»Faculty Resources

Academic concerns are among the most common reasons students are referred to Student Outreach and Support (SOS). These may include: 

• Significant or repeated absences 

• Declining academic performance 

• Missing assignments or disengagement from coursework 

• Academic advising concerns 

• Questions about accommodations 

• Considering a leave of absence or withdrawal 

Faculty Role 

Faculty are encouraged to communicate with students early when they notice a significant change in attendance, participation, or academic performance. Faculty should remain familiar with their course syllabus, attendance expectations, grading practices, and relevant University academic policies. 

Student Outreach and Support can help a student understand their options, connect with appropriate campus resources, and navigate circumstances affecting their academics. However: 

• SOS does not excuse absences. We may verify or provide context regarding circumstances affecting a student when appropriate, but decisions regarding attendance remain with the faculty member and applicable University policy. 

• SOS does not determine or override grades. 

• SOS does not require faculty to provide extensions or exceptions to course requirements. 

• SOS does not determine academic accommodations. Formal accommodations are managed through Disability Services. 

Important Academic Milestones 

Faculty awareness of key academic deadlines can be especially helpful when supporting a struggling student. 

Attendance: Become familiar with the University's attendance policy and address patterns of significant absence early. When a student's absences approach or exceed the University's attendance threshold, consider reaching out to understand what may be contributing to the absences and what options remain within your course. 

Withdrawal Deadline: The last day to withdraw is an important decision point for students experiencing significant academic difficulty. SOS often sees an increase in students seeking support as this deadline approaches. 

• A student's difficulty in one or more courses may have broader consequences, including impacts to GPA, completed units, Satisfactory Academic Progress, academic standing, or financial aid and scholarships. Faculty do not need to resolve these issues but can help by referring students to the appropriate resources early. 

Incomplete Grades: Questions about Incomplete grades frequently arise toward the end of the semester. Faculty should become familiar with the University's Incomplete Grade policy and consult their department chair, supervisor, or appropriate academic leadership regarding department-specific practices and expectations. 

Faculty Tip: Early conversations matter. A referral does not mean you are asking SOS to change an academic outcome; it allows us to help the student understand the larger situation and identify available options. 

Students may disclose or demonstrate signs of significant emotional or mental health distress, including anxiety, depression, overwhelming stress, grief, or other personal circumstances. 

Faculty are not expected to diagnose, counsel, or provide therapy. Your role is to recognize, respond, refer, and document the concern. 

When a Student Is Struggling 

If a student shares that they are struggling but there is no immediate safety concern, faculty can: 

• Listen without trying to solve the entire situation. 

• Encourage the student to connect with Student Psychological Counseling Services (SPCS) and/or Student Outreach and Support. 

• Submit an SOS referral so the concern and interaction can be appropriately documented and followed up on. 

SOS can assist students with non-clinical case management, coordination of care, connections to community therapists or psychiatrists, and support following hospitalization or a psychiatric hold. 

/!\ When a Student Is in Significant Distress /!\

If a student is visibly overwhelmed, inconsolable, unable to regulate enough to continue the conversation, or otherwise experiencing significant emotional distress, do not simply send them away with a phone number or website. 

When appropriate and safe to do so, help the student connect directly with SPCS or contact Student Affairs for guidance. 

/!\ When There Is an Immediate Safety Concern /!\

If a student indicates that they may be a danger to themselves or others, expresses an immediate safety concern, or the situation appears emergent, contact Public Safety immediately. 

Student Affairs and SOS provide support and case management, but we are not emergency or therapy services. 

Faculty Tip: You do not need to determine whether a student has a particular diagnosis or assess their level of clinical risk. Share what you observed, what the student communicated, and what actions you took. Let the appropriate professionals conduct the assessment.

Illness, accidents, hospitalization, surgery, and unexpected medical conditions can significantly affect a student's ability to attend class or complete coursework. 

When a student reports a medical situation, faculty should clearly communicate the attendance and academic expectations outlined in their course and encourage the student to remain in communication about their ability to participate. 

When Absences Become Significant 

If a student has accumulated significant absences or is approaching/exceeding the University's attendance threshold, consider reaching out directly. 

A helpful conversation may include: 

• How much class has the student missed? 

