do

Anticipate that the student will be under additional academic/financial pressure due to specific Visa requirements.
Be aware of your rate of speech and use of U.S. centric acronyms or references for the student with an English language barrier.
Understand that the student is experiencing various levels of cultural adjustment and homesickness, and should be referred to student support and academic campus
resources as needed.
Encourage students to attend office hours for discussions on U.S. academic expectations versus those in their home educational system.

Don't

Encourage the F1 Visa holding student to take a break or drop courses since this can potentially negatively affect their Visa status.
Assume that silence, for the student with an English language barrier, means agreement or understanding.
Take on a student’s many problems, but rather refer them to the appropriate campus resource.

Do

Let students know there are campus resources such as:
- CARE department (basic needs: such as food, housing, childcare)
- Student Money Management Center (financial education, budgeting assistance, peer financial coaching)
- Student Emergency Aid Fund (SEAF)
When using books in a course, make sure students can get them through the TWU Bookstore

Don't

Don’t promise any grants or special funding
Don’t be the intermediary between the resources and the student
Don’t underestimate their basic needs concerns

Do

Acknowledge their anger.
Rephrase what they are saying and identify their emotions.
Allow them to get the feelings out, and tell you what is upsetting to them.
Tell them you are not willing to accept their verbally abusive behavior.
Help the person problem solve and deal with the real issues when they become calmer.
Defuse & de-escalate the situation by remaining calm, speaking in a calm tone of voice, and modeling appropriate behavior to the student.
Make a referral to the Student of Concern team using the Report an Incident form.
Contact TWU Police (911) if there are any imminent safety concerns.

Don't

Don’t meet alone with the student.
Don’t get into an argument or shouting match.
Don’t become hostile or punitive yourself.
Don’t press for an explanation or reasons for their behavior.
Don’t look away in order to not deal with the situation and ignore the student.
Don’t stay in a situation in which you feel unsafe.
Don’t ignore a gut reaction that you are in danger.

Do

Prevent total frustration and helplessness by quickly and calmly acknowledging the intensity of the situation.
Explain clearly and directly what behaviors are acceptable.
Stay in an open area.
Get necessary help - other staff, DPS, etc.
Make a referral to the Student of Concern team using the Report an Incident form.

Don't

Don’t meet alone with the student.
Don’t ignore warning signs that a person is about to explode (for example: yelling, screaming, clenched fists, threatening statements).
Don’t threaten, dare, taunt, or “push” the student into a corner.
Don’t touch the student.
Don’t stay in a situation in which you feel unsafe.
Don’t ignore a gut reaction that you are in danger.

Mental Health

Do

Convey to the student that adjustment or transition stress is normal and often brings a temporary decline in performance.
Encourage the student to use positive coping methods to manage transition stress, including regular exercise, social support, a reasonable eating and sleeping regimen and pleasurable activities.
Encourage the student to explore therapeutic tools available at TWU. Search “Mental Health Resources” on TWU website.

Don't

Don’t assume that the student understands the impact of life transitions and/or is aware of the source of stress.
Don’t minimize or trivialize the student’s feelings or reactions.
Don’t discount or overlook factors that put the student at risk for more problems.

Do

Talk to the student in private.
Listen carefully and validate the student’s feelings and experiences.
Be supportive and express your concern about the situation.
Discuss a clear action plan such as making an appointment with the CAPS.
Be willing to consider or offer flexible arrangements (e.g., extension on a paper or exam), if appropriate, as a way to alleviate stress and instill hope.
If you feel overwhelmed or unprepared to help this student, refer them to CAPS for a same day crisis appointment. Consider walking the student over to CAPS or calling
with them.

Don't

Don’t be afraid to ask whether the student is suicidal if you think they may be.
Don’t downplay the situation.
Don’t argue with the student or dispute that the student is feeling depressed.
Don’t provide too much information for the student to process.
Don’t expect the student to stop feeling depressed without intervention.
Don’t assume the family knows about the student’s depression.

Do

Listen carefully and compassionately.
Offer reasonable academic options.
When appropriate, if you are comfortable, you can share similar experiences you have had so the student doesn’t feel alone or as though their reaction is unusual/atypical.
Talk to the student about getting some professional help to deal with the loss.

Don't

Don’t be afraid of tears. Tears are a natural, healthy way of releasing emotions and don’t necessarily indicate that a student is in crisis.
Don’t avoid discussing the deceased person with the student. They are often grateful to find someone who will listen.
Don’t say well-intentioned things to the student that might imply the grief is not valid… “it can’t be that bad.”

Do

Respond with warmth and kindness, but with firm reasoning.
Remove extra stimulation in the environment and guide them to a quiet environment (if you are comfortable doing so).
Acknowledge your concerns and state that you can see they need help.
Reveal your difficulty understanding them (when appropriate).
Focus on the “here and now.” Switch topics and divert the focus from the irrational to the rational.
Call or walk the student to CAPS for a same day crisis appointment.
Submit a referral on the TWU Office of Civility and Community Standards web page under Students in Distress. Search “Report an Incident” on the TWU website.
Contact TWU Police if it appears the student is a danger to themselves or others — 911 or 940-898-2911.

