How to Respond
 If immediate safety is a concern or the person
acts in a highly irrational or disruptive way,
call 911.
 If safety is not a concern, attempt to
de-escalate the situation; offer to find
someone to assist in problem-solving.
 Speak with the student privately.
 Allow time for the conversation.
 Express your concerns in terms of what you
have noticed in their behavior (e.g. being
increasingly reserved in class or turning in
writings of a particularly dark nature).
 Be empathetic and listen to their thoughts
and feelings.
 Ask about the student’s intentions directly
(e.g. “Are you thinking about suicide?” or “Are
you thinking about harming someone else?”).
 Offer hope through discussing treatment at
CAPS (e.g. “I think that meeting with
someone at CAPS could make a big
difference in how you are feeling”).
 Acknowledge the stigma that some associate
with therapy and emphasize help-seeking as
a strength.
 Provide a few facts about CAPS (e.g. most
services are already paid for in student fees;
CAPS services are confidential except under
unusual, well-defined circumstances;
therapists deal with a wide range of personal
concerns).
 Follow up with the student and provide
support as appropriate. This can really show
you care and increase the student’s willingness to complete treatment.
 Talk with your supervisor for additional
assistance and determine if there are existing
departmental polices and/or procedures in
place that may assist you in resolving the
issue.
 Consult with CAPS, CART and/or UHDPS.
 Notify the Dean of Students Office if
appropriate.
How to Refer
 If you have concerns for the student’s
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immediate safety or the immediate safety of
another, contact 911. Safety precedes
treatment.
If this student is in crisis, you may escort the
student to CAPS; remember that we will
always assess the needs of potential client
during office hours. Calling ahead helps
CAPS to coordinate this assessment.
You can help facilitate an appointment by
calling CAPS with the student in your
presence and having them make an
appointment.
You can also have the student agree to
make an appointment with CAPS.
You can always call CAPS to consult if you
have any mental health questions or
concerns regarding any student, staff, or
faculty.
HELPING
STUDENTS
OF CONCERN
A Resource Guide for
Faculty and Staff
Important Contact Numbers
 In an emergency when safety is an
immediate concern, call 911.
 CAPS and the Dean of Students Office are
available for consultation.
 The Conduct Assessment and
Response Team (CART) chaired by the
Dean of Students and comprised of CAPS,
UHDPS, Residential Life & Housing,
Academic Program Management, and
General Counsel, can facilitate campus
efforts to assist the student and provide
support for faculty and staff. For more
information, please visit www.uh.edu/cart
Emergency
911
UHDPS
713-743-3333
Dean of Students Office
713-743-5470
CAPS
713-743-5454
Student Health Center
713-743-5151
Residential Life
713-743-6000
Students of Concern
Counseling and Psychological
Services (CAPS) has developed
this informational guide to aid
faculty and staff in assisting
students experiencing difficulties.
The University of Houston is an Equal Opportunity/Affirmative Action
institution. Minorities, women, veterans and persons with disabilities
are encouraged to apply.
Dangerous Student
Safety is an immediate concern; Verbal or
physical threats to harm others; Active
threats of suicide and resistance to help
If student is dangerous or threatening harm
to self or others
CALL 911
Disruptive or Disturbing Student
Disruptive to the learning environment;
Safety is not an immediate concern;
threatens to harm self or others, but will
accept help; Demonstrates bizarre behavior
or communications
For Mental Health Consultation
Or Referral:
CAPS
713-743-5454
Conduct Assessment and
Response Team (CART)
www.uh.edu/cart
Dean of Students Office
713-743-5470
After-Hours Crisis:
Dept. of Public Safety
713-743-3333
Student of Concern
Not disruptive to the learning environment, but
is troubled, confused, very sad, highly anxious,
irritable, lacks motivation and/or concentration;
has thoughts of not wanting to live; difficulties
in interactions with others
Q. What are some signs that a student may be
struggling?
Struggling students may not be disruptive to others, but may
exhibit behaviors which indicate something is problematic.
They may also be reluctant or unable to acknowledge a need
for personal help. Behaviors may include:
 Marked changes in academic performance
 Tardiness and excessive absences inconsistent
with prior history
 Changes in emotional states, e.g., sadness,
crying, lethargy, irritability, rapid speech,
preoccupation, increased and more intense
disagreement with peers and instructor, sense
of confusion
 Changes in physical well-being, e.g. swollen
eyes from crying, increased illness, poor
self-hygiene, rapid weight loss/gain, sleeping in
class
 Repeated requests for special consideration,
e.g. deadline extensions, changes in
requirements, grade changes
 Behaviors which may interfere with effect
management of the learning environment, e.g.
outbursts of anger, domination of discussion,
derailing the focus of the course
Q. What are warning signs of disruptive student
behavior?
Disruptive or disturbing students exhibit behaviors that signify
an obvious crisis and necessitate more immediate intervention.
Examples include:
 Highly disruptive behavior (e.g. verbal hostility,
aggression, disregard for classroom decorum and
expected conduct, etc.); failure to comply with
corrective feedback
 Inability to communicate clearly (garbled,
pressured speech; disorganized, confused, or
rambling thoughts)
 Loss of contact with reality (seeing or hearing
things which others cannot see or hear; irrational
beliefs or fears that others may be conspiring
against them)
 Stalking behaviors and inappropriate
communications (including threatening letters,
e-mail messages, harassment)
 Suicidal thoughts and/or threats to harm others
(may be communicated orally or in written formats
through e-mail, assignments, or on social network
or academic sites)
 Previous suicide attempts
 Significant alcohol or drug use
 Threatening or communicating thoughts of
suicide, death, dying or the afterlife
 Sudden increase in moodiness, withdrawal,
or isolation
 Major change in eating or sleeping habits
 Feelings of hopelessness, guilt or
worthlessness
 Poor control over behavior
 Impulsive, aggressive behavior
 Giving away important possessions
 Drop in quality of school performance/interest
 Lack of interest in usual activities
 Getting into trouble with authority figures
 Hinting at not being around in the future or
saying good-bye
 A recent death or suicide of a friend or family
member
 A recent break-up with a boyfriend or
girlfriend, or conflict with parents
 News reports of other suicides in the same
school or community
 A history of violent or aggressive behavior
 Serious drug or alcohol use
 Gang membership/strong desire to be in a
gang
 Trouble controlling feelings like anger
 Threatening others regularly
 Access to or fascination with weapons,
especially guns
 Withdrawal from friends and usual activities
 Feeling rejected or alone
 Having been a victim of bullying
 Poor school performance
 History of discipline problems or frequent
run-ins with authority figures
 Feeling constantly disrespected
 Failing to acknowledge the feelings or rights
of others