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Student Health & Wellness
University of Virginia
Faculty are a vital part of UVA’s student support network and are often well positioned to notice when a student may need additional support or to make a referral. At the same time, we recognize that faculty are not expected to be experts in the full range of health and well-being resources available to students. Our goal is to make it easy for faculty to connect students to appropriate care and support when concerns arise, while feeling confident about when and how to engage our team.
Students’ mental health and learning are deeply connected. College is a period of significant transition and developmental change, and academic stress is among the most common concerns students experience. Faculty interactions and classroom environments strongly influence student engagement, sense of belonging, and help-seeking behavior.
Key Recommendations for building a culture of support and well-being in the classroom:
Signs or indicators may include: Being appropriately concerned about upcoming assignments or exams; being worried yet motivated; or appropriate expressions of frustration
Appropriate referrals:
How to support a stressed student:
• • Make yourself approachable and accessible in class (this will encourage out of class contact, if needed)
Signs or indicators may include: Being withdrawn or tearful; Unusually absent, disengaged, or consistently behind; acting in an unusual manner or expressing bizarre thoughts; exhibiting disproportionate reactions to events; or conveying observable indicators of a change in function (significant and rapid weight loss, unwashed clothing or unkempt appearance, poor hygiene, smell, etc.)
Appropriate referrals:
How to support a distressed student:
Signs or indicators may include: Outbursts in the classroom; significant or persistent behaviors that demand an unusual or inappropriate amount of your time to manage; interfering with others’ ability to focus or engage in academic or social life
Appropriate referrals:
How to support a disruptive student:
Signs or indicators may include: Making verbal threats toward self or others; sending emails, texts, social media posts, etc. that threaten harm to self or others; displaying aggressive physical acts or behaviors
Appropriate referrals:
If a student is threatening OTHERS:
If a student is threatening SELF:
Your role in responding to threatening students:
The 4Rs framework, Recognize, Respond, Refer, Report, helps faculty notice and support students who may be experiencing distress or challenges that affect their learning. While Student Health and Wellness coordinates care, faculty are often among the first to observe changes in student behavior or engagement.
Express concern and care
Name observed changes
Listen without judgment
Encourage help-seeking
Maintain appropriate boundaries
Faculty are not expected to diagnose or provide counseling, connection and encouragement are the goal.
Some situations require more immediate or structured response. When behavior interferes with learning:
If a student expresses or presents risk of harm to self or others: Call 911 or UPD immediately. Follow-up with Care & Support Services as appropriate. Faculty safety and community safety are always the priority.
Faculty partner with Student Health and Wellness to support students whose needs extend beyond the classroom. Whether you are noticing early signs of stress, looking for inclusive language, responding to a concerning situation, or helping a student connect with care, our teams provide consultation, resources, and coordinated support. This section outlines how to work with Student Health and Wellness, including referral pathways, available services, and opportunities to request programs or resources for your students. Faculty may also request presentations, workshops, or class-based programs from Student Health and Wellness; our team coordinates across offices to determine the best fit, content, and facilitator based on your goals and student needs. Learn more about shw outreach
The Student Disability Access Center (SDAC) partners with faculty to ensure students with disabilities have equitable access to course content, learning environments, and assessments. Faculty play a key role in implementing approved accommodations outlined in SDAC Notification of Accommodation letters and collaborating with students and SDAC to determine reasonable, course-appropriate implementation. SDAC provides guidance on common academic accommodations (such as testing adjustments, attendance or deadline flexibility, and notetaking support), use of the SDAC Testing Center, and expectations around confidentiality and accommodation processes. It also includes practical tools for instructors, including syllabus language, email templates, Canvas guidance, and course design suggestions, to help create accessible, inclusive learning environments and proactively support student success. Learn more
Care and Support Services (CASS) is a non-clinical case management and student support service, helping students navigate complex academic, personal, and well-being challenges that affect their ability to function and succeed. Faculty partner with CASS when a student’s needs extend beyond the classroom, including situations involving personal crisis, basic needs concerns, academic disruption, behavioral concerns, or uncertainty about how to support a student effectively. CASS provides consultation to faculty and coordination of referrals across Student Health and Wellness and the broader University to ensure timely, compassionate support.
Faculty are encouraged to use the Concerned About a Student referral pathway when they are worried about a student’s well-being, functioning, or safety and would like CASS to follow up. Concerns may be shared through the online form, by phone, or in consultation with a CASS team member. Learn more
Counseling and Psychological Services (CAPS) is UVA’s primary clinical mental health resource for students. Faculty may encourage students to contact CAPS when mental health concerns are affecting functioning, mood, or academic engagement, and may also consult CAPS directly when unsure how to support or approach a student concern. In situations involving urgent mental health risk, CAPS clinicians are available by phone at any time, and students may also access same-day or walk-in support. Learn more
Well-Being Services provides education, prevention, and support expertise across key areas that influence student health and safety, including well-being and resilience, alcohol and other drug use, and violence prevention and healthy relationships. The team also includes confidential advocates who support students impacted by interpersonal violence and can help connect them with resources and safety planning. Learn more
Medical Services does not provide medical excuse notes for short-term illnesses or routine appointments, consistent with UVA Honor Code principles and national guidance from the American College Health Association. For prolonged absences (more than three class sessions), SHW can provide verification to a student’s academic dean confirming a medical reason for the absence, without sharing specific health details.
FAQs below
The Center for Teaching Excellence offers a variety of sample syllabus statements related to student safety, well-being, and support resources. Faculty are encouraged to review these examples and incorporate language that aligns with their course and teaching approach.
The Student Disability Access Center (SDAC) provides templates, guidance, and course resources to help faculty create accessible learning environments and implement approved accommodations.
If a student has sustained a concussion, the Jefferson CARES Initiative can provide coordinated support and recommendations regarding academic engagement and recovery. Faculty are encouraged to work with students and CARES recommendations to facilitate a successful return to learning.
No. Student Health and Wellness providers do not provide absence verification or medical excuses ("doctor's notes") for missed classes, labs, studios, exams, deadlines, or other academic obligations related to short-term illness, injury, or routine clinical appointments. Students are responsible for communicating directly with their instructors regarding absences and missed coursework.
Students considering a medical withdrawal should be encouraged to speak with their academic dean and/or Care and Support Services (CASS). These offices can provide guidance regarding the medical withdrawal process, available support resources, and requirements for reenrollment.
Additional information about eligibility, procedures, and requirements for returning to the University after a medical withdrawal is available through the Medical Withdrawal and Reenrollment process resources.
Faculty play an important role in supporting student success both inside and outside the classroom. In addition to UVA Student Health and Wellness resources for consulting about students of concern or accessing guidance on responding to distress, faculty may find the following external and instructional resources helpful:
