Distress can take many forms, and you may be more sensitive to some signs than others depending on your own experiences and how you are feeling on a given day. Students do not always express distress in obvious ways; changes in behaviour may be subtle or develop over time.
At times, you may have a student in your class who is showing signs of distress beyond what you would normally expect. This section provides guidance to help you recognise signs of distress that do not pose an immediate risk but may require ongoing support and suggests ways to respond appropriately. In many cases, it may be helpful to recommend the MindED App to support the student’s wellbeing and help them develop strategies to manage their emotions, thoughts and behaviours.
Everyone experiences stress and anxiety at times. However, when anxiety becomes persistent or overwhelming it can interfere with a student’s academic success, social relationships and overall wellbeing.
Some students may have a diagnosed anxiety disorder, while others may experience anxiety without a formal diagnosis. In both cases appropriate support in the classroom, and where appropriate through professional services, can make a significant difference.
It is not always easy to recognise anxiety in other people. While some students may exhibit visible signs of anxiety (for example, fidgeting, restlessness, shaking or becoming tearful), others may appear unusually calm. It is important to remember that the visibility of anxiety does not reflect its severity.
Anxiety may also present through avoidance behaviours, such as missing classes or delaying assessments, as well as through difficulties concentrating in class, reluctance to participate or frequent reassurance-seeking. Some students may also appear unusually tired or complain of physical symptoms such as headaches or stomach aches.
Students who may be particularly vulnerable to anxiety include those who are perfectionists, fear failure and often feel they have not prepared enough, those who have already had poor results in earlier tests, as well as those who fear others’ judgement.
Anxiety feels different to different people so it is important to talk to the student and not to assume that you know what will make things easier for them. You should be aware, however, that for some students talking about their anxiety may cause further distress and fear of judgement, and you should not pressure them into talking. It is also important to remember that it is not your role to diagnose mental health issues or to attempt to provide counselling.
Many students find oral presentations stressful, and for some they can feel overwhelming. Some students will present a document from the Disability Service stating that group work and/or oral presentations should be avoided. This does not mean that the student should be exempt from these activities, but you may need to adapt your usual teaching practices.
If the student is willing to talk, validate and accept their feelings. Don’t try to take their anxiety away and avoid statements such as “It’s not that bad” or “You don’t have anything to worry about,” for the students these worries feel real and significant. Try to agree with the student on a strategy that will make the presentation easier for them.
All students will have to take some form of assessment during their time at university, and it is important to recognise that a certain level of anxiety around exams is normal. This relationship between anxiety and performance is often described as a curve, where both very low and very high levels of anxiety can reduce performance. A low to moderate level of anxiety can be beneficial as it can help students stay focused and perform at their best. However, as anxiety increases beyond this point, it can begin to have the opposite effect, making it difficult for students to concentrate, recall information and demonstrate their abilities. Anxiety is a normal part of many situations students will encounter. Learning how to manage it is an important part of their development.
Students suffering from excessive exam anxiety may appear very distressed before or during the exam, sometimes with physical symptoms (shaking, nausea, signs of panic). They may have difficulty starting or completing the exam. They may leave early or simply not attend.
Staff can help by encouraging good preparation and a balanced approach to exams. It may be helpful to suggest simple study strategies such as planning revision over time rather than last-minute cramming, breaking revision into manageable tasks, practising past exam questions where possible and revising with peers. Encouraging regular breaks, adequate sleep, and realistic expectations, instead of focusing on catastrophic thoughts regarding the result of the exam, can also help reduce anxiety.
On the day itself, students should allow themselves plenty of time to arrive, taking into account possible delays such as transport issues, in order to avoid additional stress. During the exam, staff can encourage students to acknowledge their anxiety without trying to eliminate it completely, focus on the task and do their best.
Digital tools such as the MindED App may also help students develop strategies to manage exam-related anxiety. If a student becomes significantly distressed during an assessment, it is important to prioritise their wellbeing over the continuation of the exam and to follow institutional procedures for support and possible adjustments.
