Follow-up is a crucial and often overlooked part of supporting students through conduct and mental health challenges. A thoughtful and well-timed follow-up can reinforce positive behaviour change, connect students to resources, and continue care beyond the resolution of the initial issue. Following a trauma-informed approach, follow-up procedures must be available and tailored to meet student needs to support lasting change and access to appropriate services (Avery et al., 2020).
Effective follow-ups are intentional. They may include scheduled check-ins, supportive emails, or collaboration with other departments to ensure continuity of care. Importantly, follow-ups are not only about the student, but they also provide valuable feedback for staff and systems (Reinke et al., 2008). They help evaluate whether interventions were appropriate, additional support is needed, and if institutional responses are aligned with their intended outcomes. If you are unsure about how to appropriately follow up, it is a good practice to collaborate with the Student Conduct Office or BIT to determine the best approach.
➤ Click here to view an email template that can be adapted for follow-up communications.
In an integrated and coordinated approach, follow-ups also serve to strengthen the network of care. When conducted by multidisciplinary teams, follow-ups can bridge gaps between conduct processes, academic accommodations, wellness supports, and community referrals (Waryold & Lancaster, 2020). The collaborative stepped care model shows students that their experience is not siloed but part of a connected and caring response (University of British Columbia [UBC], 2024)
Ultimately, follow-ups support student success, improve institutional practices, and help identify emerging trends or concerns. Embedding this step into campus conduct and mental health processes reflects a commitment to sustained, student-centered care.
