Supporting student well-being does not mean becoming a counselor or therapist. Faculty play an important role by noticing when a student may be struggling, responding with care, and connecting them to appropriate campus resources.

You are encouraged to:

• Notice concerning changes in behavior, attendance, or academic performance.
• Check in with students when you have concerns.
• Start a supportive conversation
• Connect students to appropriate campus resources
• Submit a UCARE referral
• Follow emergency procedures outlined in the Red Folder.

You are not expected to:

• Diagnose mental health conditions
• Provide counseling
• Solve students' personal problems
• Be available 24/7
• Handle emergencies on your own

Providing support to individual students does not mean you need to offer the same solution to everyone. Setting clear expectations and inviting students to discuss concerns privately can help you respond consistently while maintaining flexibility.

Consider:

• Encouraging students to discuss academic or personal challenges during office hours.
• Building limited flexibility into your course (such as one or two "no questions asked" extensions).
• Looking for patterns. If many students are struggling with the same assignment or deadline, consider whether additional clarification, resources or adjustments could improve learning while maintaining course expectations.
• Referring students to UCARE when concerns extend beyond wat you can reasonably address in the classroom.

If you're unsure how to balance flexibility and fairness, consider talking with colleagues about practices that work well in their courses.

Student well-being affects learning in every classroom. Stress, anxiety and other challenges can influence concentration, engagement, motivation and academic performance, regardless of the subject being taught.

Promoting well-being does not require changing your course content. Small actions – such as connecting students with resources, communicating clear expectations, and creating a supportive classroom environment – can help students succeed.

You do not need to have all the answers to support a student. Often, showing concern and helping a student connect with resources can make a meaningful difference.

Consider:

• Creating a classroom environment where students feel comfortable seeking help.
• Using empathy and the VAR approach: Validate, Appreciate, Refer.
• Sharing campus resources regularly so students know where support is available.

If you're unsure what to say, remember that a brief, caring conversation is often better than saying nothing at all.

Many faculty worry that students may react negatively to a UCARE referral. While every situation is different, referrals often provide students with timely support and connect them to resources they may not have accessed on their own.

Remember:

• UCARE referrals can be submitted anonymously.
• A referral does not require you to diagnose or resolve a student's concern; it simply alerts the appropriate campus staff that a student may benefit from additional support (feel free to edit wording)
• Students choose whether and how they engage with recommended support.
• The goal of UCARE is to promote student well-being, safety, and academic success through coordinated support.