Support a Student

Responding to Concerning Student Behavior: A practical protocol for faculty and staff

If There Is Immediate Danger

If the Student Needs Support (Not in Crisis)

Not Sure What to Do?

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Purpose

Montclair State University is committed to a safe, respectful, and caring learning and working environment. Faculty and staff are often the first to notice when a student is struggling or when behavior interferes with learning, University services, or the safety of others. This protocol helps you recognize concerns early, respond with care, manage challenging behavior, and connect students with the right resources, consistent with University policy and the Montclair CARES approach.

You are not expected to diagnose a student, judge the seriousness of a concern on your own, or manage difficult behavior without support. When in doubt, consult the CARE Team or the Dean of Students Office.

Recognize, Respond with Care, Refer or Act

Recognize

Notice meaningful changes in academic engagement, behavior, mood, appearance, communication, or life circumstances. Focus on what you observe, not on assumptions.

Respond with Care

When it is safe, speak privately, describe what you observed, express concern without judgment, and listen. Set clear boundaries if behavior interferes with others.

Refer or Act

CARE referral for non-emergency concerns and support needs.
Student Conduct when behavior may violate University expectations.
University Police (973-655-5222) when there is immediate danger.

Our Approach

The University’s approach balances care, early intervention, objective assessment, collaboration, accountability when appropriate, and community safety. A concern may involve distress, behavior that affects others, or both.

A CARE referral is a support pathway, not a disciplinary action. A student does not need to display challenging behavior, be in crisis, or have a suspected mental health condition before you reach out.

View Montclair CARES Reference Guide PDF
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Signs That May Warrant a Response

The examples below are not a checklist. Any change that concerns you is worth a check-in or a consultation.

Signs of Distress

Academic Signs

  • Excessive absences or disengagement
  • Declining or inconsistent work
  • Repeated extension requests

Behavioral and Emotional Signs

  • Withdrawal or isolation
  • Irritability, crying or emotional outbursts
  • Visible distress or mood changes
  • Concerning statements or behaviors suggesting self-harm or harm to others

Physical or Lifestyle Changes

  • Fatigue, confusion or changes in appearance
  • Changes in sleep, eating or communication patterns
  • Reduced contact or vague responses like “I’m fine”
  • Food or housing insecurity, financial strain, grief or health concerns

Behavior that Interferes

  • Persistent talking or repeatedly interrupting instruction
  • Hostility, obscene language, harassment, stalking, or repeated unwanted contact
  • Inappropriate use of electronic devices
  • Refusing reasonable directives after expectations are stated
  • Any behavior affecting safety or the functioning of a University setting
     

Levels of Concern

Levels are guides, not diagnoses. When unsure, consult the CARE Team or the Dean of Students Office.

Level One: Supportive Check-in & Responding Directly

What it looks like: Distress without disruption, or a minor behavior issue

What to do: Check in privately, restate expectations, redirect, and share resources.

If a student seems overwhelmed, withdrawn, or not like themselves and there is no immediate danger, consider a brief private check-in. Describe what you noticed, express concern, listen without trying to solve everything, and offer to connect the student with resources. Submit a CARE referral if additional outreach may help. 

For example:

  • “I’ve noticed you seem to have a lot going on. How are you doing?”
  • “I’m concerned about what you’ve shared, and I want to make sure you know support is available.”
  • “Would it help if I connected you with the CARE Team or another campus resource?” 

Faculty are the primary authority in the classroom. State behavioral expectations in the syllabus, address minor concerns promptly, and apply standards consistently to all students.

Sample Syllabus Language

I strive to create a classroom environment grounded in mutual respect, professionalism, and active engagement, where all students have the opportunity to learn and contribute. All members of our classroom community are expected to engage respectfully and avoid behaviors that interfere with instruction or others’ learning.

When behavior interferes with learning, address it calmly:

  • Use a calm, respectful, and professional tone.
  • Describe the specific behavior rather than labeling the student.
  • Restate the expectation and redirect the student to the activity.
  • If needed, continue the conversation privately after class.

If the behavior continues to substantially interfere with learning, follow the Removal from Class procedure. If a student refuses to leave after being directed to, call University Police; do not attempt physical removal. Report all classroom removals to your department chair and the Dean of Students Office.

In offices, advising appointments, service counters, meetings, and events, respond with care when a student is struggling, and set clear boundaries when behavior interferes with operations or with serving others.

  • Speak calmly and describe the specific behavior and its impact.
  • State the expectation clearly, such as respectful communication, waiting one’s turn, or following office procedures.
  • Redirect to the purpose of the meeting, or offer to continue later or with a supervisor present.

If the behavior continues, you may end the interaction and explain that it can resume when expectations can be met, or ask the student to leave the immediate area. Notify your supervisor and document repeated, escalating, or concerning interactions. If the student refuses to leave, blocks access, follows you, or becomes threatening, or if you feel unsafe, call University Police.

