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Disruptive Behaviors
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Over time students may act in ways that are uncivil. They may do this on purpose,
or they may be unaware of how their behavior impacts those around them. They may be
going through personal struggles. In the end, no matter the reason, they may create
an uncomfortable setting for teaching and learning. The following are examples that
you may see.
- Examples of Disruptive Behaviors:
- Persistently late to class or leaving early, while disrupting the class
- Continuous talking during the class
- Frequent interruptions to class
- Distracted by cell phone (texting, phone ringing, etc.)
- Belligerent to confrontations about their behavior
- Saying inappropriate things while under the influence of alcohol/drugs
- Offensive comments (racist, homophobic, etc.)
- Sharing inappropriate photos/content over email or on Online Delhi
- Arrogant, entitled, rude, or disrespectful emails/messages to peers or faculty/staff
- Discrimination/Bias is disruptive to learning in the classroom. Discrimination known to an instructor
should be addressed and reported. Bias concerns can be reported to the Bias Related Report Gender-based discrimination can be reported to the Title IX Incident Report Form. If a student discloses sexual assault, sexual harassment, dating violence, or stalking
to you, you are required to report this to the Deputy Title IX Coordinator, Rebecca
Harrington. You can do this with the above incident report form or go through the
Title IX Resource Review form with the student.
- Bullying and Harassment can also be disruptive for a teaching environment. Bullying is a repeated pattern
of behavior where one person intentionally tries to harm, intimidate, or humiliate
another person. While bullying is often harmful, it is not always considered harassment,
and may not reach a level where conduct charges or legal charges can occur. It is
important to differentiate as many students expect if they are being bullied, that
the bully will be immediately suspended. As faculty and staff we should be empathetic
to a student’s concerns about bullying, offer resources and support, such as Student
Rights & Responsibilities or Counseling. If they are in a class together, make efforts
to separate the parties in class and address behavior that is uncivil as we witness
it.
- Action Plan:
- First Identify the level of concern (how does it impact the learning environment?)
- Lower Concern: Any situation that can be handled informally (i.e. inappropriate language,
use of phone, etc.)
- Moderate Concern: On-going issues or something more serious (i.e. challenge authority,
verbal argument, continued refusal to follow classroom policy)
- Heightened Concern: There is an immediate danger of some kind (i.e. threats of violence)
or persistent behavior even with intervention previously
- Action Steps:
- Lower Concern:
- The best practice is to not address the behavior in front of the class. Ask the student
to stay after class or to step out into the hallway with you. Respectfully ask the
student to stop the behavior. It is helpful to share what has been directly observed,
why it is not appropriate in this setting, and how to fix the problem/improve going
forward. Provide support resources if appropriate.
- Example Statement: “During class today I noticed that you spent at least half of the
time on your cell phone. Was there a reason for that? *pause for response* You pay
a good deal of money to take this class, and I want to see you succeed. If you are
easily distracted by your cell phone, you will not be able to focus and learn the
material, and it does feel distracting to me as well when I am trying to teach the
rest of the class. It would be helpful if in the future you keep your cell phone in
your bag or pocket during the duration of the class.”
- Moderate Concern:
- Tell the student they need to end the behavior or leave the class immediately. This
can be difficult to know what to say, and many are afraid that a student will argue
back. It is important to do your best to remain calm. Give clear, direct, and respectful
expectations. You could say “In order the maintain our learning environment allowing
everyone to learn, I need to ask you to change/stop doing X (or leave the classroom).”
- If the student does refuse to end the behavior or refuses to leave, you could say
“It is in the best interest of this class for you to leave. If you do not do so immediately,
I will need to contact UPD.” If you don’t feel comfortable immediately calling UPD,
you could alternatively dismiss the class and then report the incident to UPD, your
chair/dean, or Student Rights & Responsibilities.
