Sometimes, students may show signs of distress that are more intense or disruptive in a classroom setting. While digital tools such as the MindED App may offer some support in managing their thoughts, emotions and behaviours these students may also require additional or professional help. The MindED App has a screening tool that may help them in this process.
Staff should not attempt to diagnose students but instead focus on recognising signs of distress and responding appropriately. This section provides practical strategies to help staff respond to these situations in the classroom, provide effective support and guide students towards appropriate support services where needed.
Feeling emotions is part of being human. They give meaning to our everyday experience and often influence our decision-making. Positive emotions such as love and joy play a role in personal growth, while negative emotions such as fear, anger and disgust create discomfort, they also allow us to prepare for events that we see as negative (danger, rights violation). Emotions influence facial expressions, posture and voice, and are important in non-verbal communication.
Some people feel more deeply and intensely than others and may struggle to regulate their emotions. Difficulties in regulating emotions may sometimes be accompanied by high levels of distress, which can make it difficult for a student to engage or participate in class.
Some people show their emotions more visibly than others (what psychologists refer to as “externalising” emotions). Students whose emotional states are very visible are not necessarily experiencing greater distress than those who internalise them, but they are more likely to attract staff attention because they can be disruptive in a classroom setting.
Students will sometimes express strong emotions in response to academic or personal situations. This is not in itself a cause for concern. However, when emotions become overwhelming, prolonged, or difficult for the student to manage, it may indicate that additional support is needed. We all have different levels of tolerance for other people’s emotional expression, shaped by our personality and upbringing. For those who are not mental health professionals, it is not always easy to know what lies within the range of normal responses. Staff who feel uncomfortable around strong emotional expression should take care not to stigmatise the student.
Students experiencing high levels of distress may show signs that their emotions are becoming difficult to manage. Distress may be expressed in different ways, including crying, withdrawal, agitation or anger.
These signs do not necessarily indicate a mental health condition, but they may suggest that the student requires support.
Do not pressure them into talking, but if the student wants to talk to you, listen without interrupting. You should not attempt to provide counselling, but you can validate their feelings and offer reassurance.
If the student’s behaviour becomes aggressive or threatening, follow the guidance in the section on anger and aggressive behaviour.
Digital tools such as the MindED App may help students to develop strategies to manage their emotions. The App also contains screening assessment tools, which will indicate to the student if they should seek professional help.
A panic attack is a sudden episode of intense fear that occurs without an obvious external threat triggering severe physical reactions such as dizziness, nausea, palpitations, sweating, shortness of breath, shaking, abdominal cramping and other symptoms. A panic attack is extremely distressing, and the symptoms can be so overwhelming that the person may believe they are going mad, having a heart attack or are about to die. This can lead people to seek help from emergency services. Although panic attacks are very intense, they are relatively short; they generally reach their peak within ten minutes and rarely last more than twenty minutes.
Once a person has had one panic attack, they often become fearful of having another and may start to avoid situations which they believe may trigger another attack. However, although the first attack generally occurs during a stressful period for the individual, many attacks do not have a clear cause, and it is important to remember that they do not only happen at more obviously stressful times, such as during exams.
A panic attack can start very suddenly with no warning signs. The visible signs that staff may observe include shaking or trembling, sweating, difficulty breathing, or being unsteady on their feet. If the student is able to talk, they may complain of chest pain, a racing heart, feeling faint or nauseous.
Because the symptoms can mimic those of a heart attack, if you are in any doubt, you should seek medical help immediately. [University Emergency Number (PHSE) 05 57 12 21 21]. This is particularly important if the student has a medical condition such as asthma or diabetes.
Seeing someone have a panic attack can be frightening, but it is not dangerous and the symptoms will subside. Ask the student if this situation has happened before, as knowing that the student has been diagnosed with a panic disorder can help you stay calm and respond appropriately.
