Distressing Behaviors

Click the following button to access an action plan for addressing distressing behaviors in the classroom.

Students in distress are more likely to exhibit disruptive behaviors.

Below are some indicators that could suggest a student is in distress and may need additional assistance.

Academic Distress:

– Repeated absences from class, section, or lab
– Extreme disorganization or erratic performance
– Written or artistic expression of unusual violence, morbidity, social isolation, despair, or confusion; essays or papers that focus on suicide or death
– Patterns of perfectionism: e.g., can’t accept themselves if they don’t get an A+
– Overblown or disproportionate response to grades or other evaluations

Behavioral/Emotional Distress:

– Direct statements indicating distress, family problems, or loss
– Angry or hostile outbursts, yelling, or aggressive comments
– More withdrawn or more animated than usual
– Expressions of hopelessness or worthlessness; crying or tearfulness
– Expressions of severe anxiety or irritability
– Excessively demanding or dependent behavior
– Lack of response to outreach from course staff or peers
– Shakiness, tremors, fidgeting, or pacing

Physical Distress:

– Deterioration in physical appearance or personal hygiene
– Excessive fatigue, exhaustion; falling asleep in class repeatedly
– Visible changes in weight; statements about change in appetite or sleep
– Noticeable cuts, bruises, or burns
– Frequent or chronic illness
– Disorganized speech, rapid or slurred speech, confusion

Other Factors:

– Concern about a student by their peers or teaching assistant
– A hunch or gut-level reaction that something is wrong

Prevention

Read our prevention tips to learn more about how distressing behavior in the classroom can be prevented.

Action Plan