Toolkit for Faculty, Staff, and Student Leaders

Check in & Listen

You don’t need to wait for a sign to address basic needs and wellness. Be proactive by:

• Making an announcement towards the beginning of the semester that identifies yourself as a point person for students who are experiencing difficulties with basic needs and wellness and normalizes talking about basic needs and wellness situations.
• Adding basic needs and wellness resources to your email signature or at the end of your class syllabus.
• Registering for and attending an ECRT advocate training.

Resources

Copy and paste this paragraph into your syllabus to identify yourself as an ally to students presenting basic needs and wellness concerns and to educate students on the need-to-know resources for them.

Integrate the Economic Crisis Response Team (ECRT) language into your syllabus so that students know that ECRT is here to support them with their basic needs and economic crisis.

SDSU Economic Crisis Response Team

If you or a friend are experiencing food or housing insecurity, technology concerns, or any unforeseen financial crisis, it is easy to get help! Visit sdsu.edu/ecrt for more information or to submit a request for assistance.

SDSU’s Economic Crisis Response Team (ECRT) aims to bridge the gap in resources for students experiencing immediate food, housing, or unforeseen financial crises that impact student success. Using a holistic approach to well-being, ECRT supports students through crisis by leveraging a campus-wide collaboration that utilizes on- and off-campus partnerships and provides direct referrals based on each student’s unique circumstances. ECRT empowers students to identify and access long-term, sustainable solutions in an effort to successfully graduate from SDSU. Within 24 to 72 hours of submitting a referral, students are contacted by a member of ECRT and are quickly connected to the appropriate resources and services.

For students who need assistance accessing technology for their classes, visit our ECRT website (sdsu.edu/ecrt) to be connected with the SDSU library's technology checkout program. The technology checkout program is available to both San Diego and Imperial Valley students.

ECRT Advocate trainings are available to all faculty, staff, and student leaders.

• Learn about basic needs issues facing SDSU students, assistance programs, and ways you can help.
• To register for an ECRT Advocate training click the link on our ECRT website.

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Check in & Listen

When you see a student crying, check in with them about their basic needs and wellness. 

• Use an open-ended question to ask about their well-being, like:
  
  • “What’s going on that’s making you cry?"
  • "We can set a time to talk about what’s going on for you right now.”
• Actively listen to the student's response and respond with statements that demonstrate that you are listening and you are supportive of the student, like:
  
  • “I understand how stressful this must be. I am happy to connect you with people on campus who can help.”

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource.

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Referral page of the Resources Toolkit.

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Check in & Listen

Some students might express underlying feelings or problem situations through anger and irritation. Phrases like:

• “How can I best help you?” can be a good way to check in with a student and de-escalate their anger.
• If a student shares frustrations, listen, nod, and, when appropriate, reflect their feelings with a statement like “that sounds so frustrating.”

Alternate verbal and non-verbal cues to watch out for in angry/irritable students:

• Yelling
• Making other noises out of turn
• Balling their fists
• Shaking body part
• Visibly rapid breathing

When checking in with a student, make sure you ask them about their basic needs or wellness. Some questions you can ask include:

• How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?
• Do you have adequate technology for class?
• How has your mental health been?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

 

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Referral page of the Resources Toolkit.

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Check in & Listen

If a student’s behavior seems abnormal, assess for a basic needs and wellness crisis.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. Ask questions like:

• How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?
• Do you have adequate technology for class?
• How has your mental health been?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Referral page of the Resources Toolkit.

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Check in & Listen

If a student demonstrates behavior that is withdrawn or isolated, assess them for a basic needs and wellness crises.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. Ask questions like:

• How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?
• Do you have adequate technology for class?
• How has your mental health been?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Referral page of the Resources Toolkit.

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Check in & Listen

If a student demonstrates behavior that suggests stress or panic, assess them for a basic needs and wellness crises.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. Ask questions like:

• How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?
• Do you have adequate technology for class?
• How has your mental health been?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Referral page of the Resources Toolkit.

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Check in & Listen

If a student presents concerns regarding their physical health, assess them for a basic needs and wellness crisis.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. Ask questions like:

• How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?
• How has your mental health been?
• Have you been to see a medical provider lately? 
  
• How are you prioritizing and taking care of your physical health?
  

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Physical Health Resources page of the Resources Toolkit.

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Check in & Listen

If a student demonstrates behavior that suggests stress or panic, assess them for a basic needs and wellness crises.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. Ask questions like:

• Have you felt unsafe recently?
  
• Is there anything or anyone at home that makes you feel unsafe?
  
• What aspects of your health are worrying you right now?
  
• What is home like for you during this time?
  
• Who is your life is helping you get through things right now / Is there anyone in your life that is making things harder?
  
• Are you worried about anyone in your life?
  
• Is everything alright at home? 
  How are things going at home?
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• How has your sleep been?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Safety Resources page of the Resources Toolkit.

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Check in & Listen

If a student demonstrates behavior that suggests they are suffering from alcohol or other drugs, assess them for a basic needs and wellness crisis.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. 

Ask questions about alcohol and other drugs:

• Do you spend a lot of time drinking/using substances?
• Do you need to drink or use more substances than you once did to get the effect you want?
• Have you tried to cut down or stop your drinking/substance use but couldn’t?

Then ask about basic needs:

• Is everything alright at home? 
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• Are you getting enough sleep?
• Are you feeling mentally drained?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the AOD Resources page of the Resources Toolkit.

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Check in & Listen

If a student demonstrates behavior that suggests they are suffering academically, assess them for a basic needs and wellness crisis.

When appropriate, pull the student aside (in-person or online) and ask them if something is going on. 

Ask questions about academic needs:

• Are you struggling to make grades or with schoolwork?
• Do you have adequate technology for class?

Then ask about basic needs:

• Is everything alright at home? 
• How are you doing with getting enough food everyday?  
• Tell me about your housing situation.
• Are you getting enough sleep?
• Are you feeling mentally drained?

Once you’ve assessed the student’s situation, use the information you learned to refer them to the appropriate resource!

Resources

Dependent on what basic needs or wellness situation was identified, refer the student to an appropriate resource.

Learn more about which resources apply to which situations in the Academic Need Resources page of the Resources Toolkit.

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