Faculty and staff at Michigan Technological University are often among the first to notice when a student’s behavior or performance changes. In a rigorous STEM environment like MTU, combined with geographic distance from home, long winters, and limited daylight, students may experience stress that ranges from expected adjustment challenges to more concerning levels of distress (Jayasankara et al., 2018; Karyotaki et al., 2020)
This section is not intended to train faculty and staff to diagnose mental health conditions. Instead, it provides guidance for recognizing patterns of concern and knowing when to offer support or connect students to additional resources.
Normal stress is a natural response to academic demands, exams, deadlines, and life transitions. Students experiencing normal stress are generally able to recover with rest, support, and problem-solving (NHS 2023).
Concerning distress occurs when stress:
- Persists over time
- Intensifies rather than improving
- Interferes with academic functioning, relationships, or daily life
- Includes noticeable behavioral or physical changes
The key difference is not a single incident, but patterns and duration.
Academic Indicators
Example Scenario
Normal Stress:
A student emails you before a midterm explaining they are overwhelmed with multiple
exams that week and asks for clarification on study expectations. Their attendance
and performance have otherwise been consistent.
Concerning Distress:
A student who previously attended class regularly begins missing multiple lectures,
submitting incomplete assignments, and stops responding to emails. Their exam scores
drop sharply over several weeks.
What to Watch For: Academic
Normal Stress
- Occasional missed assignment
- Temporary test anxiety
- Requests for clarification or extensions
Short-term decline around peak stress periods (midterms, finals)
Concerning Distress
- Repeated absences
- Ongoing missed or incomplete work
- Sudden, significant grade decline
- Disengagement from class or communication
Physical Indicators
Example Scenario
Normal Stress:
A student mentions feeling tired during finals week and says they stayed up late studying
for multiple exams.
Concerning Distress:
Over several weeks, you notice a student appears consistently exhausted, has significant
changes in appearance or hygiene, and mentions sleeping only a few hours most nights
due to anxiety or stress.
What to Watch For: Physical
Normal Stress
- Temporary fatigue
- Mild sleep disruption during busy weeks
- Occasional illness
Concerning Distress
- Ongoing exhaustion
- Noticeable weight change
- Significant changes in appearance or self-care
- Persistent sleep or appetite disruption
Behavioral and Emotional Indicators
Example Scenario
Normal Stress:
A student appears nervous before a presentation and expresses worry about their grade
but participates once class begins.
Concerning Distress: A typically engaged student becomes withdrawn, avoids group work, appears irritable or tearful in class, and expresses hopelessness about their ability to succeed academically.
What to Watch For: Behavioral/Emotional
Normal Stress
- Temporary frustration or worry
- Mild irritability
- Performance anxiety
- Short-term overwhelm
Concerning Distress
- Withdrawal from peers
- Avoidance of class activities
- Emotional outbursts or flat affect
- Expressions of helplessness or worthlessness
- Increased agitation or panic
Students may not verbally express distress, especially where emotional topics may feel uncomfortable. Non-verbal cues can include:
- Avoiding eye contact
- Slumped posture
- Sitting alone consistently
- Lack of participation when previously engaged
- Tearfulness or visible agitation
- Sudden changes in energy or demeanor
These cues are most meaningful when they represent a change from the student’s typical behavior.
Some signs require immediate attention and consultation with campus resources:
- Statements about wanting to disappear or not exist
- Direct or indirect references to self-harm or suicide
- Extreme hopelessness or despair
- Giving away belongings or saying goodbye
- Severe disorientation or paranoia
- Threats of harm to self or others
If a student expresses these concerns, remain with them and contact MTU Public Safety (906-487-2216) or call 911 for immediate assistance.
[Recognizing Students in Distress: What to Watch For (PDF version)]
What to Watch For
Academic
☐ Repeated missed assignments
☐ Sharp decline in performance
☐ Absences without explanation
☐ Lack of engagement
Physical
☐ Persistent fatigue
☐ Noticeable changes in appearance
☐ Sleep or appetite disruption
☐ Frequent illness
Behavioral/Emotional
☐ Withdrawal or isolation
☐ Emotional volatility
☐ Avoidance of class activities
☐ Expressions of hopelessness
When several of these appear together or persist over time, additional support may be needed.
- Am I noticing a single stressful moment, or a pattern of change over time?
- Have I checked in with the student in a supportive and nonjudgmental way?
- Do I know which campus resources I can share if needed?
- Am I staying within my role by supporting and referring rather than diagnosing?
Recognizing signs of distress early can help prevent challenges from escalating and supports a campus culture of care, connection, and student success at Michigan Technological University.
Karyotaki, E., Cuijpers, P., Albor, Y., Alonso, J., Auerbach, R. P., Bantjes, J., Bruffaerts, R., Ebert, D. D., Hasking, P., Kiekens, G., Lee, S., McLafferty, M., Mak, A., Mortier, P., Sampson, N. A., Stein, D. J., Vilagut, G., & Kessler, R. C. (2020). Sources of stress and their associations with mental disorders among college students: Results of the World Health Organization World Mental Health Surveys International College Student initiative. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01759
NHS. (2023). Student stress. NHS choices. https://www.nhs.uk/mental-health/children-and-young-adults/help-for-teenagers-young-adults-and-students/student-stress-self-help-tips/#:~:text=You%20may%20feel%20stressed%20about,managing%20on%20a%20tight%20budget.
Jayasankara Reddy, K., Rajan Menon, K., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531–537. https://doi.org/10.13005/bpj/1404