The student should be strongly encouraged to seek medical assistance as only a doctor can determine that the symptoms are not being caused by a physical condition. Even if they already have a diagnosis of panic disorder it is important for a health professional to be aware of the episode that has just occurred in order to assess its severity.
The student should also be encouraged to seek professional mental health support as panic attacks can be difficult to manage alone and may get worse without treatment. A doctor can advise whether medication may be helpful. A therapist can teach the student coping strategies as well as address any underlying anxiety.
In these situations, digital tools, such as the MindED app, are unlikely to be sufficient on their own, but they may help the student to gain a better understanding of their thought processes and emotions.
Anger in itself is not a problem and everyone feels angry from time to time. It is a normal human emotion that varies in intensity from mild irritation to intense rage and is often associated with other emotions such as feeling threatened, frightened, worried or disappointed. Anger can serve a useful purpose by, for example, motivating a person to solve a problem, but it can cause problems when it is expressed in an abusive, threatening or violent way. In some cases, it can lead to aggressive behaviour, which should never be tolerated.
Anger can arise in the classroom if a student feels they have been unfairly treated or misunderstood or are disappointed with their mark. Students may also bring with them anger related to events outside the classroom.
Aggressive behaviour is behaviour that goes beyond acceptable social boundaries such as causing harm to other people or damaging property. Some students may use aggressive behaviour to try to influence an outcome (for example, to have a better mark).
Staff are usually aware when a student is angry, although the way anger is expressed varies from one person to another.
Verbal aggression or aggression directed at objects (e.g. throwing a bag on the floor, hitting the table or knocking over a chair) is the most common form of aggressive behaviour in the classroom. Some students may also express frustration or anger through withdrawal or refusal to communicate, although this is generally less disruptive and may require a different type of response.
If the student becomes physically threatening, move away and call for help immediately [05 57 12 10 10]
Sometimes difficulties with anger management can lead to ongoing disruptive behaviour.
Try not to take this behaviour personally. It is important to recognise that the student is bringing their own personal history and difficulties into the classroom. However, it is important to deal with this form of disruptive behaviour early, before you start to feel angry or threatened.
If a student regularly behaves in ways that are inappropriate or make you feel uneasy, it may be helpful to discuss your concerns with someone else. Sharing your concerns with colleagues will help you clarify the issue and decide whether further action is needed.
Your key role in managing an angry student is to keep yourself and other students safe while de-escalating the situation. You cannot negotiate or rationalise with a student when they are angry. It is more effective to invite the student to talk with you after the class when they have had time to calm down. If the student’s reaction seems disconnected from the situation or difficult to follow, you should exercise additional caution, as the situation may escalate more rapidly. In such cases, you may find it helpful to refer to the section on psychosis.
It is natural to feel your own emotions rising when faced with an angry student, but you should try not to take it personally, stay calm and manage your own emotions
Digital tools such as the MindED App may help the student with emotional regulation
If the student is frequently angry, and this 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 as ongoing anger may be linked to underlying difficulties.
Selective Mutism is a severe anxiety disorder that is characterised by an inability to speak in certain situations or with certain people. It usually starts in childhood and can persist into adulthood. People with selective mutism do not have a physical communication disability and are typically able to speak comfortably and communicate effectively in other settings, such as at home or with their family. It is not just shyness and often occurs alongside other forms of anxiety.
Selective mutism is often misunderstood; it is not a wilful act not to speak or a choice, but an anxiety response to a stressful situation. It can have a considerable impact on a student’s daily life. A student with selective mutism will find it very difficult, or in some cases impossible, to participate in class discussions and may be unable to do an oral exam. They may be unable to ask for help if they need it and, if they are new to the institution, may find it hard to make friends due to their difficulty speaking in public settings.
It is important to note that a reluctance to speak can also occur in other situations or conditions. Staff should focus on observing the student’s behaviour and providing appropriate support, rather than attempting to identify a specific diagnosis.
