Issues of student misconduct rarely exist in isolation, they often manifest at the intersection of experiences such as, academic pressures, mental health struggles, housing insecurity, financial stress, racism, and oppression (Limone & Toto, 2022). To truly support students, those addressing misconduct must maintain a curious and empathetic approach, considering the whole student in their response. This means taking a trauma-informed approach that emphasizes understanding the root causes of behaviour rather than simply reacting to its surface-level manifestations (Ritsma, 2020).
A trauma-informed approach requires asking questions such as:
- What is this behaviour trying to communicate?
- What are the conditions that may have led to this moment?
- What needs does this behaviour reveal?
- How can we respond in a way that encourages accountability while offering opportunities for healing and support?
By taking the time to understand the social context of each student’s whole experience, staff and faculty can maintain curiosity and respond in ways that encourage accountability while also offering space for healing. This process requires collaboration across campus departments to create a full picture of what may be informing the students’ behaviour. Only when there is context provided can there truly be a commitment to equitable responses to student conduct that center care and restoration.
➤ Common Mental Health Conditions Impacting Student Behaviour
Many mental health challenges can manifest in student behaviour, affecting academic performance and interpersonal relations. Below is a list of common mental health concerns, their symptoms, and how they may affect behaviour:
- Anxiety or Excessive Worry (Killu et al., 2016)
- Symptoms: Excessive worry, restlessness, irritability
- Impact on behaviour: may present as avoidance (e.g., missing classes or assignments), difficulty with social interactions, concentration, memory and attention issues
- Low Mood or Persistent Sadness (Hysenbegasi et al., 2005)
- Symptoms: depressed mood, diminished interest in most activities, low energy, feelings of worthlessness
- Impact on behaviour: withdrawal from academic or social activities, decreased quality of work, sleep disturbances, appetite changes
- Difficulty Regulating Emotions (Uludag, 2013)
- Symptoms: frequent aggressive outbursts (verbal or physical aggression), angry mood
- Impact on behaviour: disruptions in class, antisocial tendencies, difficulty managing emotions, lower academic scores
- Stress or Trauma Responses (Mental Health America [MHA], 2021)
- Symptoms: difficulty managing emotions, difficulty concentrating, feelings of low self-worth, hypervigilance/hyperawareness
- Impact on behaviour: outbursts of anger and aggressive response, classroom disruption, isolation, substance use, excessive worry, unwanted or repetitive contact, heightened reactivity
- Challenges with Attention and Organization (Plamondon & Martinussen, 2019)
- Symptoms: inattention, difficulty completing tasks or following instructions
- Impact on behaviour: difficulty with class participation/engagement and homework completion
Note: This is a brief list of common mental health concerns and how they might manifest in student behaviour. Understanding these symptoms can help staff and faculty better interpret student actions and provide more effective, compassionate support. Recognizing the overlap between mental health and conduct issues is crucial to fostering a holistic educational environment.
For a deeper, practical understanding, we encourage you to participate in our More Feet on the Ground free online training course, designed to equip any campus professional or student leader looking to learn how to recognize, respond, and refer students experiencing mental health issues on campus.
➤ Racial Trauma & Oppression Impacting Student Behaviour
Research repeatedly shows that equity-deserving communities experience mental health challenges at higher rates due to their experiences of systemic oppression, racism, and exclusion. Additionally, these populations are less likely to seek professional help for their mental health struggles due to a lack of representation (Mental Health Commission of Canada [MHCC], 2021). This is important to consider in student conduct because it sheds light on what equity-deserving students are often carrying, and how such mental weight may impact their conduct. Symptoms of racial trauma often look very similar to those of post-traumatic stress disorder (PTSD) and would impact the behaviour of students in similar ways (Flores et al., 2010).
