We often have students in our courses who may not participate fully or who tell us about their personal situations. Many students experience PTSD, domestic/dating violence, depression, food/housing insecurity, etc., and instructors need guidance on appropriate courses of action or referrals for both Regular Session and Special Session students.

The recent T3 session covered these topics:

• Recognizing neurodivergent students and ways to help them
• When to refer students to CAPS
• Local resources for students 

It was suggested during the T3 session that iSchool faculty would benefit from knowing the protocol when dealing with students who are perceived to be at risk or experiencing difficult situations.

Steps

1. Even good changes leave us feeling vulnerable!
2. Start the conversation:
   1. By email, “I see (3 changes or signs that you see) and they seem to impact your academics. Can I check in with you to see how you are doing because I care about your well being?”
   2. By Zoom, “I see (3 changes or signs that you see) and they seem to impact your academics.” (provide empathetic listening and be factual not judgemental) You have put a lot of effort in…Sounds like this has been challenging for you. Thank you for sharing with me.”
3. Refer (Prevention, Intervention, Postvention):
   1. By email, I would like you to have support, to get through this challenging time. Is CAPS something you have heard about or considered? (encourage to try and give info on how to contact). CAPS is included in your fee, it is confidential, and respectful.
   2. By Zoom, I would love you to have support. A professional to be there for you. Can we call CAPS together?
      1. If yes, (CAPS can be called by student or professor in Zoom and wait until therapist i.e.; like walking student to center)
      2. If no, then say I have a few resources, can I please give them to you?
4. Follow up:
   1. Is it ok to check in with you again to see if there is anything I can support you with?
   2. Provide additional resources.