Don't

Don’t argue or try to convince them of their irrational thinking, it only makes them defend their position more.
Don’t play along.
Don’t delve deeper into or encourage further exploration of the student’s delusions or hallucinations.
Don’t demand, command, or order the student.
Don’t expect customary or usual emotional responses.

Do

Share your honest concern and encourage the student to seek help.
Be alert for signs of alcohol and drug abuse: preoccupation with drugs, periods of memory loss, deteriorating performance in class.
Get necessary help from TWU Police in instances of intoxication: 940-898-2911.
Encourage the student to seek an evaluation through CAPS.

Don't

Don’t ignore the problem.
Don’t chastise or lecture.
Don’t in any manner encourage the behavior.

Do

Be available to listen, to talk, to be concerned.
Acknowledge that a threat or attempt at suicide is a plea for help.
Take the student seriously.
Walk the student to CAPS. Do not leave the student alone. **If it is after 5pm, or the weekend, contact TWU Police by calling 911 or CAPS’ 24/7 TWU Crisis Line: 940-898-HELP (4357).
Care for yourself. Helping someone who is suicidal is hard, demanding and draining work.

Don't

Don’t minimize the situation or depth of feeling, e.g., “Oh, it will be much better tomorrow.”
Don’t be afraid to ask the person if they are so depressed or sad that they want to hurt themselves (“You seem so upset and discouraged that I’m wondering if you are considering suicide.”)
Don’t over commit yourself, and therefore, not be able to deliver on what you promise.
Don’t ignore your limitations.

Assault and Abuse

Do

Encourage the victimized student to trust their instincts.
Advise the student to contact DPS (911 or 940-898-2911).
Advise the student to document unwanted contacts and maintain evidence of harassment.
Advise the student to take precautions to ensure safety, including a change in routine travel routes and schedules.
Refer the student to CAPS.
Inform the student that you are a mandatory reporter as a State of Texas employee.
Complete the Sexual Misconduct intake form on the Office of Civility and Community Standards webpage.

Don't

Don’t ignore or minimize the situation.
Don’t suggest that the victim is responsible for the unwanted attention.
Don’t take responsibility for protecting the student.

Do

See the student in private.
Recognize that the student may be fearful and vulnerable.
Remember that abusive relationships involve complex dynamics, including high levels of denial and, thus, are difficult to change.
Be aware that interventions from a variety of sources increase the chances for change.
Refer or escort the student to CAPS or TWU Police (911 or 940-898-2911).
Inform the student that you are a mandatory reporter as a State of Texas employee.
Complete the Sexual Misconduct intake form on the Office of Civility and Community Standards webpage.

Don't

Don’t pressure the student to leave the abusive relationship without careful safety planning with a professional. Without such, this could place the student in greater danger.
Don’t blame the student for not leaving the relationship.

Do

Listen to what they are telling you and believe them.
Any incidents or concerns regarding sexual misconduct should be reported immediately to Title IX/Office of Civility and Community Standards, even if the person(s) concerned about or harmed by the misconduct are unsure about pursuing a formal complaint.
Encourage them to seek support through CAPS or Student Health Services.
Inform the student that you are a mandatory reporter as a State of Texas employee.
Complete the Sexual Misconduct intake form on the Office of Civility and Community Standards webpage.

Don't

Don’t ask them a lot of prying questions, as you may inadvertently send the message that you don’t believe them or that you are questioning how they handled themselves in that situation.
Don’t blame them for what happened and let them know it was not their fault; regardless of the circumstances under which the assault occurred.
Don’t be skeptical or show that you don’t believe them.
The vast majority of students do NOT make up stories about being assaulted.
Don’t try to be this person’s only support. Recovery takes a long time and often involves the need for professional services.
Don’t pressure the student to report the crime.

Page last updated 8:49 AM, November 12, 2024

Faculty and Staff Resources

Responding to Student Emergencies

Reporting a Student Needing Help

Student Wellness Interventions

Classroom

The Demanding Student

The Disruptive Student

The Academically Underachieving Student

The Student Seeking Support Due to Chronic Absenteeism or Missed Assignments

The Student Who Reports Having a Disability

The International Student

The Student in Financial Crisis

The Verbally Aggressive Student

The Violent or Physically Destructive Student

Mental Health

The Anxious Student

The Student with Adjustment Issues

The Depressed Student

The Grieving Student

The Student in Poor Contact with Reality

The Substance Abusing Student

The Suicidal Student

Assault and Abuse

The Student Who Reports Being Stalked

The Student in an Abusive Relationship

The Student Who Reports A Sexual Assault