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Student TOOLKIT
A toolkit on how to identify a basic needs and wellness situation
as well as links to resources.
| Identify a Basic Needs Situation | Resources |
Identifying a Basic Needs and Wellness situation
When another student talks about food, housing, finances, mental health (stress, anxiety, depression, etc.), and sleep…
- Listen for statements about a lack of or barriers to food, housing, finances, mental health or sleep.
- Listen for vague language or downplaying of their situation.
Take statements about basic needs or wellness seriously, even if they seem casual and even if a student feels or acts normal about their situation. - If you hear a student talk about a basic needs or wellness situation, follow up with them via email, text, Zoom messaging, or in person to check in and talk about resources available to them.
Use the dropdowns below to find more specific information on how to identify a Basic Needs and Wellness situation.
Food 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:
- A.S. Food Pantry
- Economic Crisis Response Team
- Cal Fresh Enrollment Specialists
- Financial Aid & Scholarships
- Student Account 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.
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:
- Economic Crisis Response Team (ECRT)
- 2-1-1 San Diego
- Financial Aid & Scholarships
- Student Account 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.
Financial Insecurity
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:
- Economic Crisis Response Team
- Financial Aid & Scholarships
- Student Account 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.
Mental Health
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.
Sleep Wellness
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:
- Sleep Strategies From C&PS
- Sleep Deprivation Resources for Students that are Parents
- 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.
Physical Health
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.
Safety
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:
- University Police
- Title IX
- 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.
Alcohol & Other Drugs
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:
- Marijuana eCHECKUP to go
- Alcohol eCHECKUP to go
- 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.
Academic Need
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:
- SDSU Library, Technology Checkout
- ECRT
- 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.