- If you ask the student to leave class, they will need to be able to attempt a proper
return for the next class. You could also reach out to the student and request a meeting
ahead of the next class or with you and/or your dean. If you don’t feel the need to
immediately report the case but wish to confer about this meeting, you can contact
Student Rights & Responsibilities to prepare a game plan for the meeting. During the
meeting you should discuss expected behavior moving forward and see if they have any
questions. Share that you will send the discussed agreement in email after your meeting,
which will be considered an official written warning, which will be sent to Student Rights & Responsibilities, who will meet with them regarding the Code of Student Conduct. If you are concerned
for your safety during the meeting, make sure to see if you can meet with them along
with your department chair, the dean, their advisor, UPD, or someone from Student
Rights & Responsibilities.
- Heightened Concern:
- If there is an immediate dangerous/threatening situation, call UPD at 607-746-4700
from a campus telephone.
- Complete an incident report for the Office of Student Rights & Responsibilities. This should include a detailed written statement from your perspective. Notify your
Dean and request interim removal of the student from class to the Office of Community
Standards & Well-Being if applicable.
- Guidelines for Meeting with a Student
- This meeting is a learning opportunity for the student. This should include direct
statements about what is and what isn’t appropriate behavior and discuss ways they
can continue to be successful in the class.
- Meet live. Email isn’t appropriate in this scenario, and tone and intent can be misunderstood.
In person or on Teams would be a preference.
- Consider your state of mind. Are your emotions still heightened from requesting they
leave? You may want to request they wait to discuss this situation until you have
had time to calm down yourself, especially if they are also heated. Are you in a hurry
to get to another meeting? You may want them to schedule for a time when you have
more availability. If you know you lack patience with this particular person, this
also may be a sign to ask for support from another faculty/staff member.
- During the Meeting:
- Remain calm. This may be difficult if the student is confrontational. Affective calmness
and a rationale response with help you maintain control of the meeting.
- Communicate clearly and directly. Set limits.
- Let the student talk without interruption. Show empathy and ask for clarification
when needed.
- Do not take behavior or remarks personally. Incivility and disruptive behavior is
usually due to other life problems or general academic frustration.
- Be specific about the inappropriate behavior they have exhibited. Focus on the problem
not the person. Explain why it is an issue.
- Review classroom rules and expectations (syllabus)
- Ask questions (show interest and concern about their success) and summarize what you
hear them saying.
- Focus on areas of agreement. Summarize the resolution and what clear expectations
are for the future.
- Follow up with an email with a summary and share relevant resources.
- Disorderly Conduct & Failure to Comply: Sometimes these behaviors result in charges
under the Student Code of Conduct. They could include the following charges:
- Demonstrations/Disruptions: Disruption to or obstruction of the academic, residential
or campus environment, research, administration, disciplinary proceedings or other
college activities on or off campus is prohibited. This behavior includes, but is
not limited to, excessive noise, abusive or obscene language in a public place and
boisterous or threatening conduct which is unreasonable in the area, time, or manner
in which it occurs.
- Disorderly Conduct: No person shall engage in any disorderly and/or disruptive conduct
that interferes with the normal operations of the college, infringes upon the rights
of others, and/or breaches the peace or safety of the college community. This is including
but not limited to indecent or inappropriate verbal/non-verbal behavior that destabilizes
a particular campus setting, be it academic and/or social (e.g., obscene language,
an offensive gesture).
- Failure to Comply: Disrespect for or failure to comply with reasonable and lawful
requests or directives of college officials or law enforcement officers acting in
performance of their duties and/or interference with faculty, staff, or student staff
acting in the performance of their official duties will result in disciplinary action.
This includes, but is not limited to, Night Hosts, Resident Assistants, and Custodial
Staff (e.g., failure to provide identification, failure to abide by disciplinary sanctions,
etc.). This may also include failure to obey a notice from the Director of Student
Rights & Responsibilities or a college official to appear for a meeting or hearing
as part of the campus disciplinary system.
- Things like: Direct Threats, Assault, and Weapons should be reported to UPD and Student
Rights & Responsibilities with requests for immediate removal from the class.
