Students experiencing distress often turn to faculty. Their distress varies, and it can be difficult to know how to respond. Your colleagues across campus engage in this exchange of common challenges and possible solutions. Some of the following topics address trauma. Not all student-related needs and concerns are the result of trauma, yet faculty and staff cannot rule out the impact of trauma when faced with a student concern. It is not the responsibility of faculty and staff to be experts in trauma responses, but that doesn’t mean our actions cannot be helpful.
Here to Help.
The Center for Faculty Excellence is partnering with Student Success on efforts to support UNO faculty, staff, and students. Let us know what questions and suggestions you have. You can contact:
- Connie Schaffer - Center for Faculty Excellence, Director
-
Cathy Pettid – Assistant Vice Chancellor for Student Affairs
Frequently Asked Questions about Working with Students in Distress
School-Life Balance
- How do I find the right balance between appropriate academic expectations and empathy for students?
- How can I reduce academic stress for students?
- My student told me they are homeless (without food, do not have internet access, can't afford textbooks, has an unmet health need, has a family member in crisis, lost their job and insurance, etc.). They haven't asked for help. How can I support them?
Absences
- My student missed a significant number of classes or is very behind on assignments due to a death in the family. It seems excessive. Can I request an obituary notice? What should I do?
- It appears to me that a student is being dishonest or flippant in their request for an assignment deadline extension or an excused absence. How can I confront the student, hold them accountable, and still maintain a productive teaching and learning relationship with them?
- What can I do if a student quits coming to class and doesn't respond to my attempts to reach them? How can I encourage attendance so I can keep working with students who are struggling?
- How does UNO know which students have quit attending all or most of their classes? How does UNO attempt to reach these students?
Mental Health Concerns
- What academic indicators may signal that a student is experiencing mental health issues?
- What can I do if a student has an anxiety attack or outburst during a class?
- How do I protect the privacy of a struggling student if other students are asking me about them?
- When a group project is being impacted by a group member who is struggling with mental health or other issues, what can I do?
Trauma and Students with Ongoing Needs
- When a student has experienced trauma, how might that be evident in their academic performance or relationships with instructors or peers?
- Are certain students more susceptible to negative academic outcomes related to trauma?
- I know I can't be told the specifics of a response by UNO's Behavior Review Team (BRT), but what happens when I fill out a report on one of my students?
Impact on Faculty and Staff
- My student never misses an opportunity to talk with me during my office hours. Lately, they have been wanting support and advice about things other than course content. I'm feeling overwhelmed, but don't want to let the student down. They seem lonely.
- I've had a high number of students who are struggling with mental health challenges, a student who has experienced extreme trauma, or a student who has shared numerous issues with me. How do I combat compassion fatigue and secondary trauma?
How can I reduce academic stress for students?
COMING SOON
How do I find the right balance between appropriate academic expectations and empathy for students?
Advice from Kelly Gomez Johnson
Assistant Professor, Teacher Education
My student told me that they are homeless (without food, do not have internet access, can't afford textbooks, has an nmet health need, has a family member in crisis, lost their job and insurance, etc.). They haven't asked for help. How can I support them?
Advice from Sandra Rodriguez-Arroyo
Faculty Fellow, Teacher Education
My student missed a significant number of classes or is very behind on assigments due to a death in the family. It seems excessive. Can I request an obituary notice? What should I do?
In addition to Dr. Santo’s advice found below, you may be interested to know that UNO has recently started a new Student Grief Support Group.
Advice from Jonathan Santo
Associate Professor, Psychology, OLLAS Associate Director
It appears to me that a student is being dishonest of flippant in their request for an assignment deadline extension or an excused absence. How can I confront the student, hold them accountable, and still maintain a productive teaching and learning relationship with them?
Advice from Jamie Wagner
Associate Professor, Economics
What can I do if a student quits coming to class and doesn't respond to my attempts to reach them? How can I encourage attendance so I can keep working with students who are struggling?
Advice from Jennifer Harbour
Associate Professor, Black Studies
How does UNO know which students have quit attending all or most of their classes? How does UNO attempt to reach these students?
Advice from Stacie Haneline
Keyboard Artist, Lecturer
Collaborative Piano Area Coordinator
Hi, my name is Stacie Haneline and I am a faculty member at UNO. As we continue to support our students and provide the resources UNO makes available to all students, I want to address a topic that can be difficult to understand.
How do we know if students have quit attending a class or multiple classes? We may not have a lot of information and the best way to assist a student, who is not attending class(es), is to submit a Behavioral Review Team referral. Simply go online to the UNO website and type BRT into the search box.
Anyone can fill out a BRT form including, students, parents, faculty, staff, or community members. The BRT Team will take it from there and will provide the support needed.
