Assessment and Care Team

What does “at-risk” behaviour mean?

The Student-At-Risk Policy defines “at-risk” behaviour as:

Threats or behaviour exhibited by a Student that may indicate a physical or mental state that could result in a threat to themselves or others, including but not limited to:

• disclosure of suicidal thoughts to one or more individuals
• demonstration of other signs of suicidality
• violent acts including patterns of fear inducing behaviour
• paranoia
• expressions of violent ideation (e.g. violent thoughts, images or plans)

What is a threat?

The Student At-Risk policy defines a threat as: “behaviour that creates the apprehension of physical harm to the person exhibiting the behaviour or to others and may include verbal or written communication or physical action which indicates an intention to hurt or, threaten danger or harm.”

1. Suicidal thoughts or behaviors (risk to self)

What it means:
The student talks about wanting to die or shows signs that they may be thinking about suicide.

Examples:

• A student tells a friend, “I don’t see the point in living anymore.”
• They post messages online like “I wish I could disappear” or “Goodbye forever.”
• They stop attending classes, isolate themselves, and seem unusually withdrawn.

Why it matters:
Even if the student says they’re “just venting,” it’s important to respond with compassion and to offer to connect them to support. A compassionate initial response can make a positive impact.

2. Violent acts or fear-inducing behavior

What it means:
The student behaves aggressively or in ways that make others feel unsafe or threatened.

Examples:

• A student punches a wall during an argument or throws objects in class.
• They follow another student around campus, making unwanted comments or threats.
• Multiple classmates report feeling scared of the student’s unpredictable behavior.

Why it matters:
Even if no one is physically hurt, these actions can escalate. They may indicate deeper emotional distress or a lack of impulse control and should be addressed.

3. Paranoia

What it means:
The student shows extreme distrust or suspicion of others, possibly believing people are out to get them without evidence.

Examples

• A student insists that professors are secretly trying to fail them.
• They refuse to enter certain buildings because they believe they’re being watched.
• They accuse classmates of spying or stealing their ideas.

Why it matters:
Paranoia can be a symptom of a mental health condition. It may lead to isolation, conflict, or erratic behavior that puts the student or others at risk.

4. Violent ideation (thoughts, images, or plans)

What it means:
The student talks about or imagines hurting others, even if they say it’s “just a fantasy” or “just a joke.”

Examples:

• A student writes an assignment or posts online about attacking or harming people.
• They say things like “Sometimes I think about what it’d be like to hurt someone.”
• They search online for weapons or talk about plans to “get revenge.”

Why it matters:
Even if the student hasn’t acted on these thoughts, expressing them can be a warning sign. It’s important to assess the situation and involve professionals who can help.

What can I do if I see behaviour that makes me worried for a student, or myself?

If you notice any of these behaviors:

• Don’t ignore it. Trust your instincts — if something feels off, it’s worth checking in.
• Document what you see or hear. Be factual and specific, focusing on behaviours you have observed or are aware of. Avoid speculating about mental health, conditions or diagnoses.
• Report your concerns to a counselor, campus safety, or a designated support team.
• Offer support, not judgment. Let the student know you care and want to help. If there is no concern of harm to others, community members who have relationships with the person at-risk, should let the student know that they are concerned and would like to connect them with supports.