Have you ever had students that needed extra help? Perhaps they were struggling with personal or academic situations. Or, perhaps they were disruptive in class while you were TAing or serving as a mentor. As a teaching assistant and mentor, you are in a position to serve as a critical resource for saving a student’s academic career or even their life. With this in mind, it is important to know what you can do when various situations arise in conjunction with the health of your students. This blog outlines steps you can take in various situations. This blog will also provide useful information on mental health resources that you should be aware of for your students when TAing.

 

[Image Description: Text of the word EMERGENCY with a flashing red light behind it.]

Pictured: An emergency alert 

Before jumping into discussing the different scenarios you may encounter while TAing, please note the following emergency and non-emergency contacts:

UCR Resources

• UC Riverside Police: 911 or 951-827-5222 (24 hours)
• 24-Hour Hotline: 951-827-5531 or 2-TALK from campus phones
  • Mental health therapists are available for crisis counseling and consultation by phone
• Student Affairs Case Management: 951-0827-5000
• Campus Advocacy, Resources, and Education: (CARE) 951-827-6225
• Student Health Services: 951-827-3031

 

24/7 Support Resources

• National Suicide Prevention Hotline: 800-784-2433/800-SUICIDE
• Alternatives to Domestic Violence, 24-hour confidential hotline: 951-683-0829/800-339-SAFE
• National Mental Health Association: 800-969-6642
• National Institute of Mental Health: 866-615-6464
• American Foundation for Suicide Prevention: 888-333-2377
• American Association for Suicidology: 800-273-8255/800-333-TALK

 

Another very important resource for TAs and mentors to know about is the Assisting Students in Distress - Red Folder. Much of the information in this blog post is summarized in further detail in this folder. Please be aware of the resources represented here and share them with your fellow TAs and mentors.

 

[Image Description: Penny, from The Big Bang Theory, seated on a couch with her hair a mess, lipstick smeared across her chin, dark bags under her eyes.]

Pictured: What students might look like when they need help

 

The first step in recognizing if a student needs help is simply to be aware of your students’ behaviors. Students often do not reach out and ask for help when they need it. Thus, recognizing unusual or inappropriate behavior is critical. For example, when TAing or mentoring, we tend to have frequent contact with students. If we are aware of the standard behavior of our students, we may be able to see changes or distress when they present in behavioral changes in a student. If you notice something is going on with a student, it is important to be proactive and trust your instincts. Try reaching out to the student and talking to them privately. Some things that you can address with them are 1) your concern, 2) progress in the course, 3) whether they need help or want to talk about anything (course related or personal), and 4) campus and other resources.

 

 

[Image Description: A table listing academic, physical, safety risk, and psychological indicators for students in need of support.]

Pictured: Table displaying various indicators that your students may need help.

 

When discussing a students’ concerns and issues it is crucial to know your role. Your role as a TA is to provide the student with resources. This can be done by framing the decision to seek and accept help as something that will be greatly beneficial for the student. Emphasize for your student that asking for help is not a sign of weakness. Make sure that you are respecting the student’s privacy; however, you CANNOT promise confidentiality. This fact needs to be made clear to the student. According to the Family Educational Rights and Privacy Act (FERPA) you may communicate about a student if there are concerns about a student’s health and safety or if the student is in danger to themselves or others. However, the information should only be shared with appropriate campus entities such as Student Affairs Case Management and Counseling and Psychological Services.

 

If you are talking with a student, make sure to listen carefully. Repeat what the student has told you to both be sure you each understand what was said and to clarify any points of confusion. Also, try to refrain from expressing your own opinions regarding the situation. Do not minimize the student's concerns. Instead, you should ask how you can support them and provide them with resources. Do not be afraid to ask directly if the student is thinking of suicide. If the student is in danger, know your emergency resources and if you feel unsafe at any time call 911 or UCPD right away.

[Image Description: Michelle Tanner, from Full House, looking up at the viewer as she says: Call the police, this is an emergency!]

Pictured: What you should do if you feel unsafe or if a student is a danger to themselves or others

 

In addition, when discussing serious matters with students make sure that you are prepared and that you remain calm. Whenever possible, you should go into a meeting where you think serious topics such as those we have discussed may come up with resources at hand. Make sure you have a plan to call for support or suggest a referral. You should also make sure you know where to go if your student wants to be taken to any of the resources you have suggested. In all matters, remain calm. You want the student to feel as comfortable as possible, which means you must project an outward calm. This is also important because you do not want to escalate the situation further. Let the student know that they are being heard and then help provide them with the necessary resources.

[Image Description: Tracy Jordon, from Thirty Rock, shouting to the room: Everybody, calm down!]

Pictured: Your internal voice reminding you how to respond in stressful or complicated interactions with students

Finally, always report any serious or persistent concerns or inappropriate behavior to Student Conduct or Dean of Students, and also notify your department leadership. Now that we've discussed some resources and things to keep in mind regarding student support, let's discuss what you might do in a number of different scenarios. 

 

What if….

Scenario	How to Recognize	How to Help
Anxious Student	May have difficulty concentrating, feelings of being on edge, and sleep problems. May experience symptoms such as rapid heartbeat, chest pain, sweating, hyperventilation.	Allow the student to discuss how they are feeling with you and provide a safe place for them until symptoms subside. Make sure to refer them to the proper resources. Do not minimize their feelings or overwhelm them with information.
Depressed Student	May appear sad, have frequent absences from class, experience a decline in personal hygiene, and decreased energy and fatigue. May come to you and express symptoms such as feelings of hopelessness, sadness, emptiness, pessimism, and loss of interest in pleasurable activities.	Reach out to the student and let them know that you are concerned. If they express these feelings, make sure to listen and tell them that you are aware of their feelings. Encourage the student to discuss these feelings. Let them know their options and resources by sharing the information provided in this blog. If the student is interested, suggest Counseling and Psychological Services.
Suicidal Student	May present situational clues (e.g., death of a loved one, break up, loss of employment), emotional cues (e.g., apathy, hopelessness, low self-esteem), verbal cues (e.g., “I want to kill myself”, “My life has no meaning”) or behavioral cues (e.g., suicide attempt, poor adjustment, crying spells). Not all of these cues need to be represented in order to reach out to the student.	Talk to the student and make sure that you are open and direct about suicide. This means that you may have to ask a student directly if they are thinking about taking their life. Make sure that you sound calm, understanding, and that you recognize their feelings. Do not look or sound shocked by the information that the student tells you. Know what the students’ resources are and, if they are open to it, suggest calling or walking with them to Counseling and Psychological Services.
Aggressive student	May display verbal aggression or violent behavior. May be provoked or become aggressive or violent in a situation that they perceive as being beyond their control. The nearest target of anger may be your or other students in the classroom.	It is important to remain calm during aggressive or violent outbursts, and to stay safe. Staying safe may mean getting help, making sure you have access to an exit, keeping large objects between you and the student, and if possible, being able to verbalize what students in your class should do. If you are able to, make sure that you listen to the students’ concerns, acknowledge their feelings, allow them to express their concerns, and be direct about what you and/or the student needs to do to resolve the problem. Again, know your resources, especially the emergency resources listed above.