Harvard Graduate School of Education Crimson Folder
Guidance and resources to assist students in distress
What is the HGSE Crimson Folder?
Harvard Graduate School of Education (HGSE) students often encounter challenges during school and may not recognize that they need help. As an administrator, faculty, or staff member, you are in a prime position to guide HGSE students in distress to support services. The HGSE Crimson Folder is designed to help you prepare to support students by learning how to recognize signs of distress, respond to a student鈥檚 needs with attentiveness and empathy, refer the student to others who may be best equipped to help, and by becoming familiar with resources.
Student Privacy, FERPA, and Confidentiality
The Family Educational Rights and Privacy Act (FERPA) permits communication about a student in connection with a health and safety emergency. Observations of a student鈥檚 conduct or statements made by a student are not protected by FERPA. Consideration for student privacy should always be given before information is shared. When communicating with a student, it is important to use the language 鈥減rivate and discreet鈥� rather than 鈥渃onfidential,鈥� as you may need to share information with those listed below.
Recognize
Students in mild distress may exhibit behaviors that do not disrupt others but may indicate something is wrong and that assistance is warranted. Many of these behaviors may also indicate a greater level of distress. Behaviors may include:
- Change in coursework or grades to poor performance
- Excessive absences, especially after prior consistent attendance
- Unusual or markedly changed patterns of interaction (e.g., goes from being actively involved to quiet and withdrawn, or goes from being quiet to more agitated or demanding)
- Other characteristics that suggest trouble managing stress (e.g., low mood, very rapid speech, swollen or red eyes, marked decline in hygiene, falling asleep during class, crying)
It is important to keep in mind that students may be reluctant to, emotionally unable to, or uncertain of how to ask for help. Behaviors may include:
- Repeated requests for accommodations, such as deadline extensions
- Unusual or exaggerated emotional responses that are clearly inappropriate to the situation
- Aggressive behavior to self or others or excessive risk-taking
- Signs of memory loss
- New signs of hyperactivity (e.g., unable to sit still, difficulty maintaining focus, gives the impression of going 鈥渢oo fast,鈥� appears agitated)
- Signs of depression (e.g., appears emotionless or lethargic, weight change, looks exhausted or complains of sleeping concerns, displays feelings of worthlessness or self-hatred, is apathetic about previous interests)
- Talks about or shows unusual patterns of eating, not eating, or excessively eating
- Shows signs of injury to self (e.g., cuts or scratches, bruises, burns)
- Deteriorating academic performance (e.g., incapacitating test anxiety, sporadic class attendance, extended absences from class)
- Begins or increases alcohol or other drug use
Students in severe distress exhibit behaviors that signify an obvious crisis and that necessitate emergency care. Behaviors may include:
- Aggressive behavior to self or others or excessive risk-taking
- Signs of memory loss
- Shows loose or incoherent thought patterns, has new difficulty focusing thoughts, or displays nonsensical conversation patterns
- Exhibits behaviors or emotions that are markedly inappropriate or disruptive to the situation
- Displays extreme suspiciousness or irrational fears of persecution; withdraws, does not allow others to be close; irrationally believes they are being watched, followed, etc.
- Shows signs of depression (e.g., appears emotionless or lethargic, weight loss, looks exhausted or complains of sleeping poorly, displays feelings of worthlessness or self-hatred, is apathetic about previous interests)
- Shows signs of injury to self (e.g., cuts or scratches, bruises, burns)
- Inability to communicate clearly (e.g., garbled, slurred speech, unconnected, disjointed, or rambling thoughts)
- Loss of contact with reality (e.g., seeing or hearing things that others cannot see or hear, beliefs or actions greatly at odds with reality or probability)
- Stalking behaviors
- Inappropriate communications (e.g., threatening letters, email messages, statements, harassment)
- Overtly suicidal thoughts (e.g., referring to suicide as a current option or in a written assignment)
- Threats to harm others
Respond
Stay safe
Take your time
Stay calm
Use active listening
Ask direct questions
Respond tips
Be direct. Let the student know that you鈥檝e noticed a change and you want to talk.
- 鈥淗i ___. I just wanted to check in. I鈥檝e noticed ___ and wanted to see if you wanted to talk about it.鈥�
- 鈥淚鈥檝e noticed ___ and I want you to know that I am here to support you.鈥�
Be there to listen and be fully present. As an active listener, be curious and ask appropriate follow-up questions.
- 鈥淲ow, I鈥檇 like to hear more about that.鈥�
- 鈥淚鈥檓 sorry, that seems like a difficult situation to be in. What is that like for you?鈥�
- 鈥淭hat sounds really hard, how is that affecting you?鈥�
Set clear boundaries and connect students to those who can meet their needs. You are the bridge. Remember you are not a confidential resource but honor their privacy as best as possible.
- 鈥淚鈥檓 glad you felt comfortable to share that with me.鈥�
- 鈥淚f it鈥檚 alright with you, I鈥檇 like to connect you with resources such as CAMHS or local disability coordinator who may be helpful to you.鈥�
- 鈥淚 may need to share information with the Dean of Students Office in order to figure out how best to help you/get you the resources that would be helpful.鈥�
Determine whether the student needs immediate support and refer them to the appropriate resources. Recognize that it may take time for a student to build trust and accept help. Follow up with them, if welcomed.
- 鈥淭hank you for being so open with me. I want to be sure that you can access the resources you need to get through this challenging situation.鈥�
- It鈥檚 okay to say 鈥滻 am not sure, but there are people 黑料专区 who can help.鈥�
- 鈥滻 am not sure, let me find out.鈥�
- 鈥淗ow are you doing since we last spoke? Was that resource helpful?鈥�
Refer
Identify what the student needs.