The clearest sign is that the student may be unable to engage verbally with you. They may avoid eye contact and become very still. They may not respond when their name is called, for example if you call the register or ask them to answer a question. In some cases, they may not be able to nod or shake their head to show that they have heard or understood you.
The student may or may not be able to talk to one or more peers.
Talking to a student with selective mutism can be very disorientating as they may show no visible sign that they can hear you. They may have a blank expression or appear ‘frozen’ when expected to speak. However, although the student will not be able to reply to you, they will be paying close attention to what you are saying, so it is important to be mindful of the language you use. Talk to them as you would any other student. Avoid patronising language such as “Don’t be shy, I don’t bite,” “It’s only a simple question.”
Even though you may not be able to hold a normal conversation with a student with selective mutism, it is important to try and establish some form of communication.
A mental health professional can work with the student to put in place a programme of graded tasks to help the student overcome their anxiety, but you should not attempt to develop such a strategy yourself.
If your module includes assessed oral activities, it is important to contact the Disability Service to discuss appropriate alternative forms of assessment. Students with selective mutism may find it difficult to contact services themselves so you may need to support with this.
Digital tools such as the MindED App may help the student to manage their anxiety but are unlikely to be sufficient on their own.
You should strongly encourage the student to seek professional support and reassure them that, with the right help, selective mutism is treatable.
Further information for both staff and students can be found at:
Selective Mutism Information & Research Association: https://www.selectivemutism.org.uk/
Obsessive-Compulsive Disorder (OCD) is a mental health disorder that consists of two separate but related parts: obsessions and compulsions. Obsessions are unwanted thoughts, feelings, fears, doubts or urges that come into the person’s mind and become stuck there. The obsessions often feel frightening, shameful or offensive (for example thoughts about hurting someone, or fear of contamination). Compulsions are repetitive behaviours that the person uses to reduce the distress or uncertainty caused by the obsessions. These may be physical actions (for example repeatedly washing their hands, excessive checking of locks or touching things in a particular order or a particular number of times). They may also be mental acts (for example, repeating a specific word to themselves) or involve others (for example frequently asking someone for reassurance). Some people recognise that their thoughts and behaviours are excessive or irrational and may feel distressed by their inability to control them, while others may have less awareness of this.
There are many unhelpful stereotypes about OCD. Some people think it just means the sufferer washes their hands a lot or is obsessed by tidiness. It is also often trivialised with people joking about being “a little bit OCD” or saying they wished they had it so they could be more organised. In reality OCD can take many forms and can be highly distressing and time-consuming for those affected.
While almost everyone experiences intrusive thoughts and repetitive behaviours from time to time, for people with OCD these can have a significant impact on daily life. Students may avoid situations that trigger their OCD and can become extremely anxious if they cannot carry out their compulsions. They may find it difficult to concentrate on academic work and be unable to fully enjoy the social side of student life.
OCD may become more noticeable when a student starts at university. For some students, previously mild symptoms may be exacerbated by the stress of living independently for the first time. For others, symptoms may become more visible because at home their OCD rituals had been incorporated into family life.
It is important not to assume the cause of a particular behaviour as all of these behaviours could be signs of other disorders, such as anxiety or autism. For example, a student who repeatedly takes their pen lid on and off may appear distracted, but this behaviour may be linked to internal compulsions that are not visible to others. What looks like inattention could therefore be misinterpreted as another difficulty, such as ADHD. Staff should focus on the impact of the behaviour and not attempt to identify a diagnosis.
Each student will experience OCD differently so do not assume you know how they feel. Your first step should be to try and talk to them but be aware that there can be a lot of shame associated with both obsessions and compulsions. The student may not wish to talk about them and if that is the case, you should respect their decision. It is also important to remember that it is not your role to diagnose a mental health condition or to attempt to provide counselling or strategies to manage compulsions.
The MindED App may help students manage some of the anxiety associated with OCD but it is unlikely to be sufficient on its own. If the student appears to be experiencing significant difficulties, it may be appropriate to suggest that they seek advice from the Student Health Centre. If the student is already receiving support, you can encourage them to continue engaging with the services involved.