If the student’s anxiety appears to be having a significant impact on their wellbeing or ability to engage with their studies, it may be appropriate to encourage them to seek additional support from professional services by contacting their GP or making an appointment with the Student Health Centre
Provided the student is not currently in crisis, you could suggest that they complete the screening tools in the MindED App as this will provide feedback on the best support for their level of suffering.
Depression is a word that is used in everyday language to describe sadness and disappointment. Everyone experiences these feelings at some point in their life. What mental health professionals refer to as ‘clinical depression’ is more intense, more persistent, longer lasting, and can interfere with a person’s ability to function in their day-to-day life.
Some students may have a diagnosed mood disorder, while others may experience symptoms of depression without a formal diagnosis. In both cases appropriate support in the classroom, and where needed through professional services, can make a significant difference.
Students experiencing depression may appear persistently low in mood, withdrawn or lacking in energy over a period of time in a way that affects their ability to engage with their studies and daily activities. It is important not to conflate sadness with depression. A student who is crying is not necessarily experiencing depression, and some students may still laugh and appear outwardly positive while struggling internally.
It is not always easy to recognise signs of depression in students, particularly in large classes where staff do not know individual students particularly well. Staff are most likely to notice these signs when they begin to affect a student’s ability to study, such as having trouble concentrating, not finishing work or no longer attending classes.
Students experience depression in different ways, so it is important not to make assumptions about how a student feels or what kind of support they may need. Some students may want to talk about what they are experiencing, while others may find this difficult or distressing. They should never be pressured to disclose more than they feel comfortable sharing. It is also important to remember that your role is not to diagnose a mental health condition or to provide therapy but to respond supportively and help the student access appropriate support where needed.
If the student is willing to talk, try to make sure that you have enough time and a private, appropriate space for the conversation. Reassure the student that you will treat the conversation with discretion but do not promise absolute confidentiality if you are concerned about their safety or wellbeing. Listen calmly and without judgement, allow silences and check that you have understood rather than making assumptions. Phrases such as “Are you saying that…?” “Have I understood you correctly?” can help the student feel heard and reduce misunderstanding.
It may be helpful to reassure the student that academic difficulties do not affect how you see them and that things can improve with the right support. Encourage the student, if they feel able, to maintain some connection with classes, routines and peers, while recognising that their capacity may fluctuate and that they should not be pressured to do more than they can realistically manage.
In some cases, particularly if the student’s difficulties appear to be ongoing, it may be helpful to guide the student towards additional sources of support.
Digital tools such as the MindED App may help students manage their mood. It also contains simple tools for screening severity levels and can suggest appropriate support.
If the student’s low mood appears to be having a significant impact on their wellbeing or ability to study, you should encourage them to contact their GP or the Student Health Centre for professional support and reassure them that depression is treatable.
If you think the depression may be situational (e.g. accommodation problems, financial problems) encourage the student to contact the Crous social workers to find out what practical help they are entitled to.
If the student discloses behaviours such as self-harm, or if their distress appears to be having a serious impact on their wellbeing, it is important that they are encouraged to seek support from professional services.
If the student discloses suicidal thoughts, ask them if they have a plan, and if they do contact emergency services immediately. See here for more detail about how to help a student in this situation.
Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder that appears in early childhood and is life-long. It is considered a form of neurodivergence – a difference in how a person experiences and interacts with the world. These differences primarily relate to:
Many autistic people learn to “mask” (to hide their differences) in order to fit in. This means that signs of autism are not always easy to notice.
These behaviours may be disruptive, but they are not intentional and often reflect underlying differences in communication, sensory processing or a preference for routine.
Students with ASD are all different and strategies should be tailored to the student’s specific needs. A helpful first step is to try to talk to the student and not assume that you know what will make things easier for them. If they are unwilling to talk, you should not put pressure on them to do so.
It may be helpful to find another student in the class who can act as a “mentor,” for example by checking that the student has understood instructions or is aware of any changes. This should only be done with both student’s agreement.