Listen to the student to determine their immediate needs. Review the options below to guide the student to the appropriate resource.
React
If the student鈥檚 conduct is clearly reckless, dangerous, disorderly, or threatening of immediate harm to self or others in the community, call HUPD at 617-495-1212 or 911.
Any report made to HUPD involving a Harvard Graduate School of Education student will be brought to the attention of the HGSE Office of Student Affairs.
Consult
If the student shows signs of distress, but it is not clear how serious it is, or if you feel uneasy and concerned about the student:
- During Business Hours: Contact HGSE Student Affairs at 617-495-8035 to strategize and triage student support.
- After Hours: Contact CAMHS Cares at 617-495-2042 to connect the student to mental health support.
Refer
If you are not concerned for anyone鈥檚 immediate safety, but the student is having significant academic or personal issues and could use some support, review the resources listed and offer to connect the student to the office that will best support them.
Complete an I Notice, I Care (INIC) Form.
If you are unsure, refer the student to meet with the HGSE Office of Student Affairs.
Wellness checks
A wellness check is a consultative process that exemplifies the partnership between the Harvard Graduate School of Education Office of Student Affairs and faculty and staff in responding to student needs. If you have not heard from a student for some time and you or others are concerned about their safety or well-being, it may be necessary to initiate a wellness check. This process typically begins with contacting the student鈥檚 emergency contact and may involve enlisting the assistance of HUPD or local police.
Once you recognize that it has been some time since you have heard from the student, it is helpful to ask yourself the following questions:
- Is it typical that the student would not reply to emails for some time?
- When was the last time you heard from or physically saw the student?
- Does the student have a history of being out of contact?
- Are there other community members (peers, colleagues, etc.) that might be in touch with the student?
- Have others expressed concern about the student?
- What outreach have you tried already鈥攅mails, calls, leaving notes, using department means (Slack, messaging app, etc.)? Have you tried multiple means to connect?
- Are there any mental or physical health concerns that you are aware of?
- Does the student live alone or with others?
Initial outreach to the student may come from a member of the department or the Degree Programs Office. If a student does not respond to faculty or departmental outreach, it may be necessary to consult with the Office of Student Affairs for support and to initiate a wellness check.
Contact Harvard Graduate School of Education Office of Student Affairs
Departmental staff, faculty, or other community members may email Kevin Boehm, Assistant Dean of Student Affairs and Student Life, at kevin_boehm@gse.harvard.edu (617-384-7490) to request a wellness check for a student. The Assistant Dean of Student Affairs and Student Life is available to assist a faculty or staff member to send a message that expresses the urgency and initiates the wellness check process.
Resource
Emergency Resources
- Medical or Public Safety Emergency: 911
- : 617-495-1212
- Harvard University Police Longwood: 617-432-1212
- Medical Urgent Care at HU Health Services: 617-495-5711
- : 617-998-0000
- 24/7 support while abroad on University travel
- For urgent but not immediately life threatening issues:聽refer to your department鈥檚 internal emergency protocol.
Counseling and Mental Health Hotlines
- : 617-495-2042
- 24-hour access line that allows students (or those concerned about a student) to speak with a licensed counselor
- :听617-495-9100
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- 24/7 confidential hotline for all Harvard community members seeking support related to sexual assault, sexual harassment, stalking, abusive relationships, and gender discrimination
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Support for Faculty & Staff
- : 617-495-2323
- Clinical care for Harvard employees
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- Offers free, confidential help for Harvard employees
- : 617-495-9100
Harvard Graduate School of Education Resources
- Office of Student Affairs 617-495-8035
- Primary resource for general HGSE student support
- Kevin Boehm kevin_boehm@gse.harvard.edu
- Primary resource for general HGSE student support
- Degree Programs Office
- Academic policy clarification and issues regarding students’ academic status, progress, and conduct
- Abbie Bloom abbie_bloom@gse.harvard.edu
- Clara Lau clara_lau@gse.harvard.edu
- Academic policy clarification and issues regarding students’ academic status, progress, and conduct
- Office of Financial Aid
- Guidance regarding financial obligations and support
- Frank Arce frank_arce@gse.harvard.edu
- Guidance regarding financial obligations and support
- Student Title IX Resource Coordinators
- Address issues of sexual and gender-based harassment
- Kevin Boehm kevin_boehm@gse.harvard.edu
- Andrea Le andrea_le@gse.harvard.edu
- Address issues of sexual and gender-based harassment
- Student Support Services
- Provides support around academic accommodations for students with disabilities, academic coaching for all students, and emotional support.
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Rilda Kissel rilda_kissel@gse.harvard.edu
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- Provides support around academic accommodations for students with disabilities, academic coaching for all students, and emotional support.
University Resources
- Student Wellbeing 黑料专区
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- Resources for Harvard students, faculty, and staff on University travel abroad
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- Support religious, spiritual, and moral engagement
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- Support for international students and scholars
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- Strengthening connections across difference, promoting dialogue, and cultivating a culture of belonging for everyone on campus
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- Multi-specialty medical practice exclusively for members of the Harvard community
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- Workshops, services, and classes centered on wellbeing
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- Assists in managing issues affecting work or academics
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- Resources and information that serve LGBTQ+ individuals
- 听(颁厂狈顿搁)
- Prevention and education initiatives; Title IX resources; LGBTQ+ supports; anonymous disclosure through ROAD, and formal complaint processes; and confidential and privileged support through SHARE counseling
Additional Community Resources
- Suicide & Crisis Lifeline Phone Number: 988
- : 877-870-4673
- : 877-785-2020
- : 800-841-8371
- : 617-635-3717
- : 211
- : 617-580-8541
- : 800-221-0053