- DON’T:
- Confront the student directly in front of class. This will cause embarrassment, defensiveness
and potentially escalate into a verbal fight.
- Ignore the issue and hope it will go away.
- Give in to the student’s demands and let them have whatever they want.
- Send the student a letter saying they are not allowed to return to class/removed from
the course.
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Distressing Behaviors
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Students in distress may also be disruptive. Here are some examples or signs of a
student possibly in distress:
- Academic Distress:
- Repeated absences
- Extreme disorganization
- Written/artistic expression of unusual violence, morbidity, social isolation, or despair;
essays that focus on suicide or death
- Patterns of perfectionism; can’t accept or handle anything less than an A
- Irrational response to grades/evaluations
- Behavioral/Emotional Distress:
- Direct statements indicating distress, family problems, or loss
- Angry/hostile outbursts, yelling, aggressive statements
- More withdrawn or animated than usual
- Expressions of hopelessness/worthlessness
- Expressions of severe anxiety/irritability
- Excessively demanding or dependent
- Extreme paranoia
- Shakiness, tremors, fidgeting, or pacing
- Physical Distress:
- Deterioration in physical appearance or personal hygiene
- Excessive fatigue, exhaustion; continuously falling asleep in class
- Visible changes in weight, change in appetite or sleep
- Noticeable cuts, bruises, or burns
- Frequent or chronic illness
- Disorganized speed, rapid or slurred speech, confusion
- Other Factors:
- Concern about a student by their peers
- A hunch or gut-level reaction that something is wrong
- All these examples don’t mean they are certainly in distress. There could be other
explanations for these behaviors, but still can be worth addressing
- Action Plan:
- First Identify Level of Concern (Always validate student feelings and offer resources)
- Lower Concern: A brief episode, possibly situational (i.e. upset about a failed exam
or a breakup) with low impact on student’s academic performance or other’s classroom
experience
- Moderate Concern: Significant and long-lasting change in behavior, impacting student’s
ability to be successful in the course
- Heightened Concern: Dramatic change in behavior which may impact other students and/or
you are concerned about potential safety (i.e. discussing contemplating suicide)
- Action Steps:
- Lower and Moderate Concerns should follow with a direct conversation with the student
which promotes help-seeking from the student, resources and empathy.
- Suggestions to facilitate a productive conversation:
- Find a private and comfortable place to talk. (if you are concerned about your own
safety, don’t meet with them alone)
- Set aside adequate time to not rush the discussion
- Be calm and stay relaxed. Pay attention to your own demeanor and tone of voice.
- Listen carefully and attentively.
- If you request/initiate the discussion, be specific about your observations about
behaviors that are concerning. Give examples in a non-judgmental way.
- “I noticed you have missed several classes. Is there something impacting your ability
to attend class?”
- “College can be challenging, especially if things are going on at home that you are
struggling with. I heard about [behavior/event] and I’m concerned it may be affecting
your ability to be successful. How do you think it is affecting you?”
- “You are probably wondering why I asked to meet with you. I want to assure you that
you are not in trouble, but I am concerned about you because of [behavior]. Can you
help me understand what’s going on for you right now?”
- Express genuine interest, care & concern. While it may not be a crisis to you, the
student could genuinely feel they are in crisis.
- Be direct about your limits and abilities to assist with the situations. Help the
student look at various resources and options and discuss pros and cons where applicable.
- Heightened Concern:
- If you are concerned for immediate safety call UPD 607-746-4700 or 911 on a campus
phone.
- Consider calling Health and Counseling Service if Foreman Hall, 607-607-746-4690 to
consult.
- Submit a starfish flag or a Student of Concern form for the CARE team.
- DON’T:
- Assume that signs of cutting equal suicidal ideation.
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Threatening Behaviors
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Threatening behavior can include direct threats (verbal/written) and gestures, but
also can be considered communication or conduct directed toward an individual that
causes a reasonable person to have belief that they could be physically harmed or
their property could be harmed.
