Student Outreach and Support

A student who has chosen to come to, or been referred to, SOS will start by meeting with a case manager. The case manager will talk to the student about their current feelings about their academic progress, social life, physical health, mental health, and spiritual life. 

Based on this conversation, the student and the case manager will partner together to identify ways the student can get additional support. This type of support could include: 

• Learning new coping skills
• Creating a schedule/learning time management skills
• Developing a budget
• Getting connected to counseling
• Registering with our Office of Academic & Auxiliary Services for academic accommodations 
• Scheduling an appointment to see a physician. 

Most students who meet with a case manager will meet two to three times per semester. Case managers will continue to offer support to students until the student feels as though their presenting concern(s) have been resolved or managed effectively.

Being a part of the Fire Family means you always have people in your corner who want the best for you. Students are always welcome to come to SOS if they realize they could benefit from additional support. Or, SOS may receive referrals from friends, faculty members, Residence Life staff, coaches, or family members when they notice something is “off” with a student. Once SOS receives the referral, we reach out to the student to invite them to come in for an appointment.  

Staff, faculty, friends or family members are in a good position to identify who might need help, as they see and talk to students on a regular basis and in a variety of situations. 

If you notice that a student is exhibiting one or more of the following academic, physical or emotional signs, or you just have a “gut feeling” that something is wrong, make a referral! Some of these signs may include, but are not limited to:

Academic Indicators 

• Deterioration in quality/quantity of work
• A negative change in classroom or research performance (e.g., drop in grades)
• Missed assignments or exams 
• Repeated absences from class/labs 
• Decline in enthusiasm in class (e.g., no longer participating in class discussions) 
• Student sends frequent, lengthy, “ranting” or threatening types of emails to professor/TA
• Continual seeking of special provisions (e.g., late papers, extensions, postponed exams or projects) 

Emotional Indicators 

• Emotions (sadness, nervousness, fearfulness, etc.) that are displayed to an extreme degree or for a prolonged period of time 
• Change in typical personality (e.g., more outgoing or more withdrawn than usual) 
• Difficulty connecting with the community, making friends, etc. 
• Difficulty dealing with a life event (e.g., death in family, relationship break-up) 
• Expressions of hopelessness, isolation, or worthlessness; themes of suicide, self-harm, or more frequent references to death and dying 
• Marked irritability, anger, hostility 
• Direct mention of thoughts of self-harm, harm to others, or suicide 
• Mention of dealing with a mental health issue (depression, anxiety, bipolar disorder, substance abuse, eating disorder, etc.) 
• Strange or bizarre behavior that is obviously inappropriate to the situation (e.g., seeing or hearing things other people don’t) 

Physical Indicators 

• Chronic fatigue or falling asleep at inappropriate times 
• Marked change in personal hygiene or appearance
• Noticeable or dramatic change in energy level 
• Dramatic weight loss or weight gain. Impaired speech or confused, disjointed thoughts 
• Frequently appears “hung-over” or attends class intoxicated 
• Noticeable signs of self-harm (cuts, burns, etc.)