Whether you are a student, staff, faculty, friend, or parent, you are in a good position as a member of the UVM community to identify who might need additional support. If you notice a student is exhibiting one or more of the following academic, behavioral, or psychological signs, please make a referral to the CARE Team. 

Academic Indicators 

• Absenteeism
• Decline in interest or enthusiasm
• Decline in quality of work or performance, which may include missing assignments or exams, procrastination, or poorly prepared work
• Disturbing content in work
• Continuous classroom disruptions
• Dependence on professor / tutor that is beyond what is usual for a student needing assistance in your class, which may include repeated requests for special consideration

Behavioral Indicators 

• Unprovoked anger or hostility
• Themes of isolation, rage, extreme hostility, hopelessness, worthlessness, despair, acting out, suicide, or other violence
• Making implied or direct threats to harm self and/or others
• Chronic fatigue
• Impaired speech or confused disjointed thoughts
• Significant changes in appearance and personal hygiene, which may include dramatic weight loss or gain
• Frequently appears "hung over" or intoxicated
• Noticeable signs of self-harm (e.g., cuts, burns) 

Psychological Indicators 

• Self-disclosure of personal distress that may include familial problems, financial problems, depression, grief, or other personal concerns
• Change in typical personality
• Excessive tearfulness, panicked reactions, irritability, unusual apathy, or extreme emotional dysregulation
• Direct or indirect expressions of hopelessness, isolation, or worthlessness; themes of suicide, self-harm, or reference to death and dying
• Strange or bizarre behavior that is obviously inappropriate to the situation (e.g., seeing or hearing things other people don't)
• Mention of dealing with a mental health issue (e.g., depression, anxiety, bipolar disorder), substance misuse, eating disorder, etc.
• Verbal abuse
• Expressions of concern about the student by other community members 

Once the CARE Team receives a referral, the CARE Team Outreach Coordinators begin a response by gathering more information and reaching out to the student to offer support. How the CARE Team reaches out depends on the content of the referral and the assessed level of concern. The response can range from an email or phone call to the student offering support to visiting the student in their room or finding them on-campus to assess safety and immediate concerns. 

Often students choose to schedule a meeting with the CARE Team Outreach Coordinators to discuss what they have been experiencing lately. In this meeting an action plan may be created, which includes goal setting, discussion of on- and off-campus resources, and steps to move forward in being successful. As part of this process, the CARE Team Outreach Coordinators help students to become connected with various on- and off-campus resources. 

Additionally, the CARE Team meets weekly to discuss all referrals. The CARE Team works together to assess the level of concern for the student, identify areas of need, and provide holistic support services. 

The CARE Team is a multidisciplinary committee, involving departments from across campus. Membership currently consists of the following positions and departments:

• Assistant Dean of Students (currently serving as the Chair)
• CARE Team Outreach Coordinators
• Counseling and Psychiatry Services (CAPS)
• Student Health Services (SHS)
• University Housing & Dining Services (UHDS)
• UVM Police Services
• Center for Student Conduct
• Office of Equal Opportunity
• Student Accessibility Services (SAS)
• Academic Units - which include the College of Arts and Sciences (CAS), the Graduate School, and the Larner College of Medicine (LCOM)

Every member of the CARE Team is trained in utilizing the NABITA Risk Rubric, a tool designed to assess and respond to concerns with care and consistency. 

The NABITA Risk Rubric allows the CARE Team to evaluate the level of risk a student may be facing in terms of life stress and emotional health, as well as the potential for hostility and violence to others. By using a structured approach, the CARE Team can make informed decisions, prioritize support and outreach methods, and ensure that each student receives the appropriate level of care. 

The relationship you make with a student is critical to helping them when they are struggling. Reach out to them, and start a conversation built on the foundations of empathy, sensitivity, and trust. Let them know that they are not alone, and that you are there to support them. 

• Listen sensitively and carefully.
• Be proactive: Notice signs of distress, engage students early on, reach out, and set limits on behaviors (if necessary). 

Gently get an assessment of the student and what they may be struggling with. Ask how they are doing and begin to identify their concerns and needs. Concerns may be in relation to academics, health and wellbeing, social, or a combination of much more. This is also a good time to consider if the student is expressing significant risk and is in need of immediate attention. 

• Speak to the student individually about your concerns.
• Ask open-ended questions: "You have not seemed like yourself lately and I have been wanting to check-in with you. Are you doing okay?" "I am concerned about you because I have been noticing...(be specific about what you have noticed). Is there anything going on that you would like to talk about?"
• Be direct: Do not be afraid to ask a student directly if they are struggling, especially if they appear to be confused and overwhelmed, or if they may be having thoughts of harming themselves.

If a student's needs exceed capacity, direct students to the appropriate resources by filling out a CARE Form. This is one of the best ways for a student to become acquainted with campus and community resources that can provide specialized support.

• Normalize the use of the CARE Form: "A lot of students find it helpful to talk to a CARE Team Outreach Coordinator when they're having these kinds of things going on."
• Explore reluctance to getting additional support: "What has gotten in the way of you getting help?" "What would keep you from talking to a CARE Team Outreach Coordinator about these things?" "Could it be worth taking that step to talk to someone even though it can be difficult?"
• Documentation and consultation: Document your interactions with distressed students. Also, do not hesitate to reach out to the Dean of Student Affairs Office for consultation with the CARE Team.Refer a Student for CARE

Getting help can feel intimidating and scary, but appropriate supports can lead to getting back-on-track or alleviating overwhelming situations. Talk with the student you are concerned about and promote continued growth, engagement, and follow-through. Continue to help the student by providing motivational support and being a source of guidance, if needed. 

• Provide hope and support.
• Highlight strengths and success: "You can do this." "I know you have gone through difficult times before, and I know you can come through this too."
• Avoid escalation: Distressed students may be sensitive to criticism and can become easily provoked. Avoid being threatening, humiliating, or intimidating. Be non-confrontational, non-judgmental, calm, and emphasize the student's agency by empowering. 

For more information on how you can help a student of concern as a faculty or staff member, please download this guide for additional resources. 

Also see:Resources for Faculty and Staff

For more information on how you can help yourself or a peer, please download this guide for additional resources.