If the student has adjustments from the Disability Service, these will usually include extra time. Some students may also be entitled to use a scribe, a recording device or a computer.
If the student has not already contacted the Disability Service, they should be encouraged to do so in order to access appropriate support and adjustments.
If the student appears to be experiencing difficulties that are having a significant impact on their academic work or wellbeing, it may be appropriate to suggest that they seek advice from a GP or the Student Health Centre.
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that begins in childhood and can persist into adolescence and adulthood. It is considered a form of neurodivergence, reflecting differences in how a person pays attention, processes information, regulates behaviour, and experiences the world.
ADHD can present in different ways and not all students with ADHD are hyperactive. Some students may mainly experience difficulties with attention, while others may be more impulsive or restless, and some may experience a combination of both. ADHD can have a substantial impact on academic performance, organisation, relationships and overall wellbeing. Some students may also experience anxiety or depression, and some may be at increased risk of using alcohol or drugs as coping strategies.
ADHD presents differently from one student to another. Boys and men are more likely to show visible signs of hyperactivity such as restlessness and impulsivity, which can be disruptive in a classroom setting. As a result, they are more likely to be identified at a younger age, often before university. Girls and women are more likely to present with less overt difficulties, such as inattentiveness or internal distraction, and may be described as “daydreamers.” Consequently, ADHD may be overlooked and identified later, sometimes not until university or adulthood.
The transition to university can be particularly challenging for students with ADHD. Greater independence often brings increased demands in areas such as time management, planning, workload organisation, finances, and daily routines. At the same time, students no longer have the same level of external structure and support previously provided by school or family.
Some students with ADHD, particularly those with more hyperactive or impulsive behaviours, show visible signs that are relatively easy to recognise in a classroom setting. Such students may be restless, interrupt frequently, talk over other students and have trouble working in groups. Many students with ADHD, including those who are quieter, are likely to experience difficulties with time management and organisation. They often arrive late, forget materials or lose them, and may find it difficult to prioritise tasks and complete work on time. They may also be easily distracted and pay little attention to detail. Staff can sometimes feel that the student is not working to their full potential.
At the same time, students with ADHD can be a positive asset in the classroom. They are often enthusiastic, energetic, creative and have strong verbal communication skills, enabling them to contribute constructively to class discussions. Some may be able to focus intensely on a topic that interests them.
Students with ADHD are not all alike and adjustments should be tailored to the student’s specific needs. A helpful first step is to try to talk to the student and not assume that you know what will make things easier for them. If they are unwilling to talk, you should not put pressure on them to do so.
If the student has adjustments from the Disability Service, this will usually include extra time. However, students with ADHD may struggle to use the extra time efficiently.
If given a choice, some students with ADHD may prefer an oral exam to a written one as they often find it easier to express their ideas verbally and are less likely to become distracted.
If the student has not already contacted the Disability Service, they should be encouraged to do so in order to access appropriate support and adjustments.
If the student appears to be experiencing significant difficulties, or if ADHD is suspected but not diagnosed, it may be appropriate to suggest that they seek advice from a GP or the Student Health Centre.
Dyslexia, dyscalculia, dysgraphia and dyspraxia are Specific Learning Difficulties (SpLD) that affect the way information is learned and processed. They are neurological rather than psychological in origin and are not related to intelligence. They are life-long conditions that exist on a continuum. They can have a significant impact on learning in higher education and reasonable adjustments are often required. Each individual will have a different combination of strengths and weaknesses, and some may show signs of more than one SpLD.
Dyslexia is the most prevalent and primarily affects reading and writing. However, it is not limited to written language and is a broader difficulty with processing and remembering information that people see and hear. It can affect not only the acquisition of literacy skills but also organisational skills.
Dyscalculia is a difficulty in understanding numbers and how they relate to each other. It is not the same as anxiety around mathematics and may include problems with measuring, telling time or handling money.
