Page 23 - Faculty Handbook2

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State and National Support
23
“After a second absence, I will typically ask the student if
there are issues that are causing them to have trouble
focusing or causing them to miss classes. I tell them I am
concerned about their academics and that of course
influences their personal life as well.”
- Monica M. Weinzapfel, Professor, Costume Designer, School of Dance and
Theatre, Radford University
“Dealing with a distressed student can be a difficult thing for
a professor's own emotional and mental health, so make sure
that while you're taking care of your student, you're also
taking care of yourself.”
- Alyse Knorr, English TA, Master of Fine Arts in Creative Writing, George
Mason University
CHOOSING A PATHWAY
There are two pathways to choose from once you have
identified a student in distress: speaking directly with the
student or consulting with campus resources.
If you have a relationship or rapport with the student,
speaking directly to him/her may be best. Begin by
expressing your concerns about specific behaviors you have
observed.
If you do not really know the student, you may prefer to
consult with someone first as a way to decide what to do
next.