How to Support A Student

College is an important time of growth for students, and we understand that presents it's own challenges for parents, friends, and others who are supporting a student. Explore ways you can be mindful of a student's mental health and aid them in their college journey.

  1. Life at Seattle U
  2. Health & Wellness
  3. Counseling and Psychological Services
  4. Support Services
  5. How to Support A Student
A student reads outside on a nice day at a coffee shop in Ballard, Seattle

I want to help. Where do I start?

This page is designed to help you understand and prepare for some of the unique experiences your child may have during their college years, a developmental period that can be a time of significant transition. Our office is happy to provide a variety of mental health support services to support your child's academic success and emotional well-being, and one aspect of that support is providing you with tools to help identify and address mental health concerns your child may be having. 

First we will introduce you to academic, physical, and emotional signs of distress that your child may be exhibiting. It is possible that any one of these signs, in and of itself, may simply mean that a student is having an "off" day. It will depend on what you know is "normal" for your student. After a look at the various signs of distress you will find information on how to address your mental health concerns with the student and with Seattle U staff. If you have any questions, or would like to speak to a CAPS staff member for consultation about your concerns, email CAPS at caps@seattleu.edu or call us at 206-296-6090

Please note, any one serious sign (e.g., a student writes a paper expressing hopelessness or thoughts of suicide) or a cluster of smaller signs (e.g., emotional outbursts, repeated absence, a noticeable cut on the arm) suggests intervention is required.

Noticing Signs of Distress

  • 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, research lab, or study groups
  • Disorganized or erratic performance
  • Decline in enthusiasm in class (e.g., no longer choosing a seat in the front of the room)
  • 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, and projects)
  • Falling asleep in class or other inappropriate times
  • A dramatic change in energy level (either direction)
  • Worrisome changes in hygiene or personal appearance
  • Significant changes in weight
  • Significant changes in how the student keeps personal areas organized or cleanliness of these areas (i.e. bedroom, work space)
  • Frequent state of alcohol intoxication (i.e., bleary-eyed, hung-over, smelling of alcohol)
  • Noticeable cuts, bruises or burns on student
  • Physical attacks on property, animals or others
  • Inappropriate emotional outbursts (unprovoked anger or hostility, sobbing)
  • Exaggerated personality traits; more withdrawn or more animated than usual
  • Expressions of hopelessness, fear or worthlessness; themes of suicide, death and dying in papers/projects
  • Direct statements indicating distress, family problems, or other difficulties
  • Peer concern about a fellow student (in class, lab, residence hall, club)

Addressing Concerns to SU Students & with SU Staff

Addressing concerns with a student can be challenging, but may offer integral support to addressing the issue. Here are some strategies to bring up tough topics with your child. Likewise, it may be helpful to discuss the situation with a Seattle University staff member, who can help you explore options to assist the student.

  • Express your concern using "I" statements. For example, you might say to a friend whose alcohol use concerns you, "I'm worried about you because I notice you're drinking more, and not making it to your morning classes."
  • Make observations about their behavior and refrain from speculations about reasons for their behavior
  • Let the person know that you care about them and want to help
  • Say "Tell me more about..."
  • Listen with your full attention. 
  • Be patient and don't jump to conclusions or offer quick solutions. 
  • Empower the individual to make a change by asking what they think might be helpful. 
  • Contact CAPS and schedule a consultation with our staff:
    • If you have observed student behavior that is troubling you and want to discuss your concerns with a professional, CAPS staff are available to provide consultation. During a consultation you can speak to a CAPS clinician about specific concerns of a student's situation and receive advice and resources on how to proceed.  Contact our office at caps@seattleu.edu, 206-296-6090, or visit us in PAVL 120 (across from the Lemieux Library) for more information and to schedule a consultation. 
  • Contact the Office of the Dean of Students for support:
    • Families and supporters of a student can contact the Office of the Dean of Students about any challenges or concerns a student may be having during their time at Seattle University. If you don't know where to start or just need someone to talk to about a problem, call 206-296-6090 or email deanofstudents@seattleu.edu More information can be found on their website here.
  • Nominate the student to the CARE Team, which can set up formal and informal check-ins and support: 
    • The Coordinated Assistance & Resource Education Team (CARE Team) receives and responds to referrals from the campus community about students of concern. CARE Team services and resources include connecting students with on and off-campus resources, consulting with faculty and staff about how to respond to various concerns, and facilitating formal and informal outreach and check-ins. For more information about and to nominate a student to the CARE Team, visit the Dean of Students website.