Moving toward a more holistic, trauma-informed approach to student conduct means considering mental health at every stage of the student conduct process; from the initial contact to the closing of the conduct case (Bauer, 2022). All faculty and staff involved in the conduct process must be equipped to respond with curiosity, compassion, and support. Student conduct professionals and decision makers must have at minimum, some training in identifying the basic signs of mental health challenges, as well as an understanding of how to operate from a trauma-informed and anti-oppressive framework (Bauer, 2022; Ritsma, 2020).
When addressing student conduct, it is important to recognize that no single response is appropriate for all types of offenses. It truly is a case-by-case process. Depending on the nature and severity of the offense, conduct offices may employ a range of responses, from punitive measures to restorative or educational alternatives. In some incidents when violence and/or sexual/gender-based violence is involved, there might be a need for more punitive measures to prioritize the safety of complainants/ survivors. That said, even in these situations, restorative justice approaches can sometimes be part of the process and include appropriate sanctions such as no-contact orders or loss of privileges. These measures can be interim or long-term and are often used alongside restorative outcomes. In conduct cases that involve non-violent offenses, such as vandalism, theft or sabotaging research materials, restorative and educational approaches might be more effective. Offering alternatives to punishments such as reflection assignments, mediated conversations, and community repair plans is important, as it allows institutions to hold students accountable while being supportive and compassionate (Karp & Sacks, 2014).
Collaboration is also critical for the integration of mental health in the conduct process as it offers the opportunity to recognize trends and patterns across departments, allowing for the creation of preventative measures that reduce occurrences of student misconduct, promote better student health, and connect students to the resources they require for wrap around support such as, counselling, accessibility services, Indigenous/Black student supports etc. (Lyon et al., 2016).
Many mental health conditions can lead to behaviours that disrupt classroom activities, such as difficulty concentrating, emotional outbursts, impulsivity, and social withdrawal. These behaviours might be misinterpreted as conduct issues that require punitive solutions, rather than being understood as symptoms of underlying mental health challenges. It is essential to approach these situations with a focus on proper referral and support early on, rather than simply resorting to punitive discipline, before the issue becomes too complicated. While students should still be held accountable and are expected to follow institutional policies, staff and faculty should recognize the intersections between mental health and behaviour and stay curious about the context in which these issues arise.
For more information on how to effectively support students, please refer to our Mental Health Crisis Response on Campus Toolkit and when you are done, simply return here to continue with the toolkit.
