Red Folder
Recognize • Respond • Refer
1. Recognize
Please review the most common signs of distress. Students may also present with indicators not listed.
- Signs of physical abuse
- Signs of self-injury
- Interpersonal violence
- Unprovoked anger or hostility
- Implying or making a direct threat to harm self or others
- Stalking or harassing
- Unprompted disclosure of thoughts of death or suicide
- Verbal abuse (e.g., taunting, badgering, intimidation)
- Unresponsive or altered level of consciousness
- Repeated absences and/or decline in quality of work or performance
- Writings/creative work that include unprompted disturbing content and/or themes of despair, hopelessness, violence, death, or aggression
- Disorganized performance and/or repeated requests for extensions
- Conduct that interferes with classroom, group work, or activity engage
- Frequent utilization of faculty/staff office hours for personal support
- Marked changes in physical appearance
- Excessive fatigue, listlessness
- Sleep disturbance
- Intoxication, hangover, smelling of alcohol, evidence of drug abuse
- Disoriented or “out of it,” out of touch with reality
- Garbled, rambling, tangential, disconnected, or slurred speech
- Behavior out of context or out of character for the individual
- Self-disclosure of personal distress – family problems, financial difficulties, grief, shame
- Excessive tearfulness, panic reactions, irritability, or unusual apathy
- Feeling hopeless and helpless
- Expressions of concern about the student by peers
- Concerning interpersonal communication style (e.g. withdrawn or agitated, mutters under breath, slow response time to questions)
- Delusions and paranoia
2. Respond
Use these important tips to determine the most appropriate response for a distressed student.
- Be direct
- Stick to the facts
- Don’t make assumptions
- Describe the changes you have noticed
- Ask them if they are okay
- Listen!
Examples:
“I have missed you in class lately. Is everything ok?”
“You have seemed different these last few classes. Is there anything you want to talk about? “
- Be present, patient, and listen to them
- Let them know they are not alone and you’re connecting them with someone who can help
- Provide them a space to be heard and don’t make assumptions about them
- Be curious- ask them questions
- Describe changes you have noticed
Examples:
“It sounds like you are overwhelmed! Is there anything I can do to help out?”
“It’s completely okay to feel this way. You are not alone.”
“That sounds really challenging.”
- Determine the need and resources
- Reaffirm your support and care
- Connect them to resources
- Follow up
Examples:
“Is it alright if I reach out to you next week? I’d like to follow up and see how you’re doing.”
“Thank you for sharing your experience. I am not an expert in this area, but I know someone who might be able to help. Would it be okay if I put you in contact with them?”
“It sounds like you’ve really been struggling, have you thought about visiting the counseling center? I have heard great things from students.”
3. Refer
Is the student in need of immediate assistance?
If:
The students behavior is suggestive of immediate harm to self or others in the community, is incoherent or unresponsive.
Then:
Call 9-1-1, even if on campus.
After the student is connected to emergency services, submit an online ICARE referral.
If:
I’m not concerned for the students’ or others’ immediate safety, but the student is experiencing significant academic and/or personal stress.
Then:
Refer to Student Accommodations and Support Services (SASS), Counseling and Wellness Services (CWS), or submit an ICARE referral and/or early warning alert in Navigate depending on the situation.
If:
Indicators of distress are observed but severity of distress is unclear. Interaction has left you feeling uneasy or concerned.
Then:
Consider a consultation with CWS, SASS, Dean of Students, or submit an ICARE referral. When in doubt, if you feel the situation is an emergency, or can’t wait, call EWU Police at 509-359-7676 to consult or call 9-8-8.
WHAT’S NEXT?
Reflect on your own boundaries, self-care and support needs. Utilize colleagues, supervisors, department heads for consultation and collaboration. Consult with HR for information on professional development, wellness programs, and employee assistance options that are available to support faculty/staff.
Consider your status related to campus security requirements and if there are any Title IX or crime-related reports you are required to file.
Circle back with the student after a referral to a support resource to check-in.
Understand that due to privacy regulations, it may not always be possible for other campus resources to provide you detailed information back.
INSIDE THE RED FOLDER
COMPLETE RED FOLDER (2025) – PDF
