At the University of Tampa, we care deeply about our students' well-being. As members of the UTampa community, faculty and staff play a crucial role in supporting students' overall success. This guide is designed to help faculty and staff recognize, respond to and refer students who may be dealing with academic, personal, or emotional challenges with compassion and support.
Immediate Assistance
Is the student’s behavior clearly reckless or dangerous and/or is the student at immediate risk of harming self or others?
IF YES:
Student is On Campus
Student is Off Campus
Is the student’s behavior clearly reckless or dangerous and/or is the student at immediate risk of harming self or others?
IF NO:
- Repeated absences and/or decline in quality of work
- Unusual or concerning content in coursework or communications
- Continual requests for assignment extensions or course adjustments with no documentation
- Behavior that interferes with classroom, group work, or activity engagement
- Increased need for support that is more personal than academic
- Evidence of intoxication or impairment
- Consistently hungover
- Dramatic increase/decrease in energy level
- Excessive sleepiness or sleep disturbance
- Noticeable changes in physical appearance or hygiene
- Seeming disoriented or confused
- Self-disclosure of distress related to family, relationships, mental state, or finances
- Strained interpersonal relationships, isolating behaviors, lack of sense of belonging, or decreasing self-image
- Noticeable changes in behavioral patterns or habits
- Expressions of extreme hopelessness
- Unusual emotional response to events, such as exaggerated anger, sadness, or flat affect
- Disregarding boundaries
- Displays of paranoia, delusional thinking, or hallucinations
- Expressions of concern about the student by peers
- Noticeable physical injuries, such as bruises, cutting marks on arms or legs, or burns
- Verbal, written, or implied references to suicide, homicide, assault, or self-injury
- Unprovoked anger, hostility, or physical violence
- Stalking, closely tracking others, following others, or harassing behavior
- Preoccupation with violence, death, self-harm, and/or weapons in coursework or communications
- Frightening and/or disruptive behaviors
- Feeling overwhelmed is a common reaction and means you care
- Take three 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
- Be direct
- Stick to the facts
- Don’t make assumptions
- Describe the changes you have noticed
- Ask them if they are okay
- Listen to understand, not to respond
- Be present, patient, and listen to them
- Demonstrate empathy for what they are going through
- Let them know they are not alone, and you are there for them
- Provide them a space to be heard and don’t make assumptions about them
- Be curious - ask them questions
- Describe changes you have noticed
- Determine the need and resources
- Reaffirm your support and care
- Connect them to resources
- Encourage the student to check back in if needed
- Follow up to see if they need additional support
INFORM YOUR SUPERVISOR
Alert your supervisor/chair/dean about your interaction. The Family Educational Rights and Privacy Act (FERPA) permits communication about a student of concern with those who have a legitimate educational interest or a need to know.
COMPLY WITH MANDATORY REPORTING
f a student discloses an incident of sexual or gender-based harassment or assault, you must submit a Title IX Report.
TAKE CARE OF YOURSELF
Reflect on your own boundaries, self-care, and support needs. Seek support from colleagues, supervisors, and department heads. Utilize the Community of Care Toolkit or the Employee Assistance Program (EAP).
Mandatory Reporting
If you believe that the student may disclose sexual misconduct, inform them that you are not a confidential resource and will be required to submit a Title IX Report.
The student’s behavior is clearly reckless or dangerous and/or the student is at immediate risk of harming self or others.
WHAT TO DO:
If the student is on campus
CALL CAMPUS SAFETY AT
(813) 257-7777
OR
If the student is off campus
CALL 911
Follow-up by submitting a
The student shows signs of distress, but it is not clear how serious it is. I feel uneasy and/or really concerned about the student’s behavior.
WHAT TO DO:
CALL COUNSELING SERVICES AT
(813) 257-4114
if between 8:30 a.m. and 5 p.m.
Let them know you have a student who needs to
speak to someone and/or you need assistance in
determining next steps.
OR
CALL THE 24/7 SUPPORT LINE AT
(833) 755-0484
Follow-up by submitting a
I am not concerned for anyone’s immediate safety, but the student is having academic and/or personal issues and could use some support.
WHAT TO DO:
View the
WHERE TO REFER A STUDENT
information included on the page below for additional
support.
Encourage the student to set up an appointment or
assist them in doing so.
Where to Refer Students
Resources based on students' disclosed concerns.
| Student's Disclosed Concern | Where to Refer |
| Victim of sexual misconduct (e.g. sexual harassment, sexual discrimination, stalking, domestic violence, and/or sexual assault) | You must submit a Title IX Report online or by email at titleix@ut.edu and refer the student to Victim Advocacy at (813) 257-3900 |
| Victim of a crime | Submit a Spartan Support Referral |
| Experiencing a bias-related incident | Submit a Spartan Support Referral |
| Death of a family member or close friend | Submit a Spartan Support Referral |
| Student's Disclosed Concern | Where to Refer |
| Mental health concern |
|
| Physical health concern |
|
| Feeling anxious, lonely, or stressed |
|
| Disruptive behavior |
|
| Student's Disclosed Concern | Where to Refer |
| Generally concerning behavior |
|
| Wanting to get involved and connect with peers |
|
| Financial assistance or help with basic needs |
|
| Roommate conflict in on-campus housing |
|
| Need for accommodation or concerns about existing accommodations |
|
| Student's Disclosed Concern | Where to Refer |
| Grading issue or professor concern |
|
| Need academic support or repeated absences |
|
Download a PDF version of the Red Folder: Referring Students to Support Resources.
