See Something. Say Something. Do Something.

Action.

Students Exhibiting troubling behaviors in your presence are likely having difficulties in various settings including the classroom, with roommates, with family, and even social settings

Trust your instincts and SAY SOMETHING if a student leaves you to feel worried, alarmed, or threatened!

See Something. Say Something. Do Something.

Compassion.

UC Faculty/staff and graduate teaching / research assistant are in a unique position to demonstrate compassion for UC students in distress.

Both undergraduate ad graduate students may feel alone, isolated, and even hopeless when faced with academic and life challenges. These feelings can easily disrupt academic performance and may lead to dysfunctionally coping and other serious consequences.

You may be the first person to SEE SOMETHING distressing in a student since you have frequent and prolonged contact with them. The University of California, in collaboration with the California Mental Health Services Authority (CalMHSA), requests that you act with compassion in dealings with such students.

Change.

Sometimes students cannot, or will not turn to family or friends. DO SOMETHING! Your expression of concern may be a critical factor in saving a student's academic career or even their life.

The purpose of this page is to help you recognize symptoms of student distress and identify appropriate referrals to campus resources.

The Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) permits communication about a student of concern in connection with a health and safety emergency. Observations of a student's conduct or statements made by a student are not FERPA protected. Such information should be shared with appropriate consideration for student privacy.

Academic Indicators

Physical Indicators

Psychological Indicators

Safety Risk Indicators

• Sudden decline in quality of work and grades
• Repeated absences
• Disorganized performance
• Multiple requests for extensions
• Overly demanding of faculty and staff time and attention
• Bizzare content in writings or presentations
• You find yourself doing more personal rather than academic counseling during office hours

• Marked changes in physical appearance including deterioration in grooming, hygiene, or weight loss/gain
• Excessive fatigue / sleep disturbance
• Intoxication, hangovers, or smelling of alcohol
• Disoriented or "out of it"
• garbled, tangential, disconnected, or slurred speech
• Behavior is out of context or bizarre
• Delusions and paranoia

• Self-disclosure of personal distress such as family problems, financial difficulties, contemplating suicide, grief
• Unusual / disproportional emotion response to events
• Excessive tearfulness, panic reactions
• Irritability or unusual apathy
• Verbal abuse (e.g., taunting, badgering, intimidation
• Expressions of concern about the student by his/her peers

• Unprovoked anger or hostility
• Physical violence (showing, grabbing, assault, use of a weapon)
• Implying or making a direct threat to harm self or others
• Academic assignments dominated by themes of extreme hopelessness, rage, worthlessness, isolation, despair, acting out, suicidal ideations / violent behaviors - a "cry for help"
• Stalking or harassing
• Communicating threats via email, correspondence, texting, or phone calls

Be Proactive: Engage students early on, pay attention to signs of distress, and set limits on disruptive behavior

Be Direct: Don't be afraid to ask students directly if they are under the influence of drugs or alcohol, feeling confused, or having thoughts of harming themselves or others.

Listen Sensitively and Careful: Use a nonconfrontational approach and a calm voice. Avoid threatening, humiliating, and intimidating responses.

Safety First: The welfare of the campus community is the top priority when a student displays threatening or potentially violent behavior. Do not hesitate to call for help.

Follow Through: Direct the student to the physical location of the identified resource.

Consultation & Documentation: Always document your interactions with distressed students and consult with your department chair/supervisor after any incident.

For Students

In the Community