• What coursework or assignments remain outstanding? 

• Is successful completion of the course still reasonably possible? 

• What options, if any, remain available within the course? 

• Would the student benefit from connecting with SOS, Disability Services, Academic Advising, or another campus resource? 

SOS can help students understand their broader options and coordinate with campus resources, but faculty retain responsibility for decisions related to their individual course requirements, attendance, assignments, and grades. 

If a medical condition may require ongoing or formal academic accommodations, the student should be referred to Disability Services. 

Faculty Tip: Life happens, and medical situations can change quickly. Clear communication about where the student currently stands in your course can help them make an informed decision about their next steps. 

When a student stops attending class or becomes unexpectedly disengaged, it is natural to be concerned. However, a missed class or unanswered email does not automatically require a wellness check. 

The following guidance can help determine the appropriate next step. 

1. Start with Faculty Outreach

If you notice a student has missed multiple classes, stopped submitting work, or demonstrated a significant change in engagement, reach out directly to the student first. 

Send a brief check-in expressing your concern and asking the student to respond. 

For routine concerns where there is no indication of an immediate safety issue, allow approximately 48–72 hours for the student to respond. 

Faculty should continue monitoring the student's attendance and academic engagement during this time. 

2. Consider the Pattern — Not Just the Number of Absences

Faculty should be familiar with the University Attendance Policy and the attendance expectations outlined in their course syllabus. 

The University's attendance threshold is an important academic indicator, but faculty do not need to wait until a student reaches or exceeds the 20% threshold before submitting an SOS Referral. 

Consider referring earlier when there is a meaningful change in the student's behavior or engagement, such as: 

• Multiple unexplained absences 

• A student who regularly attended suddenly stops coming to class 

• The student stops submitting assignments or participating 

• A significant or unexpected decline in academic performance 

• Multiple attempts to contact the student have gone unanswered 

• Other information causes you to be concerned about the student's wellbeing 

3. When to Submit an SOS Referral

If there is no immediate safety concern and the student has not responded within approximately one week of your initial outreach, submit an SOS Referral. 

You may also submit a referral sooner when the student's pattern of absence, disengagement, or other circumstances raises concern. 

When submitting a referral, please include: 

• When the student was last seen or attended class 

• The approximate number or pattern of absences 

• Dates and methods of your outreach attempts 

• Whether the student responded 

• Changes in participation, assignments, or academic performance 

• Any statements, behaviors, or other information contributing to your concern 

Providing this information helps SOS determine the appropriate level of outreach and response. 

4. When Is a Wellness Check Appropriate?

A wellness check is different from an SOS Referral for attendance or academic concerns. 

Wellness checks are intended for situations where there is a reasonable concern about a student's immediate wellbeing or safety. 

A wellness check should not be used solely because a student has missed class, exceeded the attendance threshold, or has not responded to one email. 

When there is no indication of immediate danger, the typical progression should be: 

Faculty Outreach → Follow-Up → SOS Referral → SOS Assessment and Outreach 

SOS can review the available information, attempt to contact the student, coordinate with appropriate campus partners, and determine whether additional intervention is warranted. 

5. Immediate Safety Concerns

Do not wait 48–72 hours or one week when there is an immediate safety concern. 

If a student: 

• Indicates they may harm themselves or someone else 

• Makes statements suggesting an immediate safety risk 

• Displays behavior that causes significant concern for their immediate wellbeing 

• Is experiencing an apparent emergency 

Contact Public Safety immediately. 

Public Safety and Student Affairs can coordinate the appropriate response based on the circumstances. 

Remember: Attendance Concern vs. Wellness Concern 

Attendance or Academic Concern 
The student is missing class, not completing work, or not responding. 

→ Contact the student 
→ Allow reasonable time for a response 
→ Follow up 
→ Submit an SOS Referral if the concern continues 

Wellness or Safety Concern 
There is information or behavior suggesting the student's immediate wellbeing or safety may be at risk. 

→ Do not wait for the normal outreach timeline 
→ Contact Student Affairs and/or Public Safety as appropriate 

Faculty Tip: You do not need to determine what is happening with the student before making a referral. Share what you observed, what you know, and what you have already done. SOS can then assess the information and determine the appropriate next steps. 

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