Toolkit for SDSU Students

About Food Insecurity

1 in 3 SDSU students surveyed on the 2021 administration of the NCHA reported it was often or sometimes true that the food they bought just didn't last, and they didn't have money to get more.
(American College Health Association. American College Health Association-National College Health Assessment III: San Diego State University Executive Summary Spring 2021.  American College Health Association; 2021.)

55% of students surveyed on the 2020 SDSU Basic Needs survey indicated they experienced at least one form of food insecurity in the last 6 months.
(San Diego State University. (2020). Basic Needs Survey. Access to Technology, Food and Housing Insecurity.)

Verbal Cues

• “I’m so hungry but can’t eat”
• “I’ve literally spent all my money on rent”
• “I’ve spent every dime I have on housing”

Non-Verbal Cues

• Look out for excessively tired students.
• Students having difficulties paying attention.
• Changes in mood and focus.

Resources
Suggested resources from the Food section of the toolkit:

• Immediate Food Resources
  • A.S. Food Pantry
  • Economic Crisis Response Team
• Beyond Food Resources
  • Cal Fresh Enrollment Specialists
  • Financial Aid & Scholarships
  • University Bursar's Office

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Housing Insecurity

31.7% of students surveyed on the 2020 SDSU Basic Needs survey indicated that their living was unstable.
(San Diego State University. (2020). Basic Needs Survey. Access to Technology, Food and Housing Insecurity.) 

Verbal Cues

• “I haven’t worked in a long time and I don’t know how I’m going to pay my rent”
• “I have no place to live, I've been staying here and there, I'm staying on a couch etc.”
• “I need to pay my car insurance”
• “I still need to pay for my registration”

Non-Verbal Cues

• Sleepiness
• Looking disheveled
• Doing poorly in classes
• Frequently moving around from various friends houses
• Overt fear of losing their car/vehicle, especially if living in their car is their sole housing option

Resources
Suggested resources from the Housing section of the toolkit:

• Immediate Housing Resources:
  • Economic Crisis Response Team (ECRT)
  • 2-1-1 San Diego
• Beyond Housing Resources:
  • Financial Aid & Scholarships
  • University Bursar's Office

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Financial Insecurity

According to the most recent data (2017-2018), 42.4% of SDSU students received the federal Pell grant, which is a proxy measure for low-income status among students.

Verbal Cues

• “I’ve been skipping (breakfast/lunch/dinner) every day to save money”
• “I used all my loans” and the semester just started (~1 month).

Non-Verbal Cues

• Changes in behavior (ex. A student normally showing up to class but now is not)
• Changes in mood (if a student is having an outburst)
• Changes in physical appearance (student is disheveled)

Resources
Suggested resources from the Financial Insecurity section of the toolkit:

• Immediate Financial Resources
  • Economic Crisis Response Team
• Beyond Financial Resources
  • Financial Aid & Scholarships
  • University Bursar's Office

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Mental Health

According to most recent data, CSU students report feeling depressed (36.3%), overwhelming anxiety (57.4%), overwhelming anger (41.3%), and more than average/tremendous stress (50.7%) within the past 12 months.

Verbal Cues
Suicidal ideation, such as:

• “I can’t do this anymore,”
• “I don’t want to be here anymore,”
• “I can’t handle this.”
• “I’m over it.”
• "I've been sleeping a lot and every time I try to do work I fall asleep."
• "My mind just races and I can't focus."
• “I’m sorry I couldn’t get the assignment in on time”
• "I’m scared that I’m not going to get any work done can you help me?”

Non-Verbal Cues

• Tearfulness
• Remarkable fidgetiness, difficult sitting still, distracted

Resources
Suggested resources from our Mental Health section of the toolkit:

• Immediate Mental Health Resources
  • San Diego Access & Crisis Line (chat/phone/text)
• Beyond Mental Health Resources
  • Schedule a phone consultation with a C&PS therapist
  • Talk It Out
  • Speak with an Assistant Dean
  • Speak with the Community Resource Specialist

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Sleep Wellness

Daytime sleepiness and sleep difficulties affect 11% and 17.2% of CSU students, respectively.

