Frequently Asked Questions

This FAQ section of the MSU CAPS website was created to assist MSU faculty and staff to provide answers to common questions related to students who may be experiencing distress or who may have a mental illness, as well as links to support, information, and resources for faculty and staff.

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Information compiled by the College of Education: Counseling, Educational Psychology, and Special Education

• What resources are available for instructors and students?
  Visit the Ombudsperson site for Course Syllabus FAQ's.
• What should I include in my syllabus?
  Visit the Ombudsperson site for Course Syllabus FAQ's.
• How can I foster healthy interactions in my classroom?

  Consider sharing the following civility expectations:

  • All class members should give class discussions their full attention, energy, and commitment.
  • Respect is a central value to be reflected in all of our discussions. Our attention will be on ideas, not on the people discussing those ideas.

  We will focus first on understanding different points of view and second on convincing others to change their point of view. (credit: Ann Austin, College of Education)
• Should I include potentially triggering material in my courses?

  It’s impossible to predict what each student will find triggering. Instructors may want to include language in their syllabi about potentially triggering material. Please see the links for policy options. 

  Further, instructors can proactively support students by teaching coping strategies. Three simple empirically-validated, coping strategies are deep breathing, progressive muscle relaxation, and visualizing a relaxing place. These coping strategies can help students, faculty, and staff respond to strong feelings.

• How might I balance course objectives and student distress? Or, isn’t college supposed to be hard?
  Instructors should maintain the rigor of their courses. High expectations don’t increase anxiety; ineffective approaches to coping with high expectations produces anxiety. Further, the post-college world has rigorous demands and instructors have a responsibility to prepare students to face these challenges.
• How should I handle student absences? Does it matter if a student has a documented disability?

  Apply the course attendance policy stated in the syllabus. If a student misses enough class to incur a penalty, the instructor may ask, “Do you have the resources you need?" Further information can be found here. 

  If the student has a documented disability, the instructor should apply for the accommodation letter fully. If the student has an accommodation letter and the instructor is concerned, the instructor should call the RCPD representative named in the accommodation letter. The instructor, RCPD representative, and the student may work to develop shared expectations so that the student can meet the course objectives. 

• If a student misses a class or activity that affects others, what should I do?
  Students are responsible for seeking out and working with the instructor to address missed course activities. Students should follow policies specified in course syllabi. If an instructor worries that a student is experiencing distress, s/he can ask the student, “Do you have the resources you need?”  Further information can be found here.
• When I assign group work, how can I support students struggling with attendance related to mental health while also supporting their classmates?
  Instructors may want to acknowledge the challenge of group projects. They may also support students by scaffolding appropriate communication between students when one is participating inconsistently. These points may include, “Our group expectations are xxx. We feel frustrated that you haven’t xxx. Within xxx timeframe, we would like you to xxx. We will ask the instructor to help us problem solve if we don’t hear from you then.” Instructors may advise students to document these contacts and the responses or non-responses. Once a student alerts instructors to low participation/responsiveness, the instructor may want to initiate a meeting with the student and offer them resources.
• If a student’s mental health impacts their employment (in labs or shops) on campus, how might instructors/employers address it?
  The instructor/employer might want to say, “The expectation for this job/position is xxx. How can I help you fulfill this expectation? Do you need resources?” 
• How do I respond to student survivors?

  Student survivors are most likely to confide in friends and trusted adults. Your response can be an important part of their path to healing and critical to their continued pursuit of educational opportunities.

  If a student discloses to you, it is generally a sign that they trust you and feel you are a caring person. Some reasons they may be coming to you:

  • You have conveyed that you promote respect and safety.
  • They perceive that you are in a position to offer assistance, like adjusting their work schedule or helping them with academic adjustments.
  • They don't know where else to go.

  By educating yourself and following some simple guidelines, you can confidently and effectively respond to students who have experienced sexual assault, sexual harassment, dating violence, domestic violence, or stalking.

• What should I say when students share relationship violence and/or sexual misconduct experiences?
  First, instructors may want to consider their own relationship violence and/or sexual misconduct exposure and responses. They may want to seek outside help if they’re concerned about supporting their students. When faced with student disclosure, some possible responses are, “I’m so sorry that happened.” “It’s very brave of you to tell me.” “Do you have the resources you need?” “Can I help you access resources on campus?” 
• What are my reporting responsibilities?
  A Mandatory Reporting Guide can be found on the Office for Civil Rights and Title IX website at https://civilrights.msu.edu
• Any suggestions for interacting with a student in mental health distress?

  If instructors feel comfortable engaging with students, supportive listening is appropriate. Instructors may say things like, “That sounds painful. Do you have the resources you need?”  

• Once I know a student is struggling, should I ask how a student is doing?
  This question doesn’t have a right answer. Instructors may feel like they’re walking the line between prying and seeming callous. Students have the right to disclose or not disclose their mental and physical health. Instructors may want to say something like, “You don’t seem like yourself. Do you have the resources you need?” 
• What should I do when threatened by a student?
  Instructors should get to safety, call the campus police, document the threat in writing, and inform their supervisor.
• If a student was warned to stay away from an instructor and the student ignores the warning, what should the instructor do?
  Instructors should get to safety, call the campus police, document the threat in writing, and inform their supervisors.