Red Folder Initiative

Middlebury employees are in a unique position to demonstrate compassion for students in distress and connect them to appropriate institutional and community resources that can help. 

Students exhibiting troubling behaviors in your presence are likely having difficulties in other areas of their lives, including in the classroom, with roommates, with family, and even in social settings. Your expression of concern may be a critical factor in saving a student’s academic career or even their life. Contact your supervisor to review your reporting obligations based on your role(s).

Preparing to Submit a Report

• Make notes about the concerns you are having so you can be specific when you share them. 
• Know the available campus resources and the referral processes. 
• If safe, meet privately and always allow sufficient time to meet. 

If you decide not to have direct contact with the student, make a timely report so that someone else can follow up with the student. Ensure that you are making reports that align with your role and its responsibilities.

Tips: See tips for how to recognize a student in distress.

Connecting with the Student

• Clearly express your concerns, in nonjudgmental terms, by focusing on the behavior(s) you’ve observed. 
• State the exact things you notice (e.g., missing class, late for work, change in participation, concerns from others) and avoid diagnostic language (e.g., “You seem depressed”).
• Allow the student to talk as you engage in active listening. 
• Respect the student’s privacy without making false promises of confidentiality. 

If relevant, ask directly if the student wants to hurt themselves or others. If they answer yes, call Public Safety immediately to request a wellness check. Public Safety will come to you on campus or help locate the student and stay with the student until a plan for their safety is determined. 

Tips: See tips for how to respond to a student in distress.

Making an Effective Referral

• Recommend services and provide direct referrals, and assist the student in contacting those resources. 
• Frame any decision to seek and accept help as a wise choice. 
• Be frank with the student about your limits (time, expertise). 
• Encourage and help the student to make and keep any follow-up appointments, including a follow-up appointment with you. 

Some resources may be limited in what details of their work with the student they can share with you. However, they can still accept additional information from you at any time.

Tips: See tips for how to make a referral to a student in distress.