Physical indicators
| Deterioration in physical appearance or personal hygiene | |
| Excessive fatigue or repeatedly falling asleep in class | |
| Dramatic change in energy level, in either direction | |
| Noticeable changes in weight or visible bingeing and purging | |
| Noticeable physical injuries (cuts, bruises, burns, etc.) | |
| Disorganized, slurred or rapid speech; confusion | |
| Shakiness, tremors, fidgeting or pacing | |
| Frequent or chronic illness | |
| Chronic substance abuse |
Academic & student employment indicators
| Repeated absences from class or campus employment | |
| Repeated missed assignments, exams or appointments | |
| Significant deterioration in the quality or quantity of work | |
| Extreme disorganization or erratic performance | |
| Patterns of extreme perfectionism or anxiety | |
| Preoccupation with violence, death, isolation, despair or depression in written or artistic work | |
| Continual seeking of special provisions | |
| Sending frequent, lengthy, “ranting” or threatening emails to instructor |
Behavioral indicators
| Direct statements indicating distress, despair, family problems or loss | |
| Angry or hostile outbursts, yelling or threatening comments | |
| More withdrawn or animated than usual | |
| Expressions of hopelessness or worthlessness; crying or tearfulness | |
| Expressions of severe anxiety or irritability | |
| Isolating self in residence hall room or apartment | |
| Excessively demanding or dependent behavior |
How to help
Quick access steps
| Situation | Contact |
|---|---|
| The student poses an imminent risk to themselves or others; the student’s behavior is threatening, dangerous or reckless. | Call WashU Police: 314-935-5555 or off campus, call 911 |
| The student is distressed, but you are uncertain of how serious it is; the student’s behavior has left you concerned or uneasy. | File a Care Report, consult with WashU Cares or Health Services For School of Medicine students, contact WUSM Health Services or Dr. Karen Winters |
| The student is having significant academic or personal issues and could use additional support, but you are not concerned for the student’s immediate well-being. | Refer to the appropriate campus resource |
To report a concern about an employee, contact Human Resources.
Decision tree for assessment and action
Step 1: Determine if the situation is an emergency
A situation is an emergency if the student:
| Poses physical or verbal threats directed at self, others or property | |
| Is disconnected from reality or exhibiting psychosis | |
| Displays unmitigated disruptive behavior |
Physical emergency
- Campus Police: 314-935-5555
Or pick up a blue light emergency phone - Off campus: 911
Mental health emergency
- Campus Police: 314-935-5555
Or pick up a blue light emergency phone - Off campus: 9-8-8
Step 2: If the situation is not an emergency, CONSULT
Consult with one or more of the resources listed here including:
| Email WashU Cares | |
| Health Services | |
| If you are faculty: your faculty chair or the administrator in your school who works with student issues | |
| If you are staff: your supervisor | |
| If you are a student: Your RA or other trusted adviser |
Step 3: INQUIRE
If you feel safe meeting with the student, express your concern and inquire about their well-being. You are not acting as a therapist or counselor. Your role is to listen, support and ask pertinent questions.
| Express concern in a nonjudgmental way Example: “I’m worried, because you’ve seemed really down lately.”. | |
| Listen attentively to the student’s response Maintain eye contact and pay attention to the student’s nonverbal communication | |
| If you are concerned that a student is suicidal, ask direct questions Example: “Are you thinking about killing yourself?” | |
| Avoid trying to “fix” the student’s problems or brainstorming solutions Instead, when you respond, try to reflect back what you hear the student saying Example: “It sounds like you’re feeling really overwhelmed right now.” |
Step 4: REFER
Identify an appropriate resource and explain the limitations of your knowledge and experience
| Be clear that your referral does not mean that you think something is “wrong” with the student or that you are not interested in them. |
Step 5: REPORT
Complete a Care Report. Documenting your concern in a timely manner can help with early intervention.
| WashU Cares staff may reach out to you for follow-up. | |
| Please know that WashU Cares makes every effort to protect students’ privacy, so we are often unable to provide detailed information about how the situation was resolved. |