A Guide for Faculty and Staff
Everyone plays an important role in supporting student mental health & well-being.
Faculty and staff can use this guide to know what to look for and what to do to assist students who are potentially in distress at Glendon Campus.
If you have immediate safety concerns for yourself or others:
Call 911 & Campus Security
First, call Emergency Services: 911
Then, call Campus Security: 416-736-5333
How Best to Proceed
Assisting students in distress involves 3 basic steps: Observe, Reflect & Respond
Use the table below to guide your observations, reflections and responses.
Step 1: OBSERVE
Pay attention to warning signs
Step 2: REFLECT
Trust your instincts
Step 3: RESPOND
Reach out and help
Learn to notice the signs that a student may be in distress by using the column below. Mental health concerns can have a significant impact on everyday life, including academics. Take a moment to reflect on what you’ve seen and heard. Think of answers to the following questions:
The following list is only meant to provide examples and is not meant to be exhaustive.
Think about what you have seen and heard, and then use the categories and statements below to help determine next steps. ————————————————-
It’s OK to feel unsure about how to respond, and you don’t need to have all the answers. Choosing any response over remaining silent is always the best option.
If it is safe to do so and if you’re worried or if they leave you feeling concerned, talk to the student. Connect the student with resources and identify your concerns using the table below. A student may not know help is available or may hesitate to ask for it. You may use the “Talking to a Student in Distress” model below to help guide your conversation with the student.
If you cannot or do not feel comfortable approaching the student, it’s still important share your concerns about a student with the appropriate service below in order to provide the student with support.
|Behaviour that is uncontrollable, violent, destructive, harmful, aggressive or highly threatening to self or others (including suicidal statements or attempts)||
EMERGENCY: IMMEDIATE RISK OF HARM TO SELF OR OTHERS
“I am concerned about the student’s immediate safety and there may also be imminent and life threatening risks to others.”
First, call EMERGENCY SERVICES: 911
Then, call YORK SECURITY: 416-736-5333
Inform your supervisor and/or the Principal’s Office.
Self-harming behaviours such as cutting, hitting or restricted eating
Expression of intense emotions (anxiety, rage, hopelessness, loneliness…) and references to suicide, but without imminent risk to harm self or others
Behaviour that is incoherent or uncontrollable, but not immediately dangerous to self or others
Mental health, appearance or hygiene that appears to be significantly deteriorating
Sudden changes from regular behaviour patterns (sociability, talkativeness, eating, sleeping, partying, emotionality, capacity for work, substance abuse)
Struggling after traumatic events such as loss of a loved one, end of a relationship, physical health problems
Homesick, withdrawal, feeling isolated or helpless, longing to be back home, unduly hostile towards the local and academic culture
|POTENTIAL CRISIS, BUT NON EMERGENCY: CONCERNING BEHAVIOUR AND/OR EXPERIENCING DISTRESS
“I am concerned about the student’s general wellbeing, they urgently require assistance, but the risk of imminent and life threatening harm to self or others is likely low.”
Encourage or accompany the student to book a Personal Counselling appointment with ACCESSIBILITY, WELL-BEING AND COUNSELLING CENTRE:
And/or, consult the Manager of the ACCESSIBILITY, WELL-BEING AND COUNSELLING CENTRE: Deane Taylor (x 88138)
And/or consult the Director of STUDENT AFFAIRS: Julie Goulet (x88550)
IF AFTER HOURS,
Call YORK SECURITY: 416-736-5333
And/or, encourage the student to call GOOD 2 TALK (free, confidential helpline for post-secondary students in Ontario): 1-866-925-5454
Inform your supervisor or unit lead
|Struggling with finances to the point of distress||
FINANCIAL DISTRESS or CONCERN
“I am concerned about the student’s general wellbeing due to their financial situation, but there appears to be no risk of harm to self or others.”
Encourage the student to contact or visit STUDENT FINANCIAL SERVICES.
And/or consult the Manager of STUDENT FINANCIAL SERVICES: Andréanne Dibo-Amany (x88144)
Struggling with academic demands to the point of distress
ACADEMIC DISTRESS or CONCERN
“I am concerned about the student’s general wellbeing due to their academic situation, but there appears to be no risk of harm to self or others.”
Encourage the student to contact or visit ACADEMIC SERVICES/ADVISING.
And/or consult the Manager of ACADEMIC SERVICES/ADVISING: Gilles Thibodeau (x88133)
Observed or reported to need support with:
Career exploration, academic tasks, and skills development
Gender, sexual orientation, or spiritual identity exploration
Social and peer supports
Well-being and stress management
Student conduct and conflict resolution
STRESSED or IN NEED OF SUPPORT, BUT NOT DISTRESSED
“Even if a student is experiencing neither of the above extreme forms of distress, I am concerned and think that they might benefit from the various support services available on York’s campuses.”
Any of the services listed above, as appropriate
Career and Skills Development Centre (YH A108)
Centre for Human Rights, Equity and Inclusion (at the Keele Campus)
Frost Library (416-487-6726)
Glendon Athletic Club (416-487-6717, email@example.com)
Glendon Women and Trans Centre (Hilliard D124, firstname.lastname@example.org)
Glgbt* (Historic Gate Cottage, email@example.com)
Glendon College Student Union (YH B126, firstname.lastname@example.org)
Interfaith Centre (Hilliard D123)
GL ZONE (YH A, Centre of Excellence Counter, email@example.com)
Mental Health and Wellness at York
Salon Francophone (YH B111)
Spark : Student Papers & Academic Research Kit
International Students and Students Who Live in Residence
In addition to the steps above, inform STUDENT AFFAIRS about your concern if it is regarding an international student: contact Julie Goulet (x88550) & inform the Coordinator of GLENDON RESIDENCE LIFE about your concern if it is regarding a student living on-campus: Katherine Fowley (x88238).
If a Student Doesn’t Want Help
For questions about concerns or student conduct not addressed on this page, contact: Glendon Campus Student Affairs, Division of Students 416-487-6716 Keele Campus Office of Student Community Relations (416)736-5231
Unusual or Particularly Complex Situations Involving Students in Distress
For questions about concerns or student conduct not addressed on this page, contact:
Student Affairs, Division of Students
Office of Student Community Relations
Find response and support resources at:
Sexual Violence Concerns
Find response and support resources at:
· Provide the student with information about resources and offer to make appropriate referrals. · Offer support, but be cautious about giving advice. · Do not promise to keep information private or confidential · If feasible, follow up with the student but don’t insist on knowing what the student has done “How are things since our talk last week?” “How have you been since our talk last week?” “How have you been since we last connected?” · Don’t feel it’s your responsibility to solve the student’s problem · Understand your limitations and get other people involved. · Use resources for staff and faculty like the Employee Assistant Program to help take care of your wellbeing
Talking to a Student in Distress
What to Say
“I’ve noticed you’ve been absent from class lately and I’m concerned about you.”
2. Inquire and listen
“How is everything going? Are you okay?”
3. Provide information and encouragement
“I’m concerned about you and I want to support you. I’d like to share a few resources with you that might help.”
4. Follow up
5. Know Your Limits
· Provide the student with information about resources and offer to make appropriate referrals.
· Offer support, but be cautious about giving advice.
· Do not promise to keep information private or confidential
· If feasible, follow up with the student but don’t insist on knowing what the student has done
“How are things since our talk last week?”
“How have you been since our talk last week?”
“How have you been since we last connected?”
· Don’t feel it’s your responsibility to solve the student’s problem
· Understand your limitations and get other people involved.
· Use resources for staff and faculty like the Employee Assistant Program to help take care of your wellbeing