The following information will guide you through the process of talking with a student about your concerns and suggesting appropriate resources.

• Before beginning, think over what are the most important things you’d like to say.
• Try to find a time when neither of you is upset, tired, or not feeling well for any reason.
• Focus should be on your concern and specific, behavioral things you have seen or heard which cause your concern. E.G.:
  • You haven’t been to class for two weeks. You even missed a test yesterday.
  • I don’t see you anymore – you are disconnected from class and your studies a lot.
  • The message you sent me last night about not being able to take it anymore really worried me.
  • I’m concerned about your telling me you’re not eating and/or sleeping lately.
  • You seem sad or down.
• Avoid labels, judgments, or critical statements. e.g.:
  • What’s wrong with you!?
  • You always…
  • You shouldn’t feel worried about that – it’s no big deal.
• Listen carefully to what the student says in response. Active listening means you try to hear and understand what they say before thinking ahead to your next move. Try to avoid using the word “but.” Be prepared to listen to some history about the problem. This can be a springboard to making suggestions (below) E.G:
  • Man, you’ve been through a lot lately. No wonder you are having trouble focusing. You have a lot on your mind.
  • I know it’s embarrassing to ask for help; I’m glad you’re talking to me.
  • It sounds like you’ve been discouraged by your past experiences.
• Offer specific ideas about what the student might do. Try to tie the recommendation to something the student said if you can. Here is more information about making an appointment.
  • Have you talked to a counselor about this?
  • I could give the crisis line number if you’re interested (988 or you can text HOME to 74141).
  • The Counseling Center is open right now – I could walk you over if you like.
  • I’m not sure exactly what you need to get through this, but maybe someone else does.
  • Why don’t you look at the Counseling Center website and it may give you some ideas about the services.
  • You’ve been dealing with this a long time; maybe it’s time to try something different. You could make an appointment to consult with someone – you don’t have to commit to anything up front.
• Be hopeful about what the suggestions might be able to do to help.
  • A therapist could help you to sort out all these thoughts and feelings so you can better make a decision.
  • I care about you and I want to help, but I’m not sure how to best help you. A counselor knows more about these types of problems.
• Follow-up. Let the student know you care (don’t push for details, just ask if they tried the suggestion). If the appointment did not go well, they might want to try another person or place for a better fit.

The first thing you could try is to ask the student. You don’t have to ask for details, but you can ask if they decided to seek help, are making appointments, etc. Due to state law and professional ethics, client records are held to high standards of privacy and confidentiality.

The Counseling Center cannot release any information without signed authorization from the student. Often, students are willing to allow their counselor to consult with a friend, family member, or concerned staff member if there is a specific reason. Again, the best idea is to speak with the student about this directly.

UW CareLink resources

UW CareLink connects you with experts who help you or your family members navigate life’s challenges. You get free, confidential access to guidance consultants who provide:

• Counseling
• Legal advice
• Financial guidance
• Eldercare assistance
• Work-Life solutions
• Consultation for managers
• Critical and traumatic incident response services

If you need help with any of these issues, don’t hesitate to reach out to Carelink 24/7:

UW CareLink is the employee assistance program provided for PEBB benefits-eligible UW employees, their dependents, and other household members. Initial services are provided at no cost, and the call is toll-free. UW CareLink is available nationwide 24 hours a day, 7 days a week.

Faculty and staff play a crucial role in supporting the mental health of students. Here are some ways they can provide assistance and create a supportive environment:

1. Awareness and Education: Faculty and staff can increase awareness about mental health issues by organizing workshops, seminars, or training sessions for students. These sessions can focus on recognizing signs of mental distress, stress management, and available resources for seeking help.

2. Open Communication: Encourage open and non-judgmental communication by creating a safe space where students can discuss their concerns or seek guidance. Faculty and staff can make themselves available for one-on-one meetings or office hours to address students’ mental health concerns.

3. Referrals and Resources: Faculty and staff should be familiar with the mental health resources available on campus, such as counseling services or support groups. They can provide information and refer students to these resources when necessary.

4. Flexible Policies: Being understanding and flexible with academic policies can help reduce stress and anxiety for students. Faculty and staff can consider providing reasonable accommodations for students with mental health conditions, such as extended deadlines or alternative assignments.

5. Collaboration with Counseling Services: Collaborate with the counseling services on campus to develop a coordinated approach to student mental health. Faculty and staff can work together with counselors to identify students in distress and provide appropriate support.

6. Self-Care Promotion: Encourage students to prioritize self-care and well-being. Faculty and staff can incorporate discussions about self-care techniques, stress reduction strategies, and the importance of work-life balance into their classes or workshops.

7. Role Modeling: Faculty and staff can serve as positive role models by demonstrating good self-care practices, maintaining healthy boundaries, and fostering a supportive and inclusive classroom environment. This can inspire students to prioritize their mental health as well.

8. Confidentiality and Privacy: Respect student privacy and maintain confidentiality when dealing with mental health concerns. Ensure that students feel comfortable sharing their concerns without the fear of judgment or the risk of their personal information being disclosed.

9. Training and Professional Development: Provide ongoing training and professional development opportunities for faculty and staff to enhance their knowledge and skills in supporting student mental health. This can include workshops on mental health awareness, crisis intervention, and communication strategies.

10. Collaboration with Student Organizations: Collaborate with student organizations focused on mental health advocacy and support. Faculty and staff can work together with these groups to organize events, raise awareness, and create a network of support for students.

Remember, it is essential for faculty and staff to prioritize their own mental health as well. Taking care of their well-being allows them to better support and engage with students.