Irrational/Inappropriate Behavior

Students exhibiting irrational/inappropriate behavior have difficulty distinguishing fantasy from reality. Their thinking is typically illogical, confused, or irrational, e.g., jumping from one topic to another with no connection; their emotional responses may be incongruent or inappropriate; and their behavior may be bizarre and disturbing. They may experience hallucinations and may report hearing voices. Their academic work (classroom speech or written assignments) may be unintelligible, and they may use words that don’t make sense. While this student may illicit alarm or fear from others, they are generally not dangerous or violent. If you cannot make sense of their conversation or work, you should contact Counseling Services immediately or as soon as possible.

If you encounter a student who displays irrational or inappropriate behavior or appears to be out of touch with reality:


  • Acknowledge the student’s feelings or fears without supporting misconceptions, e.g., “I understand you think someone is following you. It must seem real to you, but I don’t see anyone and believe you are safe.”
  • Remove extra stimulus from the environment, e.g., step outside of the classroom or turn off any electronic devices.
  • Acknowledge your concerns and verbalize that the student needs help.
  • Acknowledge your difficulty in understanding the student and ask for clarification
  • Respond with warmth and kindness but use firm reasoning.
  • Focus on the present.
  • If the student poses an immediate danger to self or others, call 911 for assistance.
  • If the student is not in immediate danger of hurting him/herself or others, but you are very concerned, call Counseling Services, 906-487-2538
  • When possible, accompany the student to Counseling Services (Administration Building, room 301).
  • Be aware that the student may show either no emotion or intense emotion.
  • Be aware that the student may be extremely fearful to the extent of paranoia.
  • Be aware that the student may not understand you or understand only pieces of what is being said.


  • Crowd the student’s personal space.
  • Assume the student will be able to take care of him/herself when out of touch with reality.
  • Agitate the student. Be flexible in the manner you proceed with the student.
  • Argue with the student’s erroneous thought processes. Trying to convince him/her of the irrationality of his/her thinking commonly produces a stronger defense of the false perception.
  • Play along, e.g., “Oh yes, I hear the voices too.” Don’t encourage further discussion of delusional processes.
  • Chase after a student who decides to run. Call 911 for assistance.
  • Allow a student’s friends to take care of the student without getting a professional opinion.