Threatening behavior should all receive a heightened concern response. If an interaction
with a student causes you to have fear for yourself or others, this needs to be taken
seriously. Even if an interaction is not overtly threatening it could cause worry
and discomfort. In these situations, proactive planning is the best way to move forward
with addressing the behavior. Please keep in mind personal safety is of the upmost
importance here.
Examples of threatening behavior:
- Direct or implied threats of violence
- Throwing objects
- Challenges to fight
- Shoving
- Physical attacks
- Threatening calls, emails, or other correspondence
- Stalking
- Brandishing a weapon or threatening to get a weapon
Red Flag examples (Less overt. Worth noting, but doesn’t require immediate intervention):
- Dehumanization/objectification of others
- Lack of empathy
- Sense of entitlement
- Attitude of superiority
- Anger management problems
- Entertaining themes of violence in all areas of life
- Broad-based feelings of persecution by others
- Blames others for problems in life
- Conspiracy and revenge themes
- Generalized arrogance
Action Steps:
- Early prep and prevention (before any issue occurs):
- Add UPD’s number to your cell phone: 607-746-4700
- Know where to report crimes. Emergencies and non-emergency reports can go to UPD,
Bias, Title IX, Students of Concern, Incident Reporting forms
- Know where there are emergency phones, AED/Narcan are located.
- Know where emergency exits are located in classrooms, buildings, etc.
- Plan out potential responses to different situations that may arise. Run through scenarios
in your head and practice how you will respond.
- In a social setting, a clear leader will automatically be looked at to take charge
in an emergency. As a faculty member in a classroom, you are typically, by default,
in charge. But what happens if you are incapacitated? Is anyone else in the room prepared
to take charge? Is it a TA? What if there is no TA in the class? Have you prepared
your group to think about this?
- Know your conflict management style (e.g. avoiding, accommodating, compromising)
- Preparing (if a situation feels like it is starting to escalate):
- Notify UPD of a potential situation
- Request UPD standby
- Notify CARE team to make sure the larger campus is on alert of potential threat and
can assist with response (VPSL)
- Consult with your department chair or dean, Student Rights & Responsibilities or VPSL
to determine the best way to address your safety concerns
- Request your department chair or another faculty sit in your class or in your meeting
with the student
- In the moment:
- Is it an emergency? Is it an immediate dangerous situation? Call UPD 607-746-4700
or 911 on a campus phone.
- Priority should be to keep yourself and your students safe. Be aware of your position
in your room and the surrounding areas, as well as other’s positions. Where are you
compared to an exit?
- Keep calm by using “cycle breathing” and thinking calm thoughts (it helps to practice
these things)
- If safe, ask the student to leave the classroom
- If you do not feel the same asking them to leave, remove yourself and other students.
End class and do not stay behind.
- When calling UPD: share who you are the party/s involved, location, and what is occurring.
- “This is (name) in building X, room X. There is a fight occurring between 3 students
and I need immediate help.”
- After the incident:
- Notify the Director of Student Rights & Responsibilities, so a conduct response can
occur if applicable.
- Notify CARE team if applicable, so they can assist with response if needed
- Notify your department chair/Dean for next steps.
- DON’T:
- Do your own research/investigation on the student or the situation
- Place yourself in further jeopardy
- Manage the situation on your own
- Use physical gestures or statements that may further escalate the situation
- Tell someone to calm down/relax. While likely used with good intent, these statements
often escalate the situation.
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Alcohol & Drugs
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Use of alcohol and drugs when students come to class can cause a range of concerns.
Are they simply not learning as much as they would when they aren’t under the influence?
Is their use causing disruption in class? Is it causing them to act out or do they
smell strongly of alcohol or cannabis? Is it a safety concern for a lab setting or
have they consumed so much that medical assessment is needed?
We try to focus on using a harm reduction model at SUNY Delhi. Harm reduction is an approach to drug and alcohol education that recognizes the reality that many
people will use substances and aims to reduce the harm that can come from that use.
