Week 12: Supporting the Whole Learner

Faculty are often the first to notice when a student is struggling, but you don’t have to navigate those difficult conversations alone. This week’s tip provides actionable strategies for responding with empathy and steps to use the Invisible Safety Net to quickly connect students with the right campus resources.

Review the pedagogical and technical information below to inform your progress in Week Twelve. Have questions about what you learned here or ideas for future tips? Join Coffee & Answers (open support Zoom sessions with the Academic Technology Team) or email the Office of Teaching and Learning.

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Students will experience stressful situations throughout the semester, whether related to their academics; social life; work-life; involvement on campus; or otherwise. As faculty, we are often the first point of contact when a student is struggling. While you aren't expected to be a counselor, your response can be the "bridge" that connects a student to the help they need.

Pedagogical

What should I do if a student becomes visibly distressed in my class or office? 

If you’ve ever spent time with young kids and caregivers, you know that if a child falls, the more the caregiver reacts the more the child reacts. It’s much the same when someone is in distress. A strong reaction from you, or jumping right to the worst case scenario, can actually exacerbate things.

No matter your level of expertise or training, actively listening, being present, and offering support can all help someone who is distressed. Take a deep breath! While you may be thinking that no one trained you for this, you can do a lot to help!

• Avoid the "Fix-It" Trap: Resist the urge to make the distress go away immediately. Your goal is to help the student feel supported and capable of handling the situation, rather than rushing to a solution.

• Start with Warmth & Clarity: Thank the student for their trust. Offer empathy, but keep the focus on their needs rather than your own experiences. Early on, gently remind them of the limits of confidentiality (Mandated Reporting to Title IX).

• Ask Simple Questions: Don't overwhelm them. Try asking one at a time: 

  • What can I do to help? 

  • What did you do the last time you felt like this, if ever? 

  • What usually helps you when you’re struggling?

• Set Compassionate Boundaries: Be honest about your capacity. It is better to state your availability upfront ("I have 20 minutes before my next class") than to surprise them with a sudden exit.

• Assess Risk Directly: If the distress seems severe, ask clearly about self-harm. Asking about suicide does not increase the risk of suicide. Use direct language: “It sounds like a lot is going on, and it’s really overwhelming. Has it been so bad that you are thinking about running away or wishing you didn’t have to wake up tomorrow?”

• Follow Through on Safety: If a student expresses a plan or intent to harm themselves or others, do not handle it alone. Contact CAPS or Public Safety immediately.

–Thom Nailor, LCSW, Outreach Coordinator/Psychotherapist
Counseling and Psychological Services (CAPS)
 

Technical

How do I use the "Invisible Safety Net" in Starfish?

For non-emergencies, the Starfish Invisible Safety Net (ISN) is your most effective tool for coordinating a "wrap-around" support response.

1. Log in to Starfish via The Nest.

2. Open the Student’s Profile and click the Referral button.

3. Select "Invisible Safety Net": This alerts a team across CAPS, Student Support, and Academic Success to begin a collaborative follow-up.

Please note that CAPS does not reach out to students directly, even if they are on the ISN list, and that CAPS does not mandate therapy.

Quick Reference: Where to Direct Students

CAPS offers a Question, Persuade, and Refer (QPR) training. The QPR Gatekeeper training program teaches participants to effectively recognize and respond to emotionally distressed individuals who may be at risk for suicide. Reach out to Thom Nailor, Outreach Coordinator/Psychotherapist at tnailor@sju.edu to inquire about setting up a training session for a group.

 

Additional Resources

• CAPS: provides a list of available resources. Note the section A Message for Faculty and Staff.

• Faculty Guide: Assisting the Emotionally Distressed Student While the resources and phone numbers are not for the SJU community, the site contains useful guidance & ideas for a variety of situations.

• Tools & Techniques for helping Someone in Distress: A list of tools & techniques that can help when someone is in distress.

• Red Folder Initiative | Saint Joseph's University: provides resources based around the level of concern you have for a student (Green is low; Yellow is medium; Red is high). Please note we are continuing to develop this website and resources.

 

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Are these tips helpful? Do you have a topic we should include in future weeks? Please let us know by emailing otl@sju.edu!