»Faculty Resources

If you’re concerned about a student, having a compassionate, private conversation can go a long way. Here’s a simple, 7-step framework to guide your discussion. Start by inviting the student to meet one-on-one, and ease into the conversation with a few casual questions like: 

• “Where are you from originally?” 

• “What brought you to Chapman?” 

• “How’s the semester going so far?” 

 Once you’ve built some rapport, here’s how to move into the concern:

1. Share What You’ve Noticed

Begin by calmly and objectively describing the behaviors that raised concern: 

• “I might be off here, but I’ve noticed that… [e.g., you’ve missed a few classes lately; you seemed tired in class; your recent work feels less organized than usual; you looked upset after our last group discussion; I noticed a strong smell of alcohol during class, etc.].” 

The key is to be specific but nonjudgmental.  

2. Express Your Concern

Let them know you care and why you’re bringing this up: 

• “I’m a bit concerned because… [e.g., this seems different from what I’ve seen before; I know you care about your work and want to do well; I’d hate to see this affect your relationships with classmates].” 

Keep the tone warm and supportive. 

3. Invite Their Perspective

Let the student explain their side. You’re looking to understand better what’s going on: 

• “What can you tell me about this?” 
• “Help me understand a bit about what’s happening.” 
• “Does this sound familiar to you?” 

This builds trust and encourages openness. 

4. Explore What Support They’re Already Using

Find out what steps the student may already be taking, and gently guide them toward additional support: 

• “What are you doing to take care of yourself right now?”
• “Are you connected with any campus support?”
• “What steps have you taken so far—and how can I help?”
• “What would feel helpful to you right now?” 

This part is about collaboration and empowerment. 

5. Offer a Connection to the Dean of Students Office

If appropriate, offer to connect them with our team: 

• “If it’s okay with you, I’d love to connect you with someone in the Dean of Students Office. They work with students navigating challenges and have a lot of great resources. Would you be open to me introducing you over email or passing along your contact info so they can reach out?” 

Even a soft referral can make a big difference.

6. Know the Resources

It helps to be familiar with key campus support services so you can guide students more confidently: 

• Academic Advising Center
• Tutoring and Learning Center (TLC)
• Student Psychological and Counseling Services (SPCS)
• Disability Services
• Residence Life and First Year Experience
• Case Management (Student Outreach & Support)

Need help figuring out where to refer? Reach out to us—we’re happy to consult. 

7. Follow Up

Plan to check in again. Even a short follow-up shows you care and helps reinforce any plans you discussed: 

• “Let’s reconnect in a few days to check in and see how things are going.”  

Faculty often find themselves in a tough spot—wanting to support students through personal challenges while maintaining fairness and consistency in the classroom. Questions like these often come up: 

• How much flexibility should I offer for illness-related absences?
• Is it okay to deny a student the chance to make up work?
• Can I suggest a student take a medical leave or drop a course?
• How do I support a student’s well-being without enabling unhealthy patterns? 

Below are three guiding principles to help faculty strike the right balance between care and accountability: 

1. Create Clear Syllabus Policies That Encourage Communication

A well-crafted syllabus sets the tone for your classroom expectations—and can also encourage students to reach out before issues become unmanageable. Consider adding policies that clarify your standards and make space for proactive communication. Below are some examples you can tailor to your course:

Missed Classes 

• “If you need to miss a class due to unavoidable or extraordinary circumstances, please notify me before class begins. Absences without prior notice (unless you’re incapacitated) will be considered unexcused and may result in a [X-point] deduction from your final grade.” 

Missed Quizzes or Tests 

• “If you’re going to miss a quiz or test, contact me before class starts to schedule a make-up. All make-up work must be completed within [X] class periods after your return to receive full credit. If not completed within that time, a zero will be assigned.” 

Late Assignments 

• “Assignments are due at the start of class on the scheduled date. If you need to turn something in late, you must email me before class begins. Late submissions will be penalized by [X%] of the total points unless otherwise discussed in advance.”

Tip: The goal isn’t to remove all flexibility—it’s to define the structure that helps students understand your expectations while leaving the door open for conversation when life happens. 

2. Lead with Empathy, But Stay Grounded in Policy

When students face challenges, they may turn to you for understanding. You can show empathy and still uphold your policies: 

• Acknowledge their experience: “I’m sorry you’re going through that.”
• Refer to your policies as a framework: “Here’s how I normally handle this kind of situation based on the syllabus…”
• Consider reasonable flexibility within your course and university guidelines. 

Balancing empathy and fairness doesn’t mean treating everyone equally—it means being thoughtful and consistent about when and how exceptions are made. 