The idea is to empower individuals to make informed choices about their substance
use and to provide them with the tools and resources they need to stay safe. To follow
that model you should work to be as non-judgmental in your response as possible. Showing
real concern and empathy can be an important tool in addressing the when and where
of students using alcohol and drugs.
Prior to concerns:
- Consider adding a statement in your syllabi, especially if the concern is safety related.
The statement should outline the expectation, why you have it, and what you will do
if the expectation is violated.
When an issue arises:
- Be respectful and consistent in addressing the situation and follow what you outline
in your syllabus. You may wish to follow a similar action plan under disruptive behaviors.
- Everyone has bad days, if this is a first situation and they aren’t causing major
disruption, I would let it go. If it continues, it needs to be addressed.
- Wait until the end of the class and quietly request the student stay after to chat
with you for a minute. Without judgment, mention “hey, I noticed you weren’t really
focused today” or “I noticed throughout class there was a strong smell of alcohol/cannabis
coming from you. What is going on?” Use genuine curiosity in tone. “My concern with
the smell is that I worry you may be coming to class under the influence, and given
how much you pay to be in college, I worry that making this choice will impact your
ability to learn and maintain information I am teaching.” If this is a safety issue,
like lab, address this as well. “I can’t allow you to be present in lab if I believe
you are under the influence.” Give the student a chance to respond and tell you what
is going on.
- If you believe this may be a continuous issue set ground rules then: “If you continue
showing up with this strong smell I will have to address it. What would you suggest
I do in that situation?” See if they have any thoughts. If they do not. Offer an idea:
“Many times students who use cannabis often may become nose blind and not notice the
smell. I would expect you aren’t showing up to class just after consuming alcohol
or cannabis, but if the smell lingers and is impacting other’s ability to focus on
class, or my ability to focus on teaching, maybe we can set up a signal where I would
approve you to leave and change and then return to class, so that you aren’t embarrassed
in front of class?”
- Follow up with agreed process in writing with student.
- Consider social norming with the rest of your class. Many students believe their peers
use drugs or alcohol at higher rates than they really do. This misperception can actually
increase their own use. Also, not addressing it may make them feel it is culturally
acceptable behavior on campus, to attend class under the influence.
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Q&A
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- How does the Broncos CARE Team work?
- Once a referral is received, the Vice President for Student Life, or designee, will
review it and determine if it needs an immediate response. If so, the VPSL will reach
out to the appropriate Team member(s) or other campus resources as appropriate. If
not, the referral is sent out to the Team, collateral information is gathered, and
a response is determined that addresses the concerns referred.
- To make a referral to the CARE Team, complete an online “Student of Concern” form.
- The Broncos CARE Team meets on a regular basis. Typically, someone from the Team will
be identified to reach out to the individual who has been referred and will help identify
what services, support and/or resources would assist the student. A plan is then developed
to address the individual’s concern. Whenever possible, every effort is made to circle
back to the referral source to apprise them of the outcome.
- What issues does the CARE Team address?
- Does the student have personal concerns that are impacting their ability to succeed
academically or socially at SUNY Delhi?
- Difficulties with family/home environment
- Self-harm concerns
- Difficulties with adjusting to the college environment
- Unable to locate a student
- Financial concerns
- Concerns about victimization
- Mental health issues
- Concerns about homelessness or food insecurity
- Changes in behavior or disruptive behavior
- Concerns about dropping out of college
- Physical health issues
- Relationship issues
- Under what circumstances can I remove a student from class?
- You cannot remove a student simply because they challenge the things you say or disagree
with you in class. You can, however, remove a student who disagrees if they do so
by yelling or repeatedly engaging in disruptive behavior. Disruptive behavior includes
constantly interrupting you or other students, repeatedly leaving and entering the
classroom, making loud noises, and using physical or verbal threats. Look at the action
plans under disruptive and threatening behaviors. Typically, you can only remove a
student for one period, unless it is addressed by the Dean or Student Rights & Responsibilities.
