If a student’s conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or your local Penn State Police line.
Red Folder at Penn State
Students may experience different levels of distress across various areas of their lives. The type and amount of distress they are experiencing will require different actions and resources.
The Red Folder initiative is a guide to help faculty, staff, student leaders, and others who interact with students to recognize, respond effectively to, and refer Penn State students in distress.
High Distress
Recognize
Be on the lookout for behaviors that:
- indicate concern about a person’s safety
- may occur in clusters or be an acute change that is noteworthy
- are ongoing and consistent
- result in significant impairment
Common indicators are listed but students may present with indicators not listed.
If the student’s conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or your local Penn State Police line.
Safety Risk
- Verbal, written, or implied references to suicide, homicide, assault or self-injurious behaviors
- Unprovoked anger or hostility/physical violence (e.g., shoving, grabbing, assaulting, use of weapon)
- Academic assignments dominated by themes of extreme hopelessness, helplessness, isolation, rage, despair, violence, self-injury
- Stalking, closely tracking others, following others, or harassing behavior
- Communicating threats/disturbing comments via email, texting, phone call, or other correspondence
Academic
- Sudden decline in quality of work and grades
- Frequently missed classes and assignments
- Disturbing content in writing or presentations
- Classroom disruptions
- Consistently seeking personal rather than professional advice
- Multiple requests for extensions/special considerations (a change from prior functioning)
- Doesn’t respond to repeated requests for contact/meetings
Physical
- Marked changes in physical appearance (e.g., poor grooming/hygiene or sudden weight loss/gain)
- Strange or bizarre behavior indicating loss of contact with reality
- Visibly intoxicated or smelling of alcohol or marijuana
- Rapid speech or manic behavior
- Depressed or lethargic mood or functioning
- Observable signs of injury (e.g., facial bruising or cuts)
Psychological
- Self-disclosure of personal distress (e.g., abuse, assault, discrimination, legal difficulties)
- Unusual/disproportionate emotional response to events
- Excessive tearfulness, panic reactions
- Verbal abuse (e.g., taunting, badgering, intimidation)
- Feeling socially disconnected or lack of belonging
- Expressions of concern about the student by peers
Respond
Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.
Safety First
- Call police services at your campus or 911 if there is an imminent danger to the student, you, or anyone else
Be Steady
- Feeling overwhelmed is a common reaction and means you care.
- Take 3 deep breaths and invite the student to join you.
- Speak calmly with moderate pace and volume.
- Offer the student water and get some for yourself, too.
Pause
- Sometimes the quickest solution is not the most helpful solution.
- Say: “Let’s take our time to figure out this together.”
- Check in with yourself.
- Overwhelmed? Follow the previous step to steady yourself.
Consult
- Remember that you are not alone!
- Say: “I’m going to reach out to my colleague to make sure we are exploring all possible options for helpful next steps.”
- Consult with people nearby, a colleague, another campus office, and/or the Red Folder.
- If helpful, another person can join you in the discussion with the student.
Listen and Validate
- Give full attention and eye contact.
- Say: “I am concerned and want to support you.”
- Restate what the student says to make sure you understand their needs and concerns.
- Silence is okay.
Ask Direct Questions
- Directly ask the student about thoughts of harming oneself or others.
- Say: “Are you having any thoughts of hurting yourself or ending your life? Are you thinking about hurting someone else?”
- By asking you are not instilling thoughts.
Give Concrete Help
- Take action to get them to the next step. Call a campus resource together.
- Say: “You don’t have to do this alone, I’m here with you.”
- If they are hesitant about your recommendations, restate your concern.
- Remember, you can contact the Penn State Crisis Line to express your concern about the student.
Follow Up
- Make a specific plan for follow up, if appropriate.
- Say: “Let’s meet at this time next week to make sure you are getting the support you need.”
Refer
Determine who to contact when you are concerned about a student who is and/or disruptive. Visit the campus resources page to find localized resources.
Is the student a danger to themselves/others OR does the student need some other assistance?
Yes
- The student’s conduct is clearly dangerous or threatening, including self-harm or harm to others.
- Call 911 or Penn State Police at 814-863-1111.
No
- I am not concerned for anyone’s immediate safety, but the student is having significant academic and/or personal issues and could use some support.
- Refer student to campus resources, as appropriate.
Maybe
- The student is with me currently and shows signs of distress, but it is not clear how serious it is. I feel uneasy and/or really concerned about the student.
-
- Call Counseling and Psychological Services between 8 a.m. – 5 p.m. at your campus. If after 5 p.m. or a weekend, please call the Penn State Crisis Line at 1-877-229-6400.
-
- The student is not with me currently, but I am concerned about what they said (in an email/call) OR what they did (acted bizarrely, were aggressive/disruptive) OR how they looked (unkempt, unwashed, or as if drugged/drunk).
-
- Call Student Care and Advocacy, or report to Behavior Threat Management Team at your campus.
-
Moderate Distress
Recognize
Be on the lookout for behaviors that:
- may occur in clusters or be an acute change that is noteworthy
- are ongoing and consistent
- result in some impairment, while daily functioning remains adequate.
Common indicators are listed but students may present with indicators not listed.
If the student’s conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or your local Penn State Police line.
