A Brief Historical Context (Young, 2020):
A pivotal moment in the evolution of student conduct and mental health practices occurred on April 16, 2007, when a student opened fire at Virginia Tech in the United States, killing 32 students and faculty members. In the aftermath, post-secondary institutions, particularly in the United States, began to re-evaluate how they identify and respond to students of concern. The tragedy exposed critical gaps in communication, support systems, and coordinated responses, particularly for students exhibiting early signs of distress. Over time, this catalyzed a shift in post-secondary institutions toward more integrated, preventive approaches, recognizing student behaviour and mental health not as separate concerns, but as interconnected.
While Canada’s context differs, particularly regarding access to firearms and campus safety protocols, the Virginia Tech incident nonetheless influenced international conversations around student support and risk assessment. As a result, roles like case managers and Behavioural Intervention Teams (BITs) have been developed across many campuses to address student more holistically, aiming to ensure that students receive support before behaviours escalate.
In Ontario, this shift was further underscored by the 2023 incident at the University of Waterloo, where two students and an instructor were stabbed in a gender studies class (CBC News, 2023). While such tragic events are rare in Canada, it raised concerns about campus safety and highlighted the need for more comprehensive approaches to student welfare. In its aftermath, many faculty and staff across Canadian institutions began reaching out to student conduct offices seeking support.
Additionally, the COVID-19 pandemic brought unprecedented challenges to post-secondary institutions, intensifying issues related to student behaviour. Prolonged isolation, disrupted routines, and uncertainty led to a surge in mental health struggles among students (Savage et al., 2020), which, in turn, have had noticeable effects on campus life.
Specific behavioural trends have emerged, both during and after the return to in-person learning. Online teaching environments saw increases in disruptive behaviours such as background noise, disengagement, absenteeism, and distractibility (Baysal & Ocak, 2021). As students returned to campus, many struggled with emotional regulation and social interactions, resulting in higher instances of interpersonal conflict, difficulty following community standards, increased swearing, and shorter tempers (Oxley et al., 2023). The pandemic also introduced new financial and academic stressors, further impacting students’ ability to manage their responsibilities and overall well-being on campus (Ihm et al., 2021). These shifts are evident in the day-to-day campus experience, from residence life and classroom engagement to increased demands on student support and conduct offices.
For more information on emotional regulation, check out CICMH’s infosheet.
It is important to note that the majority of student conduct cases do not directly involve mental health concerns, nor are they typically related to students already on a BIT’s radar. Most student conduct cases are related to behaviour management and disciplinary matters rather than underlying mental health issues. However, as campuses continue to evolve, there is an increasing recognition that behaviour issues may sometimes signal distress or unmet mental health needs (Stewart et al., 2016), even if not all cases are driven by mental health concerns.
The post-secondary environment is experiencing a significant shift in how student behaviour and mental health are understood and addressed. Behavioural disruptions are increasingly recognized as complex, and campus communities are adopting more compassionate, responsive, and coordinated approaches to address student conduct, while distinguishing between conduct issues and mental health concerns.
Institutions across Canada are seeing more complex student needs, increased demand for mental health services, and heightened awareness of systemic barriers impacting student wellness and behaviour (Canadian Association of College & University Student Services [CACUSS] & Canadian Mental Health Association [CMHA], 2013). There is a growing emphasis on trauma-informed practices, risk assessment and mitigation, and harm reduction strategies (Ritsma, 2020). At the same time, post-secondary institutions are navigating resource limitations, calls for transparency, and the need to balance individual support with community safety (CACUSS & CMHA, 2013; Thaivalappil et al., 2023).
For practical guidance, see our CICMH Trauma-Informed Practice & Care Toolkit and CICMH Harm Reduction Toolkit
Student conduct systems have evolved beyond rule enforcement toward approaches centered on education, support, and restoration. This shift is supported by the integration of BITs, case management strategies, and cross-campus collaboration among student affairs, academic faculties, and health and wellness services. In this dynamic landscape, this toolkit serves as a bridge between understanding and action, equipping campuses with the knowledge needed to navigate complexity with confidence and care.