3. Be Transparent and Consistent with Any Exceptions

If you choose to make exceptions—whether it’s for absences, grading, or deadlines—make sure they’re: 

• Transparent: Clearly communicated to the student.
• Consistent: Available to any student in similar circumstances.
• Documented: A quick note or email record can be helpful. 

Transparency builds trust—and fairness across your classroom. 

Distinguishing Between Disruptive and Concerning Behavior 

Not all classroom disruptions signal deeper issues. Sometimes, behaviors like arriving late, making off-topic or inappropriate comments, or interrupting discussions stem from misunderstanding, poor judgment, or lack of awareness—not necessarily distress or crisis. That said, disruptive behavior can still impact your class dynamic, and it's important to address it promptly. A private, respectful conversation allows you to redirect the behavior and assess whether additional support may be needed.  

A Simple 4-Step Approach to Address Disruptive Behavior 

In most situations, a calm and direct conversation is enough to resolve the issue. Here's a basic roadmap you can use:

1. Ask to Speak Privately

Choose a moment that's discreet and non-disruptive to the rest of the class—during a break, group work time, or immediately after class. Privacy is key. Avoid calling the student out in front of others, which can feel shaming or escalate tension. 

•  Tip: In more serious situations, you can ask the student to briefly step outside while the class works on a discussion prompt or activity. 

2. Describe the Behavior, Not the Person

Keep your tone neutral and focus on what you observed—not on making assumptions about the student's intent or character. 

• "I wanted to check in because I noticed today during class you [describe behavior—e.g., Iinterrupted multiple times, arrived noticeably late, made an inappropriate comment]." 
• If helpful, explain how the behavior impacts you or the class:
  • "When that happens, it can be distracting—for me and probably for other students. I want to make sure everyone has a chance to stay focused and feel comfortable participating." 

3. Clarify Your Expectations Moving Forward

Let the student know what you'd like to see instead. Rather than just telling them what not to do, emphasize the desired behavior: 

• "Going forward, I'd really appreciate it if you could wait until I'm done speaking before jumping in." 
• "I need everyone to arrive on time so we can start together." 
• "Please keep your comments respectful so we can keep the space open and welcoming for everyone."

4. Ask for Agreement

This step helps ensure the message was received and gives the student space to share any perspective you may not have considered: 

• “Does that sound reasonable to you?” 
• “Can we agree to that moving forward?” 
• “Is there anything going on that might make this hard to follow?” 

This keeps the tone collaborative and allows the student to feel heard, while also reinforcing your expectations. 

Once you've spoken with a student about a behavioral concern, take a moment to reflect on how the interaction went. This helps you determine the next steps and whether additional support or follow-up is needed. 

Observe the Students Response to Feedback 

• Did they listen and respond calmly? 
• Were they defensive, dismissive, or combative? 

Most students will acknowledge the feedback and respond appropriately. However, if the student reacts in a defiant or irrational way, this may signal a larger concern. In such cases, we recommend sharing your experience with the Dean of Students Office so we can: 

• See if there have been similar reports,
• Help you explore ways to reinforce expectations,
• Offer coordinated support, if needed. 

Watch out for Signs of Emotional Distress  
Crying, visible anxiety, or panic-like symptoms may suggest the student is struggling with stress, a personal issue, or mental health concerns. These students may benefit from being connected to campus support resources. 

Listen for Personal Challenges That May Impact Behavior  
If the student shared something personal—family stress, financial hardship, health concerns—it might be impacting their behavior or performance. Consider whether they would benefit from outreach by our office, Counseling Services, or other campus supports. 

Assess Clarity and Coherence in Student Communication  
If the student seemed confused, disoriented or had trouble expressing thoughts logically, this may be a sign of a more significant concern. Please refer the student for follow-up so we can ensure they're supported appropriately. 

What to Do if the Behavior Doesn't Improve 
If disruptive behavior continues—even after a conversation—it's important to take further action: 

• For unresolved classroom disruptions, threatening behavior, or serious academic interference:
  •  Faculty have the authority to remove a student from class on an interim basis. Immediately notify your department chair and the appropriate academic dean. You may also contact the Dean of Students Office for advice or assistance.
•  For more serious or ongoing issues: 
  • If you believe a student should be removed for the rest of the term, file a report with the Dean of Students Office. We'll begin an expedited investigation to determine if the behavior violates the Student Conduct Code. Students under review are not permitted to return to class until the conduct process is complete. In some cases, arrangements can be made for students to complete the course remotely or in absentia. 
• Appeals: 
  
  • Students have the right to appeal decisions, and those appeals will be reviewed promptly. 

If you're unsure whether a referral is needed, consider this: 
Would it help to have another perspective, connect dots from other courses, or ensure follow-up? 

• Submitting a referral helps us identify patterns, coordinate campus support, and prevent future disruptions. Even if you're not sure it's serious—it's okay to check in with us. 

→ Submit a Referral