How to Support Students Experiencing Difficult Life Circumstances

Core Principles
  • Acknowledge and validate 
    • A simple “Thank you for letting me know” can reduce student anxiety 
  • Be as clear as possible 
    • Provide the student with a timeline for a decision if you are unable to decide on flexibility right away.
  • Maintain clear academic boundaries 
    • Support does not mean lowering academic standards, but exploring reasonable options 
  • Refer for support 
  • Be consistent and policy-aware 
    • Flexibility should align with syllabus policies, accreditation requirements, and equity 
  • Document communication  
    • Helps ensure clarity and continuity if the situation is complex or ongoing. Documenting includes verbal and written communication. We recommend a follow up email to the student by the instructor that briefly summarizes the key points or agreements of the conversation. 
  • Do not ask for or review medical documentation
    • To respect student privacy and adhere to confidentiality guidelines, please refrain from requesting, accepting, or reviewing any personal medical documentation. If a student required verification, please direct the student to the Student Health Center.  

 

Questions Faculty Can Consider When a Student Reaches Out 
  • What does my course policy say about absences or late work? Is there built-in flexibility? 
  • Is the student asking for something that would significantly change learning outcomes? If so, consult with department leadership. In this instance, flexibility may not be possible.  
  • Does the student appear overwhelmed or in need of broader support? 
    • Indicators can include repeated absences, crisis language, long-term requests for support. In these instances, please complete an SOS referral (well-being concerns) or an Early Alert (academic concerns). 
  • When should I refer a student to Accessibility Services for accommodations? 
    • Accessibility Services supports students with documented disabilities or students seeking evaluation related to cognitive functioning, learning differences, personality, or emotional well‑being. If a student requests ongoing flexibility due to a medical, physical, learning, or psychological condition, please refer them to Accessibility Services to determine whether formal accommodations are appropriate. The office also manages academic modifications for pregnant students. Please note that Accessibility Services cannot provide accommodations for situations that are not considered disabilities under the Americans with Disabilities Act. This includes grief or loss, caregiving responsibilities, and needs related to language proficiency. While these situations may warrant empathy and flexibility when possible, they are not covered under the Americans with Disabilities Act and therefore fall outside the scope of Accessibility Services.