How to Respond to a Student Who May Have Experienced Abuse or an Assault
As faculty and staff members, you may find yourself in the position of suspecting that a student has been impacted by sexual assault, relationship abuse or stalking. You may also be faced with responding to a direct disclosure. Statistically, we know that one in five women between the ages of 16 and 24 has been a victim of sexual assault. We also know that one in six men have experienced abusive sexual experiences before age 18. According to the National Center for Victims of Crime's Stalking Resource Center, 18-to 24-year-olds also have the highest rates of stalking victimization.
These types of experiences can be very traumatic for any individual, including students. They can impact students' ability to eat, sleep and concentrate in class or on their assignments. Over time, trauma can have serious long-term, negative effects on a student's educational experience. Faculty and staff often are among the first to notice that a student is struggling. However, they may not fully understand what they are seeing or know how to help. In these situations, faculty and staff members can play an important role in helping a student access the support and resources that can help the student begin to heal.
The Three Rs to Remember When Working With Students Impacted By Trauma
- Recognize
- Respond
- Refer
In some instances, a student may disclose an assault or other trauma they have experienced either verbally or in writing. When this happens, the student is letting you know that they have made the decision to trust you. This can feel like both an honor and a responsibility. In other instances, a student may not disclose, but you may begin to notice subtle or not so subtle changes in a student's behavior or academics that suggest that something might be wrong. These may occur immediately after the incident or weeks or even months later. They may include:
- Lack of attendance – the student may stop attending class or attend intermittently. This may be caused by depression or irregular sleep patterns brought on by trauma
- Incomplete or missing tests and assignments– trauma can impede a person's ability to concentrate, making it difficult to study or complete assignments
- Withdrawal – the student may become noticeably less social, no longer participating in events, conversations and activities as s/he did in the past
- Increased risk taking – in contrast or in combination with being withdrawn, the student may begin to engage in more high risk behaviors such as excessive drinking or self- harm as a means of coping or escape
As a faculty or staff member you can serve an important role in helping survivors. By recognizing, responding and referring students, you are letting them know that you care about them and want to help.
Reference
University of New Hampshire Sexual Harassment and Rape Prevention Program. (n.d.).Responding to student disclosure. Retrieved September 2, 2014, from http://unh.edu/sharpp/responding-student-disclosures