What academic indicators may signal that a student is experiencing mental health issues?
Advice from Marcia Adler
Instructor, School of Health and Kinesiology
What can I do if a student has an anxiety attack or outburst during a class?
Advice from Charmayne Adams
Assistant Professor, Counseling
How do I protect the privacy of a struggling student if other students are asking me about them?
Advice from Robert Fulkerson
Lecturer, Computer Science
You should first acknowledge the concerns expressed by the student's peers with a statement such as, "Thank you for expressing concern about this person." You also need to maintain the privacy of the student. You shouldn't engage in more in-depth discussions about the student they are concerned about, even if you have concerns of your own.
You can let students know that any time they have a concern about another student, they can confidentially report that concern to the Behavioral Review Team (BRT). Direct them to this reporting resource by letting them know they can go to the UNO website and type BRT in the search box. If they're uncomfortable doing it themselves or are still uncertain, you can offer to show them the resource or help them contact the BRT.
In our positions as faculty or staff, we can set an example for how students can approach delicate situations. Acknowledging that they took the time to contact someone about one of their peers makes them feel heard and encourages that behavior for future situations they may encounter.
Providing them with actionable, concrete tasks helps them navigate unfamiliar or uncomfortable situations they may find themselves in in the future.
When a group project is being impacted by a group member who is struggling with mental health or other issues, what can I do?
Advice from Lisa Epp
Instructor, Special Education & Communication Disorders
When a student has experienced trauma, how might that be evident in their academic performance or relationships with instructors or peers? Or how can I recognize trauma in students?
COMING SOON
Are certain students more susceptible to negative academic outcomes related to trauma?
Advice from Cathy Pettid
Assistant Vice Chancellor for Student Affairs
I know I can't be told the specifics of a response by UNO's Behavior Review Team (BRT), but what happens when I fill out a report on one of my students?
Advice from Tammi Owens
Associate Professor, Outreach & Instruction Librarian, Research and Instruction Services
The Behavioral Review Team (BRT) reviews all reports. For privacy reasons, the BRT won’t be able to report on the specific steps that were taken once a report has been submitted.
However, be assured they do evaluate the information you’ve provided and make recommendations on any further action. If you complete a report on an issue that’s related or has happened to you, such as a student threat, the BRT will contact you directly.
Our BRT is a group of skilled colleagues who are experts in a variety of areas. Know that once you report a student who is in distress, you’ve placed that student into the care of people who care.
Reporting is the most critical step. Find out more at unomaha.edu/student-life/student-safety/how-to-report/behavioral-review-team.php
My student never misses an opportunity to talk with me during my office hours. Lately, they have been wanting support and advice about things other than course content. I'm feeling overwhelmed but don't want to let the student down. They seem lonely.
Advice from Lisa Kelly-Vance
Professor and Director, School Psychology Graduate Program
Advisors can be an important source of support during college. Having connections and establishing a trusting relationship can go a long with in helping our students succeed.
When students need more than course support from the advising relationship, it can be a challenge. It’s not that we can’t discuss personal issues, but we aren’t necessarily in a position to give all that a student may need. We need to be helpful and honest in these situations.
I've had a high number of students who are struggling with mental health challenges, a student who has experienced extreme trauma, or a student who has shared numerous issues with me. How do I combat compassion fatigue and secondary trauma?
Advice from Connie Schaffer
Director, Center for Faculty Excellence
As empathetic individuals committed to students, we often convey a strong façade and attempt to provide comfort, support, and assurances. Doing so, especially repeatedly with multiple students or over a long period with one or two students is taxing. If you find yourself resenting students’ requests for help or if you feel that no matter what you do, your efforts will fall short you may be experiencing empathetic strain or what is sometimes referred to as compassion fatigue.
The toll is even greater in some instances. People who hear firsthand about the trauma of others may themselves be profoundly impacted and experience what is referred to as vicarious trauma or secondary trauma. There is no single approach to combatting these phenomena, but I offer some suggestions for you to consider.
First, acknowledge that what you and your colleagues are experiencing is real and may go beyond stereotypical burnout. Be willing to talk about this in personal and professional conversations.
Second, talk with your chair, director, or supervisor and ask for their assistance. Permit yourself to say, “This is more than I can handle, I need to refer this student to someone on campus.” Doing will benefit you and the student in need.
Third, look for possible ways to change work-related practices and procedures and bring those ideas to campus leaders. Thinking beyond the traditional ways and routines of academia may lead to changes that enhance the campus for students, staff, and faculty.
Fourth, we’ve heard a great deal about self-care. Self-care is not a panacea but is extremely important. Self-care varies from person to person, but take steps to address your needs.
Finally, seek professional guidance. Consider scheduling an appointment with the Faculty/Staff Employee Assistance Program or a therapist who can help you.