Supporting a Student in Distress | Counselling Services | Seneca Students

Supporting a Student in Distress 

Faculty & Staff Resource 

As teaching faculty and support staff, you are often among the first to notice when a student is struggling. While not all signs of distress indicate an immediate crisis, early recognition and appropriate response can be critical in supporting a student’s wellbeing and academic success.

This resource provides you with practical tools, a clear framework, and examples to help you effectively Recognize, Respond, and Refer students who may be experiencing distress. 

After reviewing this guide, you will be able to: 

• Identify common academic, emotional, physical, and behavioural signs of student distress. 

• Confidently approach and communicate with students showing concern. 

• Assess the urgency of the student’s situation using practical criteria. 

• Make appropriate referrals to Seneca Counselling Services or other resources. 

• Understand boundaries and your role in supporting student wellbeing. 

The 3 R’s Framework: Recognize, Respond, Refer 

RECOGNIZE the Signs 

Students facing personal or academic challenges often exhibit signals across different areas. Recognizing these signs early is the first step toward helping them. 

Academic Indicators 

• Frequent absences or a sudden change in attendance pattern. 

• Decreased participation or withdrawal from class activities. 

• Declining academic performance, such as dropping grades. 

• Missed deadlines for assignments, tests, or presentations. 

• Disturbing content in written or creative work (i.e., themes of violence, hopelessness). 

Example: A student who has consistently attended all classes suddenly stops showing up and misses multiple assignments. 

Emotional Indicators 

• Comments expressing feelings of overwhelm, stress, or hopelessness. 

• Appearing withdrawn, tearful, anxious, or unusually quiet. 

• Increased irritability or frustration towards peers or staff. 

• References to self-harm or suicidal thoughts in writing or conversation. 

Example: A student confides they feel overwhelmed by balancing school and personal issues and mentions “not seeing a way out.” 

Physical Indicators 

• Noticeable changes in appearance or hygiene (i.e., unkempt, drastic weight change). 

• Signs of substance use or abuse. 

• Persistent fatigue or frequent illness without clear medical cause. 

• Frequent excuses related to physical health affecting attendance or performance. 

Example: A student who looks tired, has poor hygiene, and frequently misses class citing “not feeling well.” 

Behavioural Indicators 

• Sending inappropriate or repetitive emails or messages to faculty or peers. 

• Posting concerning content on social media (i.e., violent, threatening, or despairing posts). 

• Lack of response to attempts to contact them by faculty or peers. 

• Exhibiting disruptive, aggressive, or outburst behaviour in class or online. 

Example: A student becomes disruptive during class discussions or sends multiple aggressive emails. 

RESPOND to the Information 

If you notice concerning behaviour and feel comfortable, initiate a supportive conversation with the student. 

How to Approach 

• Find a private, quiet space to talk, ensuring confidentiality as much as possible. 

• Use clear, specific observations: “I noticed you’ve missed several classes and seem upset. I’m concerned.” 

• Stay calm and non-judgmental; allow the student to speak without interruption. 

• Use active listening: nod, maintain eye contact, paraphrase to show understanding. 

• Avoid making assumptions or minimizing their feelings. 

What to Say 

• “I’m here to listen and support you.” 

• “What’s been going on for you lately?” 

• “It’s okay to feel overwhelmed sometimes, and there are supports available.” 

After Listening 

• Validate their feelings: “That sounds really difficult.” 

• Share information about available resources, including Counselling Services, Academic Supports, and crisis contacts (security). 

• Offer to help with a referral or provide printed/contact information. 

• Avoid giving direct advice or attempting to “fix” their problems yourself. 

Do’s and Don’ts 

 How to Use This Matrix 

1. Identify the nature of the situation: 

• • Is the student in immediate danger or in need of medical attention? → Call Security or 911. 

• Is the student struggling emotionally or mentally but not in imminent danger? → Refer to Counselling Services. 

• Is the issue related to behavioral concerns, bullying, harassment, or class disruptions? → Contact Student Conduct. 

2. Document the concern (as appropriate) and refer immediately. 

• • For consultations (non-urgent, seeking advice):

  • Contact Counselling Services if you need to consult about a specific student situation. 

Handling Refusal of Help 

If a student refuses help and the situation is not an emergency: 

• Respect their right to decline services. 

• Provide information they can access later if they change their mind. 

• Offer to follow up or stay in touch, but do not pressure. 

• Document your concerns and inform appropriate staff as needed. 

Example: A student says they do not want counselling now but accepts a handout with contact details for future reference. 

Practical Tools and Examples 

Scenario 1: Academic Decline and Withdrawal 

You notice a usually engaged student missing classes and failing assignments. 

• Recognize: Change in attendance and grades. 

• Respond: Speak privately: “I’ve noticed you’ve missed a few classes and your assignments are late. How are you doing?” 

• Refer: Offer counselling contact info, encourage academic advising. 

Scenario 2: Emotional Distress Expressed in Class 

A student appears tearful and shares feeling overwhelmed. 

• Recognize: Emotional signs of distress. 

• Respond: “I’m really sorry you’re feeling this way. Would you like to talk more after class or meet with a counsellor?” 

• Refer: Provide information about Counselling Services and Peer Wellness Supports. 

Scenario 3: Disruptive Behaviour or Aggression 

A student is aggressive in emails or social media posts. 

• Recognize: Behavioural red flags. 

• Respond: Address calmly: “I’m concerned about some of your recent messages. Can we talk about what’s happening?” 

• Refer: If safety is a concern, notify campus security, student conduct or emergency services. 

Additional Support and Training 

Counselling Services at Seneca offers specialized training sessions for faculty and staff on this model and strategies to support students in distress. These interactive workshops cover communication skills, mental health awareness, and referral processes. To arrange a personalized training session for your team, please contact: "CS Leadership Team" <cs.leadership@senecapolytechnic.ca> 

 Your role as faculty or support staff is vital in noticing early signs of distress and offering compassionate support. By recognizing the signs, responding thoughtfully, and referring appropriately, you can make a significant difference in a student’s academic journey and overall wellbeing.