This is a common barrier for offering support to a student who is asking about what support or alternative options might be available, and there are many ways to prevent this type of "snowball" effect:

• At the beginning of the semester, encourage students to come to you in office hours or individually in class with concerns they are having, whether it be personal or academic. That way you can allow for reasonable support based on the concerns they share in a way that keeps your conversation private.
• One common concern under this umbrella is providing an assignment extension to one student and being wary that more students will now ask for an extension. One way to combat this is to start off each semester allowing all students one or two "no questions asked" extensions, where they can get a pre-set extension period for qualified assignments with no questions asked, as long as they notify you before the class period in which it is due. This way, students know they have the option available when they need it, but know that it is a limited resource and would not "abuse" it. Some students may ask for more extensions besides these, but those could be dealt with on a case-by-case basis.
  • Additionally, if you find that a majority of students are requesting an extension on the same assignment, this could signify a struggle to keep up with course material and/or a specifically busy period in the semester; a next possible step could be to consider making adjustments in the syllabus. 

If this is a topic you struggle with, we encourage you first to turn to your colleagues and ask how they handle this type of situation. 

The promotion of mental health and well-being in the classroom is relevant in all courses from the perspective that mental health concerns are prevalent among students and can affect a student’s energy level, concentration, dependability, mental ability, and optimism, hindering their academic performance (Suicide Prevention Resource Center). Additionally, the cause of mental health concerns may stem from assignment overloads and unrealistic expectations in the courses, pushing students to the point of incapacitation and nonperformance. Working with your department chair may be valuable for setting course expectations and assignment type/frequency, as well as tips on incorporating well-being in the classroom.

There are a few ways to remedy this concern, though it’s important to remember that saying something is almost always better than saying nothing and letting a situation get worse.

1. Work to become a safe space for your students. Learn more in the Classroom Strategies section under “Long Prep Strategies”
2. Practice empathy when speaking to students and use the VAR method (Validate Appreciate Refer) when bringing up or responding to student concerns. Learn more in the Classroom Strategies section under “Long Prep Strategies”
3. Showcasing the resources and support services to students: If having direct conversations with students regarding their mental health is difficult or makes you uncomfortable, make sure to highlight the resources that are available to students so they know where to get the additional support. A large list of resources can be found in the Student Well-Being Resource Directory as well as on the urgent/crisis resource page.

While there is no direct data to support either way, many students have suggested that it was a positive experience and gave them a sort of “wake up call” to readjust or to get help in finding the resources they needed. Overall, regardless of student response, it is encouraged to fill out a UCARE referral as an active member of our campus community with student safety in mind.

Please note that UCARE referrals can be filed anonymously if you are worried about classroom repercussions. Additionally, students can choose whether they follow up with a referral, receive help, or not respond at all. For more detailed information about the UCARE process and all it entails, visit ucare.mst.edu.