Faculty and staff are often among the first people students turn to when they are experiencing challenges. In many cases, providing a supportive conversation, listening with empathy, and helping a student reflect on next steps is enough to help them move forward.
At times, however, a student may benefit from additional support beyond what faculty or staff can reasonably provide. In those moments, your role is not to solve the problem, but to help connect the student with the appropriate campus resources.
This section provides guidance on when referrals may be helpful, how to introduce resources to students, and how to navigate common support pathways at Michigan Tech.
When faculty and staff notice that a student may be struggling, it can sometimes be difficult to know what to do next. A helpful way to think about responding is through four simple steps: Notice, Connect, Refer, and Follow Up. This framework emphasizes paying attention to signs of concern, engaging in a supportive conversation, connecting students with appropriate resources when needed, and reinforcing care through brief follow-up. Together, these steps provide a practical approach for supporting student well-being while remaining within your professional role.
| Step | What It Looks Like |
|---|---|
|
Notice |
Changes in behavior, attendance, mood |
|
Connect |
Start a supportive conversation |
|
Refer |
Introduce an appropriate campus resource |
|
Follow Up |
Check in briefly later |
The sections below provide more guidance on how to make referrals, introduce resources to students, and navigate common support pathways on campus.
Referrals are a normal and important part of supporting students. Connecting a student with the right office or resource can help them receive specialized support while allowing faculty and staff to remain within their professional role.
You might consider referring a student when:
- A student continues to struggle despite initial support or conversation
- The concern extends beyond academic or advising support
- The student’s distress appears to be increasing
- The situation involves health, safety, or well-being concerns
- You feel unsure how best to help and want additional support involved
Making a referral does not mean you have failed to help a student. Instead, it demonstrates care and helps ensure the student receives the appropriate level of support.
Students may feel hesitant about seeking help, especially if they are unfamiliar with campus resources or concerned about stigma. How you frame a referral can make a significant difference in whether they follow through.
Helpful approaches include:
- Explaining why you are suggesting the resource
- Framing support services as common and helpful
- Emphasizing that the student retains choice and control
- Offering to help them identify the next step
Example language:
“I’m really glad you shared this with me. It sounds like you’ve been dealing with a lot, and there are people on campus whose role is to support students in situations like this.”
“You don’t have to figure this out alone. There are resources here that many students find helpful.”
“If you’re open to it, I can help you identify someone on campus who specializes in supporting students with this kind of concern.”
“I may not be the best person to help with everything you're dealing with, but I do want to help you get connected to someone who can.”
If appropriate, you might also offer to:
- Share a website or contact information
- Send a follow-up email with resources
- Help the student identify their next step
Your role is to help students become aware of available support and encourage them to explore resources that may be helpful.
Most student concerns are non-emergency situations that can be addressed through campus support services or consultation with colleagues.
However, immediate action may be necessary if a student:
- Expresses intent to harm themselves or others
- Appears severely disoriented or unable to care for themselves
- Is experiencing a medical emergency
- Is in immediate danger
In these situations:
- Contact Michigan Tech Public Safety (906) 487-2216 or 911
Stay with the student if it is safe to do so - Notify appropriate campus reporting channels once the situation is stabilized
If you are unsure whether a situation is urgent, it is always appropriate to consult with campus safety or student support professionals.
Michigan Tech provides a centralized reporting system, Report a Concern, that allows faculty and staff to share concerns about a student’s well-being or safety.
Submitting a report can help:
- Connect students with outreach from trained staff
- Coordinate support across offices
- Ensure concerns are documented and monitored
You might consider submitting a report when:
- A student appears increasingly distressed or withdrawn
- Multiple concerns are emerging across academic or personal areas
- You are unsure how to proceed
- You believe additional outreach may benefit the student
After a report is submitted, trained staff review the concern and determine whether outreach or additional follow-up is appropriate. A report does not automatically result in disciplinary action. In most cases, it simply allows staff to check in with the student and connect them with resources.
Students’ willingness to seek help can be influenced by many aspects of identity and background, including:
- Culture and family expectations
- Past experiences with mental health systems
- Religious or community beliefs
- Stigma surrounding counseling or support services
- Experiences with discrimination or marginalization
Some students may be unfamiliar with the idea of seeking professional help, while others may worry about being judged or misunderstood.
Faculty and staff can help reduce these barriers by:
- Communicating care and respect
- Avoiding assumptions about a student’s experiences
- Explaining campus resources in clear and supportive ways
- Recognizing that help-seeking may look different across cultures and identities
Your sensitivity and openness can help students feel more comfortable exploring support options.
When a student shares a concern or you notice signs of distress, you do not need to determine the exact issue or solution. Instead, focus on identifying the general type of concern and connecting the student with the appropriate campus resource.
Step 1: Assess Urgency
Is the situation an emergency?
Emergency Indicators
- Student expresses intent to harm themselves or others
- Student appears severely disoriented or unsafe
- Medical emergency or immediate safety concern
Action
Call 911 or Michigan Tech Public Safety immediately
Stay with the student if it is safe to do so
Step 2: Identify the Type of Concern
If the situation is not an emergency, the table below can help guide where to refer a student.
| If a student is struggling with… | Possible Signs | Consider Connecting Them With… |
|---|---|---|
|
Stress, anxiety, emotional distress, relationship challenges, sleep difficulties |
Overwhelm, withdrawal, visible stress, frequent absences |
Center for Student Mental Health and Well-Being, TELUS |
|
Academic difficulties or falling behind |
Missed assignments, declining grades, confusion about coursework |
Academic Advisor, Learning Centers, Waino Wahtera Center for Student Success |
|
Homesickness, loneliness, or difficulty adjusting to campus life |
Isolation, disengagement, lack of campus connection |
Resident Assistant, student organizations, well-being event/programs |
|
Health concerns, illness, loss |
Fatigue, missed classes due to illness, physical complaints |
Dean of Students |
|
Accessibility or disability accommodations |
Student requests accommodations or support for a condition |
Student Disability Services |
|
Forming identity, sense of belonging |
Hesitates to participate, expresses feeling like an “outsider,” reluctant to share perspectives |
Student Support and Mentorship |
|
Concerning changes in behavior or overall well-being |
Sudden withdrawal, agitation, distressing statements |
Submit a Report a Concern |
|
Sexual misconduct, harassment, or discrimination concerns |
Student discloses an incident or safety concern |
Title IX, Center for Student Mental Health and Well-Being |
|
Substance use concerns |
Appearing intoxicated, repeated absences, sudden academic decline |
DOS, Center for Student Mental Health and Well-Being, TELUS |
|
Safety concerns or criminal activity |
Student reports feeling unsafe or reports a crime |
Campus Public Safety |
This guide is not exhaustive. When in doubt, you can always consult with a student
support office or submit a Report a Concern to ensure the student receives appropriate follow-up.
Consider the following questions as you think about your role in connecting students with resources:
- How comfortable do you feel introducing campus support resources to students?
- Are there particular types of concerns where you feel unsure how to respond?
- What campus offices are you most familiar with, and which might you want to learn more about?
- How might you normalize help-seeking when speaking with students?
Remember that supporting students does not mean handling every situation on your own. One of the most meaningful ways to help is ensuring students know where support exists and how to access it.