Responding supportively to students who are experiencing emotional difficulties

In collaboration with Evelyne Mancel, Antje Simon and Sara Backx (Study Advice & Student Counselling Services, UAntwerp)

The transition to higher education is a major challenge for young people, both in terms of studies and socially. Add to this the fact that their identity development is still in a crucial phase during this time, and it should come as no surprise that psychological problems arise or manifest themselves during this period.

Which types of emotional difficulties can students face? How do you recognise psychological problems early on? Why is it important to be supportive? How do you do that? Where should you refer students? This Teaching Tip will get you started!

Towards a community of caring

Not every young person who is facing emotional difficulties requires treatment. It is normal, to a degree, for students to experience psychological symptoms such as insomnia or stress. Most of these issues are mild and only temporary. It is estimated that 60% of our higher-education students don't have any emotional problems, while 25% have few to mild problems and 10% face mild to moderate emotional problems (Bruffaerts, 2016). These emotional states are often a natural response to a specific situation or event. For example, many students feel stressed right before an exam, and just about every young person will feel sad at one point or another, perhaps after arguing with a friend.

Sometimes, however, emotional problems can develop into mental disorders, such as depression. To combat this, it's crucial that we identify vulnerable young people with serious emotional difficulties in time. This concerns approximately 5% of our higher-education students. Supporting these students through a so-called 'community of caring' is a key element in our approach. The idea is that friends, parents and fellow students, but also teachers and study counsellors act as 'gatekeepers' for these at-risk students, not only lending them a sympathetic ear, but also referring them to professional help in time.

Recognising signals

Signs that a student is struggling are often subtle. It's important to be attuned to behavioural and/or emotional changes, the so-called four 'ça va signals' (Bruffaerts, 2016):

Provide reassurance and refer as needed

If you've noticed any of the above signals and/or are concerned about a student, it's important that you indicate that you're open to discussing any potential problems. The emphasis here is on 'potential', because the situation might also be less serious than you had thought. Still, it is best to err on the side of caution and offer a supportive conversation, which could prove crucial for the student to get help in time. There are three golden rules for such conversations:

Take care of yourself

Throughout the entire process of recognising signals, discussing problems and referring the student, it's important to set boundaries in order to maintain your own resilience. Always aim for a healthy balance so you don't get too close without appearing too distant. Do only what you can handle, and make sure you have someone to turn to with your own questions, feelings of powerlessness, or doubts.

You can indicate boundaries without compromising your commitment by being open and honest about what is and isn't within your remit or ability. Explain that a referral is not a rejection, and that you're actually distancing yourself to better help them. For example, say: 'I think it's important that you get the right kind of help, and I'm not the right person to offer you that help. But of course I want to help you find the right person to talk to.'

In consultation with the student, you can also involve other people (such as a Student Affairs employee at your institution, the student's parents and/or doctor) and build a support network around the student (see above: 'community of caring').

What to do in case of signs of suicidality

When a student with emotional problems considers suicide, this is a psychological crisis. In such a crisis situation, the student is in serious distress. It is then very important to take swift action and enlist professional help. In order to ensure both your own safety and that of others, indicate that a conversation can only take place at a safe location, i.e. not anywhere near lethal items or substances. Repeat this regularly if the person doesn't respond.

Tips to deal with the situation:

• Stay calm, don't argue, and don't show signs of anger or irritation.
• Use concise and clear language and describe the situation here and now.
• Be patient.
• Be predictable: move calmly and describe what you're doing or what you're going to do.
• Be direct.
• Don't touch the student without their permission.
• If necessary, repeat what you say, who you are and why you're there.

If the student is calm enough to consider possible avenues for help, ask them to contact a student counsellor, psychologist, general practitioner or emergency service. Help them contact these services. Stay with the student – even after the emergency services arrive – so that they feel safe during the crisis.

If the student continues to exhibit behaviour that endangers their own safety or that of others, immediately alert emergency services (ambulance or police: dial 112) as well as other important stakeholders within your organisation, such as the person in charge of the student's study programme.

When in doubt about the best way to deal with the situation, reach out to these services for advice:

• Your institution's Student Affairs Department (during office hours)
• Emergency services (112)
• The general practitioner (on duty)
• The Suicide Hotline 1813 (telephone or chat)
• Tele-Onthaal (106)
• The Poison Control Centre (070 245 245)

After the crisis it is important to take care of yourself as well. It can be useful to talk to colleagues, a confidential advisor, or someone from your organisation's prevention service about what happened. Crisis situations can be shocking and overwhelming. It is therefore essential that you receive the necessary support.

Want to know more?

ECHO Teaching Tips

• ​Anyone can coach? Focus on student well-being (2021)​
• ​Stress in students: what you can do as a lecturer (2022)​
• ​Equal opportunities! Support for students with a disability (2024)​

ECHO Session

• ‘Support skills’ (December 2023) (in Dutch)

​Worried about someone? | MoodSpace​

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For UAntwerp staff only

Student Support Info Centre: here you can find information about the support and guidance offer that is available to our students (in Dutch). You'll also find:

• a decision tree (in Dutch) to help you determine quickly how best to act when a student is in trouble;
• a roadmap (in Dutch) to help you respond to a student's sudden death;
• knowledge clips on emotional well-being (in Dutch): discover how you can deal with different types of crises involving students, including panic, a shocking event, strange or aggressive behaviour, and suicidal behaviour.

Refer UAntwerp students who are having emotional difficulties to the Student Information Point (STIP). Students can make an appointment with a student psychologist in person, by telephone or via chat. You can refer them to the Student Portal for specific contact details. All information regarding possible support and guidance has been compiled for them there.

​Lees deze tip in het Nederlands.​