If a student does not meet these criteria and you have greater concerns than outlined here please refer to High Distress for guidance on recognizing, responding to, and referring students experiencing extreme distress.
Academic
- Appears easily or commonly distracted in class
- Grades are gradually lower than when the semester began and lower than that of other students, but still passing the class
- Participation in class is lower than when the semester began
- Inconsistent attendance, including late arrivals or leaving early
- Requests an extension for the first time
Physical
- Appears tired, but is attending class and making attempts to focus
- Lethargic or low energy
- Unkempt appearance (change from typical observation)
Psychological
- Self-disclosure of personal distress (e.g., family problems. financial difficulties, assault, discrimination, legal difficulties)
- Ongoing anxiety, submitting assignments late, stating concerns about assignments needing to be perfect (perfectionism)
- Low motivation
- Has difficulty engaging in group activities with peers and classmates
- Has not been seen engaging with others
Respond
Each situation is unique. Use these listed pointers to determine the most effective response.
Be Steady
- Feeling overwhelmed? That’s okay. This is a common reaction that you are experiencing because you care
- Take 3 deep belly breaths. Invite the student to take deep breaths with you
- Speak calmly with a moderate pace and volume
- Offer the student some water and get some for yourself too
Pause
- This is not an emergency, so you have time to think through what might be the most helpful next step.
- Sometimes the quickest solution is not the most helpful solution
- Say: “Let’s take our time to figure this out together.”
- Check in with yourself. Are you feeling overwhelmed? If so, follow the previous steps.
Listen and Validate
- Give your full attention
- Make eye contact
- Validate and express concern
- Say: “It sounds like you are going through a difficult time. I am concerned and want to support you.”
- Restate what the student says to make sure you understand what is causing the distress and/or what they are asking for help with
Consult
- Remember: You are not alone!
- Say: “I’m going to reach out to my colleague to make sure we are exploring all possible options as we decide on helpful next steps.”
- Consult with people nearby, a colleague, and/or another office on campus
- If helpful, another person can join you in the discussion with the student.
Gather Information
- Ask the student what they need or are hopeful for
- Ask for clarification if you do not understand
- Ask about the current resources they are connected with or are considering
- Ask what action steps they have taken to manage the stressors they are reporting
- Ask about supportive people in their life and effective coping strategies
Provide a Menu of Options
- Review the resources at your campus
- Collaboratively brainstorm options for taking the next best steps to assist the student in resolving or coping with the problem
- Decide on an action plan with specific and reasonable tasks
- Help the student make a first step, if needed. For example, call a resource office together on speakerphone or help the student compose an email to their professor
Follow Up
- Depending on the nature of the concern and the plan you decide on, you may choose to follow up with the student to see if further assistance or guidance is needed.
- If you are unsure about whether to follow up, consult with a colleague.
- If you choose to follow up with the student, make a specific plan.
- Say: “After you have spoken with your advisor, email me explaining what they recommend.”
Refer
Review the various options to help you determine effective next steps for helping a student in distress.
Is the student a danger to themselves/others OR does the student need some other assistance?
Yes
- The student’s conduct is clearly dangerous or threatening, including self-harm or harm to others.
- Call 911 or Penn State Police at 814-863-1111.
No
- The student has expressed interest in seeking support for, or information about, some struggles they are experiencing – Refer student to campus resources, as appropriate.
Maybe
- No immediate safety concerns, but I am aware of a chronic concern or disengagement from tasks or others – Refer student to campus resources, including option to call Counseling & Psychological Services during operating hours at your campus.
Low Distress
Recognize
Indicators of low distress include:
- stressors that are transient and typically go away
- adaptive and satisfactory daily functioning
- little to no impairment overall
If the student’s conduct is clearly dangerous or threatening, including self-harm or harm to others, call 911 or your local Penn State Police line.
If a student does not meet these criteria and you have greater concerns than outlined here please refer to High Distress for guidance on recognizing, responding to, and referring students experiencing extreme distress.
Academic
- Might daydream during class but quickly redirects and participates
- Passing grades that may minimally change relevant to the difficulty level of new material
Physical
- Generally alert
- Typically has fair energy; Rarely seems sleepy
- Participation in class and interactions with others are consistent over time
Psychological
- Feeling disappointed or frustrated in situations where this is an appropriate response
- Requires little effort to redirect mood and feel supported
- Moderate to high motivation
- Expresses excitement or hopefulness about opportunities
- Engages with other students in class or outside of class (including social phone calls between classes)
Respond
Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.
Listen and Validate
- Give your full attention
- Make eye contact
- Validate and express support
Gather Information
- Ask the student what they need or are hopeful for
- Ask for clarification if you do not understand
- Ask about the current resources they are connected with or are considering
- Ask what action steps they have taken toward their goals
Provide a Menu of Options
- Review the resources at your campus
- Collaboratively brainstorm options for taking next steps toward their goals
- Encourage the student to take steps toward accessing the resources and options discussed
Follow Up
- If appropriate, follow up with the student on their progress with a stance of curiosity and empowerment
Refer
Visit the campus resources page to find localized resources.
Mandatory Reporting
You may be a mandatory reporter if notified about sexual or gender-based harassment or assault. For questions regarding mandated reporting, please refer to policy AD85.
