Counseling

Faculty Working with Students in Crisis

Support Services for Classroom Management

Identifying and Dealing with Troubled or Disruptive Students
The University of Florida Center for Excellence in Teaching
109 Rolfs Hall (352) 846-1574

Faculty as helping resources for students

University students typically encounter a great deal of stress (i.e., academic, social, family, work, financial) during the course of their education experience. While most students cope successfully with the demands of college life, for some the pressures can become overwhelming and unmanageable. Students with difficulties have a number of resources available to them. These resources include close friends, relatives, clergy, and coaches. In fact, anyone who is seen as caring and trustworthy may be a potential resource in time of trouble.

In your role as faculty or staff, students may perceive you as someone who can lend a helping hand or be a good listener. Your expression of interest and concern may be a critical factor in helping a struggling student find appropriate assistance.

Tips for recognizing "troubled" students

All of us at some time in our lives may have hard days, feel sad, depressed, and/or upset. However, significant distress experienced over a period of time may suggest a more serious problem.

Mildly troubled students may exhibit behaviors which do not disrupt others but may indicate something is wrong and that assistance is needed. Behaviors may include:

  1. Serious grade problems or a change from consistently passing grades to unaccountably poor performance.
  2. Excessive absences, especially if the student has previously demonstrated consistent attendance.
  3. Unusual or markedly changed patterns of interaction, i.e., avoidance of participation, excessive anxiety when called upon, domination of discussions, etc.
  4. Other characteristics that suggest the student is having trouble managing stress successfully e.g., a depressed, lethargic mood; very rapid speech; swollen, red eyes; marked change in personal dress and hygiene; falling asleep during class.

Moderately troubled students may exhibit behaviors that indicate significant emotional distress. They may also be reluctant or unable to acknowledge a need for personal help. Behaviors include:

  1. Repeated requests for special consideration, such as deadline extensions, especially if the student appears uncomfortable or highly emotional while disclosing the circumstances prompting the request:
  2. New or repeated behavior which pushes the limits of decorum and which interferes with effective management of the immediate environment.
  3. Unusual or exaggerated emotional responses which are obviously inappropriate to the situation.

Severely troubled/disruptive students exhibit behaviors that signify an obvious crisis and that necessitate emergency care. These problems are the easiest to identify. Examples include:

  1. Highly disruptive behavior (e.g. hostility, aggression, violence, etc.).
  2. Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts).
  3. Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
  4. Stalking behaviors.
  5. Inappropriate communications (including threatening letters, e-mail messages, harassment).
  6. Overtly suicidal thoughts (including referring to suicide as a current option or in a written assignment).
  7. Threats to harm others.

How to provide assistance to a mildly/moderately troubled student

For these behaviors or problems you can choose to handle them in the following ways:

How to provide assistance to a severely troubled/disruptive student

For these behaviors or problems you can choose to handle them in the following ways:

Guidelines for talking with a student in distress

If a student wants to talk:

Warning signs for when to refer a student for further assistance

Some signs that suggest problems for which the student should be referred for assessment are if the student:

How to make a referral

While many students go to counseling or to the Dean of Students Office on their own, your exposure to students increases the likelihood you will identify signs or behaviors of distress in a student. What can you do?

Whom to call for assistance

If you have questions or are uncertain about a student, please call one of the resources listed below. Each of these agencies serves as consultants and resource persons to faculty and staff.

University Center for Excellence in Teaching

The University Center for Excellence in Teaching was established in 1994 to respond to faculty needs in developing and maintaining high levels of teaching excellence. The center has three main objectives: (1) to provide orientation, instruction, and consultation about teaching and learning to new faculty; (2) to facilitate the continuing development of tenured faculty as teachers; and (3) to effectively prepare graduate students for careers as educators.

The Center is located in 109 Rolfs Hall, PO Box 112030, and can be reached by calling (352) 846-1574.

Counseling Center