Distressed disruptive behavior
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This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
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Distressed disruptive behavior
- 1. & Responding to Distressed Disruptive Student Behavior A Guide for Faculty & Staff OREGON STATE UNIVERSITY
- 2. Definitions Disruptive Students – Students whose behavior makes teaching and learning difficult for others in the class Distressed students – Students who are experiencing emotional and/or psychological problems that are interfering with their ability to learn
- 3. Your Role Often the first to recognize that a student needs help Important to have knowledge of campus and community resources for referral Responsibility to maintain appropriate learning environment
- 4. Disruptive Behavior Being late, reading the paper, sleeping Physical violence Making noise, repeatedly interrupting Personal insults, harassment Passing notes, answering cell phone Takes many forms, varying in severity
- 5. Disruptive Behavior Habitual interference with classroom environment Persistent and unreasonable demands for time and attention both in and out of the classroom Intimidating or harassing another person through words and/or actions Threats of physical assault What is it?
- 6. Disruptive Behavior Cultural differences Most disagreements or differences of opinion Situational frustration Needing extra time or attention for a special reason What isn’t it?
- 7. Causes of Disruptive Behavior Underlying psychological concerns. Confusion about class expectations and/or material. Difficult transition to college norms.
- 8. Avoiding Disruptive Behavior Articulate clear classroom expectations in the syllabus, and review during class. Develop agreements as a class during the first session. Respond to problems quickly and consistently. Look to non-disruptive students for cues: is the class following material?
- 9. Addressing Disruptive Behavior Correct innocent mistakes and minor first offenses gently. Give a general word of caution to class. If possible, speak with the student after class. When necessary, correct the student courteously and indicate that further discussion can occur after class.
- 10. Addressing Disruptive Behavior In the face of persistent disruption, you may ask the student to leave class for the remainder of the period. Follow up to provide rationale and time for discussion. If there is threat of violence or other unlawful behavior, call Campus Security (x77000).
- 11. Distressed Behavior - Minor Repeated requests for special consideration, extensions, etc. Unusual or exaggerated emotional responses. Withdrawal from activities or friends. Significant change in sleep or eating patterns. Serious grade problems. How to recognize?
- 12. Distressed Behavior - Minor Excessive absences, especially if attendance was previously consistent. Perfectionism, procrastination, or excessive worrying. Markedly changed patterns of interaction (avoiding participation or dominating discussion). How to recognize?
- 13. Distressed Behavior - Severe Depressed mood – Marked changes in personal hygiene; swollen, red eyes; falling asleep in class; excessively active and talkative. Inability to communicate – Garbled, slurred, disjointed, or incoherent speech. Loss of contact with reality – Seeing/hearing things that do not exist. How to recognize?
- 14. Distressed Behavior - Severe Suicidal thoughts or intentions – Overtly discussing or hinting that this is a current and viable option. Homicidal threats Highly disruptive behavior – Hostile, threatening, violent; withdrawal into corner of room or fetal position. How to recognize?
- 15. Addressing Distressed Behavior Talk to the student in private, when both of you have time. Give the student your undivided attention. Express your concerns in behavioral, nonjudgmental terms. – “I've noticed you’ve been absent from class lately and I’m concerned.” Listen in a sensitive, non-threatening way.
- 16. Addressing Distressed Behavior Communicate understanding by repeating back the gist of what the student has said. Avoid judging, evaluating, or criticizing. Respect the student’s value system, even if you disagree with it. If appropriate, make a referral.
- 17. When to Make a Referral You know that you can’t handle the request or the behavior. You believe personality differences will interfere with your ability to help. You know the student personally and believe that you could not be objective. You feel overwhelmed or unsure of how to proceed.
- 18. How to Make a Referral Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance. Assure the student that seeking help does not necessarily mean their problems are unusual or extremely serious. Be frank about your own limits of time, energy, training, and objectivity.
- 19. Campus Resources University Counseling & Psychological Services – 737-2131 Student Health Services – 737-WELL Student Conduct & Mediation – 737-3656
- 20. Campus Resources Services for Students with Disabilities – 737-4098 Dean of Students – 737-8748 Campus Security – 737-3010 or 737-7000 Affirmative Action – 737-3556
- 21. Community Resources Center Against Rape & Domestic Violence – 754-0110 Benton County Mental Health – 766-6844
- 22. Questions to Discuss as a Department If a student has been exhibiting unusual behavior and other students are complaining, what should I do? What are my rights as a professor? What are my students’ rights? What is due process? What if a student confides emotional difficulties to me?
- 23. Questions to Discuss as a Department What if a student presents me with an overt or veiled threat? Can I tell a student to leave the class and not come back? What should I do if my students begin challenging my authority? Classes are getting larger and students harder to deal with. What can I do?
- 24. Other Topics Available Assisting Students in Distress • University Counseling & Psychological Services Handling Classroom Disruption • Student Conduct & Mediation Violence in the Workplace • Human Resources, Campus Security Creating Inclusive Classrooms • Affirmative Action