Verbal Cues

• “I’ve only slept for less than 5 hrs”
• “I’m so exhausted”
• “I downed a monster before this class” (especially if it’s an afternoon class)
• “I’m sleeping at a friend’s house”
• “I’m sleeping on the couch right now”
• “I’m sleeping in my car”
• “I don't want to sleep at my house right now”

Non-Verbal Cues

• Falling asleep in class/during meetings etc.
• Nodding off in class/during meetings etc.
• Sleeping in unusual places
• Decline in quality of work, uneven performance
• Tardiness to class
• The appearance of “zoning out”
• Impaired mood
• Increased motor vehicle accidents

Resources
Suggested resources from our Sleep Wellness section of the toolkit:

• Immediate Sleep Resources
  • Sleep Strategies From C&PS
  • Sleep Deprivation Resources for Students that are Parents
• Beyond Sleep Resources
  • Healthy Sleep Habits Presentation
  • Aspire Program: For students experiencing sleep deprivation because of drinking (includes resources for binge drinking)

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Physical Health

20% of CSU students report their health as not good.

Verbal Cues
Statements emphasizing:

• Unpleasant states of sleep
• Appetite/Eating Behaviors
• Crying
• Physical Energy
• Slowing Down of Excitement
• Slowed Motor Skills
• Reduced Sexual Desire
• Slower Memory/Worsened Concentration
• Words like weak, dizzy, tense, restless, and low

Non-Verbal Cues

• Low energy
• Poor appetite
• Weight loss or weight gain
• Poor concentration
• Slowed motor skills
• Visibly weak
• Mood changes (frustration, withdrawn, quiet)

Resources
Suggested resources from our Physical Health section of the toolkit:

• Immediate Physical Health Resources
  • Aztec Recreation
  • Live Well Aztecs/Campus Well
• Beyond Physical Health Resources
  • Nutrition one-on-one sessions
  • Student Health Services

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Safety

 24% of CSU students do not feel very safe on campus during the day, and 79% of CSU students do not feel very safe at night.

Verbal Cues
Statements emphasizing:

• Feeling unsafe/scared to go home

Non-Verbal Cues

• Falling asleep in class/during meetings etc.
• Nodding off in class/during meetings etc.
• Sleeping in unusual places
• Decline in quality of work, uneven performance
• Tardiness to class
• The appearance of “zoning out”
• Impaired mood
• Increase in motor vehicle accidents

Resources
Suggested resources from our Safety section of the toolkit:

• Immediate Safety Resources
  • University Police
  • Title IX
• Beyond Safety Resources
  • Aztec Recreation Self-Defense Classes

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About AOD

56% of CSU students reported alcohol use in the last 30 days and 12% of students took prescription drugs that were not prescribed to them.

Verbal Cues
Statements emphasizing:

• “I’m so hungover”
• “I probably shouldn’t go out tonight but I feel like I need to”
• Language about partying frequently or on weekdays.

Non-Verbal Cues

• Academic decline/lack of motivation
• Changes in personality traits
• Sudden mood swings
• Giving up activities to do drugs or recover from a hangover
• Continuing to drink or do drugs even after health problems incur
• Frequent runny nose (common with cocaine addiction)
• Loss of physical coordination
• Bloodshot eyes
• Changes in weight and appetite
• Extreme lethargy
• Tremors or seizures
• Changes in sleep patterns

Resources
Suggested resources from our AOD section of the toolkit:

• Immediate AOD Resources
  • Marijuana eCHECKUP to go
  • Alcohol eCHECKUP to go
• Beyond AOD Resources
  • Alcohol and Other Drugs (AOD) Presentation
  • Counseling & Psychological Services ASPIRE Program

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.

About Academic Need

48% of CSU students report their academic issues are traumatic or very difficult to handle.

Verbal Cues
Statements emphasizing:

• “I’m struggling with my classes”
• “I’m barely passing”
• “I don’t know how I’m going to hold up this semester”

Non-Verbal Cues

• Submitting assignments late
• Worsening academic performance

Resources
Suggested resources from our Academic Needs section of the toolkit:

• Immediate Academic Resources
  • SDSU Library, Technology Checkout
  • ECRT
• Beyond Academic Resources
  • SDSU Office of Advising
  • SDSU Office of the Registrar

"Immediate" Resources are ones where you can refer a student to right away where they can be helped right away.
"Beyond" Resources are ones that can be contacted right away, but have a waiting time associated with receiving the resource.