Self-harm is when somebody deliberately hurts themselves as a way of dealing with difficult feelings, painful memories or overwhelming situations. It usually starts in the teen years and can carry on into adulthood. Some people only self-harm once, but others may self-harm frequently for many years. It is generally done in secret, so friends and family might not always know about it.
Although self-harm can be difficult to understand, it is often a way of coping with or managing overwhelming emotional pain, numbness, distress or a perceived loss of control. It is not necessarily a suicide attempt, but it should always be taken seriously, even when the injury appears minor and the student says they are “fine.”
Students who self-harm will almost always be experiencing underlying emotional or mental health difficulties, although they may not have an official diagnosis. It is important that staff do not attempt to diagnose them or to try to identify the reason why they self-harm.
Witnessing an act of self-harm can be upsetting and staff should seek appropriate support for themselves and debrief when needed.
Self-harm refers to any act that intentionally causes harm to one’s body. In a classroom setting, staff are most likely to notice self-harm when it takes the form of cutting, skin-picking, punching themselves, or headbanging.
Staff may notice fresh wounds or old scars. However, there is a lot of stigma attached to self-harm and many students who self-harm will attempt to conceal signs of it. If a student becomes aware that you have noticed a cut or a scar, for example, they may attempt to cover it, or they may wear long sleeves in very hot weather.
These signs do not necessarily indicate self-harm but are generally a cause for concern.
Supporting someone who self-harms can be difficult. You may feel shocked or angry or concerned that they might seriously hurt themselves. However, it is important that you remain calm.
Because of the shame a student may feel around their self-harm, you should approach any conversation about it very cautiously. Do not attempt to start a conversation in front of other people, and if the student does not want to talk about it, respect their decision.
Very occasionally a student may engage in behaviours such as headbanging in front of you.
After the incident, it may be helpful to acknowledge what has happened briefly with the rest of the class in a calm, general way while respecting the student’s privacy. If any of the students are distressed by what they have witnessed, you can remind them of the support services available.
Digital tools such as the MindED App may help students to manage their emotions and develop coping strategies but are unlikely to be sufficient on their own.
Students who self-harm may be reluctant to seek support, believing that they “don’t deserve help” or that it is “not a real problem.” However, it is important that you gently encourage them to seek professional help, initially through their GP or the Student Health Centre. This is important because although self-harm is not usually a suicide attempt, it is associated with an increased risk of suicide.
Recreational drugs and alcohol can affect people’s mental health. They influence the way people perceive and experience things, their mood and their behaviour, but the precise effects can vary widely depending on the substance, the individual, and the context in which it is used. People take drugs or drink alcohol for lots of reasons. Many students see them as a way to have fun and socialise. For others, they can be a way of escaping difficult feelings that they are struggling to cope with. Some may feel pressure from their peers to use them, while others are simply curious and may try substances only once or twice.
A small number of students may have a history of substance dependence and addiction prior to university, while others may be exposed to alcohol or drugs for the first time once at university. Most people who try drugs or drink alcohol do not develop an addiction, but in some cases using recreational drugs can lead to long-term mental health problems. Even occasional use may interfere with academic work by affecting concentration and may lead to risky or dangerous behaviour. In some cases, high levels of alcohol consumption or the use of certain substances can pose immediate risks to physical health, such as alcohol poisoning or overdose.
The most commonly used substances among university students are alcohol and cannabis. It is important to be aware that while alcohol is legal for those over the age of 18, cannabis is illegal in many European countries and possession can have legal consequences.
The signs of recent substance use that staff may notice vary depending on the individual, the nature of the substance used and the level of intoxication.
If this happens on more than one occasion, it may indicate that the student is experiencing difficulties with substance use. Sometimes the student themselves, or one of their friends, may tell you of their concerns. It is important to remember that drug and alcohol addiction is a medical issue and not a moral failing. The reasons people use drugs and alcohol are complex and you should leave it to a professional to address the problem.