Never physically touch, restrain, block, or escort a student. Prioritize distance, access to an exit, and help from a supervisor or University Police.

If it is safe to meet, stay calm and professional, focus on specific behaviors and their impact rather than personal traits, clarify expectations and consequences, and offer resources such as the CARE Team, CAPS, the Disability Resource Center, or basic-needs support. Consider inviting a third party, such as a colleague, supervisor, department chair, or College Dean’s Office staff member.

Instead of saying…Try saying…
“You need to calm down.”“I can see this is frustrating. I’d like to continue when we can both focus on finding a solution.”
“You’re being disrespectful.”“I’m asking that we communicate respectfully so we can work through this together.”
“You’re not listening.”“I’m concerned we may not be understanding each other. Let me explain my expectations again.”
“Stop disrupting my class.”“I’m finding it difficult to continue teaching while conversations are occurring.”
“You need to leave now.”“I’ve explained the expectations, and because the behavior is continuing, I’m asking you to leave for the rest of today’s class. We can talk after class or during office hours.”
“Get out of my office.”“I’m going to end this meeting for now. We can continue when we can do so respectfully, or I can arrange a follow-up with my supervisor.”

Formal accommodations are determined by the Disability Resource Center (DRC) and become active when the student requests an Accommodation Notice through AIM. Implement the accommodations in that notice, and consult the DRC if one is unclear, difficult to implement, or may affect an essential course requirement. Do not independently approve, create, modify, or deny accommodations, and do not ask for medical documentation or a diagnosis. If a student requests an accommodation that is not in an official notice, speak with the student privately and refer them to the DRC. This does not limit ordinary flexibility or inclusive teaching practices available to the whole class.

Students with disabilities are expected to follow the Student Conduct Code. Refer disability-related concerns to the DRC.

Level 2: Coordinated Response

What it looks like: Persistent, escalating, repeated, or complex concerns

What to do: Notify your chair or supervisor, contact the Dean of Students Office, and submit a CARE and/or Student Conduct referral

When behavior is ongoing, escalating, or concerning, notify your department chair or supervisor, contact the Dean of Students Office, and submit the appropriate referral. Staff should also notify a supervisor when a student repeatedly disrupts office operations, targets an employee, refuses reasonable procedures, or returns after an interaction has been ended. Use the table below to choose a pathway.

CARE and Conduct referrals can both be appropriate. If you are unsure, submit a CARE referral or contact the Dean of Students Office. We will help you decide. We will help you decide. The CARE Team reviews each referral, gathers context when needed, and coordinates outreach, support, and monitoring with campus partners. Referrals may be based on academic, personal, medical, mental health, behavioral, basic-needs, or other concerns. The Office of Student Conduct may initiate a conduct review or interim measures when appropriate.

  • Emotional distress or mental health concerns
  • Academic, personal, or basic-needs stressors
  • Concerning changes in behavior or well-being
  • Non-emergency support needs

Submit a CARE referral

  • Possible violation of University expectations
  • Repeated behavior after a warning
  • Harassment, intimidation, or refusal to comply
  • Other behavior needing formal review

Submit an Incident Report

  • Immediate threat to safety
  • Physical violence or weapon concerns
  • Suicidal statements with imminent risk
  • Refusal to leave when safety is at risk

Call 973-655-5222

Level Three: Immediate Safety Concern

Call University Police: 973-655-5222

Dial 5222 from any campus phone. 

Save the number in your cell phone.

Never put yourself at risk. When there is an immediate risk of harm, move yourself and others away from danger if possible, avoid positions where your exit could be blocked, alert colleagues or a supervisor if it is safe, and call University Police. University Police will coordinate with the Dean of Students Office and other campus partners afterward.

If You’re Concerned About Their Safety

Ask directly and calmly:

“Sometimes when people feel this way, they think about harming themselves. Is that something you’ve been thinking about?”

What Happens after a Referral?

  • Review and coordination: Referrals are reviewed to determine the appropriate response, which may involve the CARE Team, the Office of Student Conduct, or both. Faculty and staff are not expected to make that determination alone. If you are unsure, submit a CARE referral or contact the Dean of Students Office for guidance.
  • CARE Team: The team reviews the concern, gathers additional context when needed, and coordinates student outreach, support, and follow-up with campus partners. Concerns may involve academic difficulties, emotional distress, health issues, basic needs, changes in behavior, or other personal circumstances. A CARE referral is a support pathway, not a disciplinary action.
  • Office of Student Conduct: When reported behavior may violate the Student Conduct Code, the office reviews the report, gathers information from faculty, staff, and witnesses as appropriate, and meets with the student to determine next steps through the conduct process. CARE support may occur alongside a conduct review.
  • Interim measures: Temporary removal from, or restrictions on, a class, office, service location, or campus area may be imposed to protect safety or maintain order. That authority rests with the Dean of Students or designee, in coordination with University Police and the Office of Student Conduct. Faculty and staff may still end an individual class session, meeting, or interaction when behavior cannot be managed safely. Report behavior that may warrant interim action to the Dean of Students Office.
  • Student rights, privacy, and follow-up: Students are entitled to applicable due process and privacy protections. Information is shared consistent with FERPA and University policy. Referring faculty and staff may be contacted for additional information or guidance on next steps; privacy requirements may limit the details shared about student support or conduct outcomes. Continue to report new or escalating concerns.
  • Documentation: Document facts, not conclusions. Record the date, time, and location; an objective description of the concern or behavior; exact words when relevant; witnesses; and the steps you took. Include whether the student was asked to leave, the interaction was ended, or University resources were contacted. Avoid opinions, speculation, or diagnoses.