Dyspraxia (also called Developmental Coordination Disorder) refers to difficulties with motor skills that are often accompanied by difficulties with spatial awareness and sometimes social skills. People with dyspraxia often appear clumsy and uncoordinated and may struggle with everyday tasks such as tying shoelaces.
Dysgraphia is not always considered to be a separate Specific Learning Difficulty but is thought to be either part of dyslexia or dyspraxia. It refers both to difficulties with the physical act of writing by hand and also to the difficulty some people experience of getting their ideas from their head onto paper.
It is important to remember that there are positives to thinking differently. People with SpLDs may show strengths in areas such as logical reasoning and in visual and creative fields.
SpLDs share some characteristics. Students will generally take longer than their peers to read material and to complete work due to slower processing speed. They are likely to be particularly sensitive to external stimuli and find it hard to concentrate in a noisy environment.
Students with dyslexia are likely to make spelling mistakes, be slow readers and lack fluency when reading aloud. They may struggle to understand instructions given verbally and find it difficult to listen and take notes at the same time. They may also find it difficult to bring together information from several sources.
Students with dyscalculia may have difficulty learning facts that contain numbers, understanding graphs and carrying out relatively simple mathematical operations. They may become anxious if you ask them to complete a task that includes manipulating numbers.
Students with dysgraphia may have handwriting that is very hard to read, or you may notice a significant difference between the level of their spoken and written work.
Students with dyspraxia may appear disorganised, have difficulty with tasks requiring coordination, or struggle with planning and time management.
These signs may vary in intensity, and not all students will experience all of them.
Students with SpLDs are not all alike, and reasonable adjustments should be tailored to the student’s specific needs. A helpful first step is to talk to the student and not assume that you know what will make things easier for them. Some students may already have a diagnosis before they arrive at university, so you can ask them what has helped in the past.
Students with an SpLD will normally find extra time helpful in exams and assessments. Many of those who already have a diagnosis may assume that the adjustments they had in secondary school will automatically be put in place at university. You may need to remind them that this is not the case and that they need to contact the Disability Service as soon as possible.
Staff should avoid penalising students for errors in spelling and grammar unless this is a specific learning outcome of the course.
Students who think they may have a Specific Learning Difficulty should make an appointment with the Student Health Centre who can advise on arranging a formal assessment.
If their SpLD is causing them anxiety around particular activities, digital tools such as the MindED App may help them to manage any associated anxiety.
Further information about Dyslexia and Dyscalculia can be found on the British Dyslexia Association website:
Burnout is a term widely used in everyday language but is not, in fact, a mental health diagnosis. It refers to a state of emotional, physical and mental exhaustion caused by prolonged stress. As a result, the person may lose motivation and struggle to focus on their work. They often feel irritable, anxious or overwhelmed and may also experience physical symptoms like headaches, stomach aches or difficulty sleeping. If left unaddressed, burnout can lead to mental health difficulties such as depression and some students may turn to negative coping strategies such as alcohol or drug use.
Higher education can place sustained demands on students. Frequent assessments, competition among students, pressure to succeed from their families and concerns about future employment can all contribute to ongoing stress. For some students, this may be compounded by financial pressures or the need to balance their studies with part-time work.
Burnout should not be confused with occasional tiredness, such as staying up all night to write an essay. It is a chronic condition that affects a student’s ability to concentrate retain information and engage with their studies. It can have a significant impact on their academic performance which may in turn lead to feelings of stress or failure. In some cases, it may lead the student to drop out of university.
In many cases small adjustments can help prevent burnout from becoming more severe.
Each student will experience burnout differently, so it is important not to make assumptions. Try to talk to the student to understand what they are finding most difficult. Students experiencing burnout may feel overwhelmed.
Digital tools such as the MindED App may help students improve their wellbeing by encouraging them to reflect on their situation and develop strategies to manage stress.
If there appears to be a significant impact on the student’s wellbeing or ability to engage with their studies, it may be appropriate to encourage them to seek additional support from professional services by contacting their GP or making an appointment with the Student Health Centre.