- How will the institution keep me safe if I am threatened by a student?
- The college has policies that are intended to keep all members of the campus community
safe. However, if you are feeling unsafe in any way you should bring your concerns
to your supervisor.
- What is the most efficient and effective way for me to communicate my behavioral expectations
to my students?
- An excellent way to do this is to write a statement on your syllabus at the beginning
of the semester that lays the groundwork for the kind of behavior you expect in your
classroom. On the first day, read the statement out loud as you go over the syllabus
to ensure that the students understand what is expected of them. You can also post
the requirements on your website or send them out individually by email.
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Prevention Tips
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- Promote Student Well-being:
- Well-being covers emotional, physical, social, and societal wellness. Maslow's hierarchy
of needs is an idea/theory that explains the order of human needs. The theory suggests
that people are motivated by the need to fulfill their basic needs. The hierarchy
is divided into five categories, each representing different levels of needs. The
categories are physiological, then safety, then love and belongingness, esteem, and
lastly self-actualization. For students to be the most successful, we need to support
these areas. Checking in on students and asking: Are they getting enough sleep? Food?
Do they have safe housing? Are they healthy? Have they made connections on campus
or have a support system? We know students feel more belonging if they really get
to know and work with their faculty. Creating a space that is welcoming, where there
is care and empathy for students as individuals is important. To do this we must promote
the use of office hours, try to get to know our students, be creative and flexible
when we are able.
- Ex: When students are sick, what are your expectations for them? Are you treating
them as an adult and allowing reasonable opportunities for sick days and giving clear
consequences if this is taken advantage of?
- Use Clear Expectations and Communication:
- Setting clear expectations at the very beginning of the semester is important for
minimizing disruptive behavior. It is important to set clear boundaries and follow
through with consistent responses if expectations aren’t being followed. One important
way to set these clear expectations is in writing in the class syllabus, which you
also discuss during the first day of class. Do not just rely on expecting them to
read it on their own. Engage with the students on this topic asking for questions
and feedback or even reflection. While you have expectations that are non-negotiable,
it can also be useful to ask the class to discuss classroom ground rules or class
agreements about how one another should act in the class. Research shows that students
who are involved in conceiving a process are more invested in the process and community
you are building. The expectations they build as a group become more sustainable over
time. Ask them what they expect of each other, but also challenge them with how violations
of those peer expectations should be handled.
- Help Students Understand Stress and Manage it:
- Stress is a natural response to challenges and threats. It can help individuals get
through challenging or dangerous scenarios, but it can also provide motivation to
overcome obstacles. College is a stressful environment. Students are pushed out of
their comfort zone all the time. If this didn’t happen, we would see growth. However
too much stress can have negative effects on one’s health. We need to teach our students
about stress, normalize stress as a human condition that everyone deals with, and
educate on ways we can work to find healthy ways to manage their stress effectively.
Normalizing this can help students feel more willing to seek support and help.
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Network of Support
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The following offices are always there to offer support, to discuss next steps, to
be resources for students or help intervene.
Crisis Support:
Emergency: 911 or 607-746-4700
UPD: 607-746-4700
MCAT Crisis Hotline: 1-877-369-6699 or 1-844-732-6228
Mental Health Suicide Hotline: DIAL: 988, Text/Call for any MENTAL HEALTH CRISIS
SUNY Delhi Support:
Student Life: 607-746-4440
Counseling Services: 607-746-4690
Health Services: 607-746-4690
DEI: 607-746-4747
Title IX (For Students): 607-746-4865
Title IX (For Faculty/Staff) & HR: 607-746-4498
Access & Equity: 607-746-4596
Student Rights & Responsibilities: 607-746-4443
Provost: 607-746-4540
EOP: 607-746-4597
Residence Life: 607-746-4630
Delhi Support:
Delaware Opportunities/Safe Against Violence: 607-746-1720
24/7 Hotline: 607-746-6278 or 1-866-457-7233
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