If a student is struggling or their behavior raises concerns, you don’t need to handle it alone. The CARE Team and Office of Student Conduct work collaboratively to support students, address behavior, and promote a safe campus community.

Faculty and Staff Quick Reference

You are often the first to notice when a student is struggling. Your care, attention and timely action can make a difference.

If the student...Faculty (classroom)Staff (office setting)
Appears distressed but is not disrupting othersCheck in privately, offer resources, and submit a CARE referral if more support may help.
Needs redirectionAddress the behavior calmly, restate expectations, and redirect to the activity.Set a clear boundary, redirect the interaction, and continue service if appropriate.
Continues after redirectionWarn that continued behavior will lead to removal, then follow the Removal from Class procedure.End the interaction, ask the student to leave the immediate area if needed, and notify your supervisor.
Repeats, escalates, or targets someoneDocument, notify your department chair and the Dean of Students Office, and submit a CARE and/or Conduct referral.Document, notify your supervisor and the Dean of Students Office, and submit a CARE and/or Conduct referral.
May have violated University policySubmit an incident report to the Office of Student Conduct.
Refuses to leave, makes threats, or you feel unsafeCreate distance and call University Police at 973-655-5222 (x5222 from a campus phone). 
Never physically touch, block, or remove a student.

When in doubt, submit a CARE report or contact the Dean of Students Office. 

Document facts, not conclusions: what you saw and heard, when, who was present, and what you did.

For Families

You know your student best.

Transitioning to college is a big adjustment. If you feel concerned about your student’s well-being, Montclair CARES is here to partner with you.

Even from a distance, you may notice when something feels off. Trust that instinct.

How You Can Help

  • Remind your student it’s okay to ask for help
  • Encourage them to connect with campus resources
  • Keep communication open and supportive

Supportive language can make a difference:

  • “It’s okay to need help, support is available.”
  • “Reaching out shows strength, not weakness.”

Alignment with NABITA Standards

This protocol reflects the core principles of the National Association for Behavioral Intervention and Threat Assessment (NABITA): early identification and reporting; assessment of observable behavior rather than profiling; multidisciplinary collaboration; structured escalation based on risk; consistent documentation and information sharing within FERPA; and interventions that balance student support with community safety. 

The CARE Team serves as the University’s Behavioral Intervention Team, integrating academic, student affairs, mental health, and law enforcement perspectives.

Meet the CARE Team

Campus Resources

University Police Department (UPD)

The Montclair State University Police Department provides 24/7 police services, emergency response, crime prevention and public safety programs for the Montclair State community. We aim to keep our campus safe through professional law enforcement, emergency response and community partnerships. Whether you need emergency assistance, want to report suspicious activity or have a question, University Police is available around the clock.

Dean of Students

Whether you're navigating a challenge, need guidance, or are not sure where to turn, this office connects you to the right resources and helps you move forward. Through care, advocacy, and collaboration, the team works to ensure your academic and personal well-being so you can succeed at Montclair. By partnering with campus offices and responding to student concerns, the Office of the Dean of Students helps create a community where you can grow, feel supported, and thrive.

Counseling and Psychological Services (CAPS)

Counseling & Psychological Services (CAPS) supports your mental health, well-being and success at Montclair State University on both of our beautiful campuses. Whether you’re feeling overwhelmed, stressed or just need someone to talk to, you’re not alone. CAPS offers free, confidential services to help you navigate challenges and take care of yourself. Our services are free and completely confidential for all enrolled students.

  • CAPS at Montclair
  • 973-655-5211
  • Montclair Campus, Russ Hall, Right Side Entrance

Disability Resource Center (DRC)

Montclair State University is committed to full inclusion for students with disabilities in all curricular and co-curricular activities, as mandated by Section 504 of the Rehabilitation Act of 1973. The Disability Resource Center (DRC) provides accommodations and services for students with physical, sensory, learning, psychological, neurological and chronic medical disabilities. The goal is to ensure you have equal access to everything campus has to offer.

Office of Student Conduct