Your priority should always be to ensure the safety of the student and others. If a student appears to be under the influence of drugs or alcohol in your class and is behaving in a disruptive way, ask the student to leave and return when they are able to participate appropriately.
If a student appears to be very drunk or severely intoxicated (e.g. confused, unsteady on their feet, unable to stay awake), this may constitute a medical emergency. Call and ensure the student is not left alone.
If you are concerned about a student’s substance use, and the effect it is having on their studies, you can try and talk to the student about it. Respect the student’s privacy by not starting a conversation in front of other students and remain non-judgemental. Focus on the behaviours you have observed (missed classes, difficulty concentrating, falling asleep) and avoid making assumptions about why they are doing this. Encourage the student to seek support if needed and make them aware of the services available.
You may wish to refer UBM students to CAAN’abus, an organisation which provides information for anyone concerned about drug use and offers free, anonymous consultations for substance use to people under 25. https://ceid-addiction.com/jeunes/caanabus/
If you are concerned about a student’s substance use, you should encourage them to seek support from their GP or the Student Health Centre.
Students may find Talk to Frank useful. It is a website that provides factual information about drugs in the UK, including their effects and legal status, together with help and advice for those who are concerned https://www.talktofrank.com/drugs-a-z
Grief is a natural response to bereavement, separation and other forms of loss. Although it is most common following the death of someone close, it can also relate to the loss of a relationship, a pet, employment, goals, future plans or moving to a new location. Grief is often accompanied by strong and painful emotions that change frequently and can sometimes have an impact on physical health.
People experience grief differently and as long as they are not at risk of harming themselves or others, there are no right or wrong ways to grieve. A current loss can also trigger painful memories of earlier losses. There is no time limit on grief, and it varies greatly from person to person.
Young adulthood is a time when people are exploring romantic relationships, and relationship breakups are a common experience for university students. Moving away from home and increased academic demands can place additional pressure on relationships. A breakup may be particularly difficult if it is unexpected or if it marks the end of a first serious relationship. Some students may become preoccupied with trying to understand why the relationship has ended and may feel that they are to blame. In some cases, this can contribute to the onset of depression.
Be attentive to students who are not living at home, particularly first year and newly arrived students who may not yet have a strong support system. There is often pressure on students to “have fun” at university, which may leave grieving students feeling different from their peers and quite isolated.
Be compassionate, patient and understanding, and do not expect the student to recover quickly or return to normal straight away.
Try to be as flexible and accommodating in relation to attendance, assessments and coursework. Ensure the student has access to class content if they are absent (e.g. through a peer or shared materials).
Since everyone’s grief is unique, it is important not to make assumptions about how the student is feeling or how they are coping. If they want to discuss their circumstances, provide them with a safe, quiet space to do so, but do not pressure them into talking, and be aware that discussing their loss may be distressing.
If the student wants to talk, listen attentively without interrupting. Allow silences and reassure them that they do not have to tell you everything (“Just tell me what you would like me to know”). Use clear, simple language (e.g. “I’m sorry to hear that your father died”). Remember that you are not a bereavement or a relationship counsellor, and even if you have a good rapport with the student, you should not attempt to provide counselling.
Students may find it helpful to talk to others who have been through a similar experience. There are several organisations that provide online support for bereaved students such as: The Student Grief Network https://studentgriefnetwork.co.uk/
Let’s Talk About Loss (peer-led meet ups for 18-35 year olds) https://letstalkaboutloss.org/
Following a relationship breakup students may be interested in initiatives such as La Nuit des Coeurs brisés [Link to Best Practices]
https://culture.uca.fr/rendez-vous/la-nuit-des-coeurs-brises
Grief does not always require professional support straight away but if the student seems to be very withdrawn, depressed, aggressive or engaging in risky behaviours you should encourage them to consider seeking professional help.