Did you know that according to the National Council on Problem Gambling, nearly 67% of college students bet on sports?* This figure doesn’t even include those who also bet on the lottery, card games, mobile games or casinos.  

If your student plans to place bets during March Madness, here are some tips, strategies and resources you can share to help them avoid risky behaviors and get help if needed. 

1. Reflect on their habits 

Gambling is not inherently wrong or bad. However, it is important to remember that gambling sites, games and apps are all designed to keep people betting. They do this by stimulating our brains’ reward center, much like alcohol and other drugs do, which can lead to addictive behaviors. Learn more about how a person’s brain reacts to gambling wins and losses by reading the . 

It’s also a good idea to check in with your student to talk about their betting or gambling habits. Encourage them to think back over the past 12 months and ask questions like: 

• How does betting and/or gambling impact you? 

• Have you gambled more often or with more money? 

• Have you withdrawn from relationships? 

• Have you borrowed money to cover gambling debts? 

• Do you hide your bets or gambling habits from others? 

• Do you feel the urge to keep betting even when you’re losing? 

• Has gambling caused you any health-related issues, including stress or anxiety? 

• Have you ever felt guilty or remorseful about the way you gamble or what happens when you gamble? 

If your student answered yes to these questions, it may be time to reassess their gambling habits. They can also take this to get help evaluating their current habits.  

2. Practice safer play 

Setting limits around how much money and time we spend on gambling can help us avoid unwanted financial consequences. Here are some ways your student can mitigate their financial risks and significant losses: 

• Set time and money limits. Encourage your student to take advantage of the features available on gambling sites to help them monitor their play and know when they’ve gone over their time or money limit. Remind them to resist the urge to keep betting or playing once they’ve reached this limit. 

• Budget for gambling. Encourage your student to think about what they can reasonably afford to spend on gambling. This can help them set a budget and stick to it. If your student struggles to keep track of their spending, you may want to recommend that they remove their credit or debit card information from their phone or laptop so it can’t autofill on sites. Additionally, if they're going out somewhere to bet, they may want to leave their cards at home. Remind your student to never borrow money or use money that is intended for basic needs (e.g., rent and food) to place bets. 

• Know how it works. Encourage your student to research how a specific game or betting system works before they place any bets. For instance, some bets may depend on the outcome of the game, while others may rely on a point spread or games that will be decided in the future. Make sure your student knows what types of bets they’re making and how the system works to help reduce their risk of losing more than they expected.  

• Bet only what you can afford to lose. All gambling comes with risk. Sometimes you’re up and sometimes you’re not. That’s why it’s important to help your student consider how much money they’re willing to lose before they start placing bets. Remind your student that if they lose their money, they should never try to win it back. This often results in bigger losses than they would have incurred if they had let the money go.

3. Find a balance 

If students gamble for long periods of time, it can make it difficult to keep track of their time, money, schedules and life outside of betting. If your student chooses to gamble, encourage your student to step away regularly so they can clear their head and foster a more intentional relationship with betting or gambling. Here are a few tips to help your student strike a balance between gambling and other activities: 

• Balance recreational gambling with other hobbies or interests.
• Delete gambling apps from their phone, laptop and other devices.
• Consider removing their credit or debit card information from the ‘autofill’ function on their phone, computer or other devices.
• Set time limits or block sites that they'd like to spend less time on using software like or .
• Avoid betting or playing when their emotions are heightened (e.g., stressed, upset, angry, frustrated, etc.).
• Avoid gambling while under the influence of alcohol or other substances. This may cause them to take more risks than they normally would when betting. 

Students can also check out our free gambling guide to learn quick tips for how to gamble in a more intentional way, find balance, know the warning signs of problem gambling and get help or seek recovery. 

4. Share your experiences 

It’s common for people to be more open about their experiences when they result in success or winnings. However, it’s also important to address losses you may have experienced.  

Try to initiate open, honest and balanced conversations around sports betting and gambling with your students. Being vulnerable and sharing your real-life experiences with the highs and lows of sports betting can help your student identify habits or tactics that may need to change. It can also provide your student with insight into how others view gambling, what limits they have in place and how it impacts people’s lives differently. You can also encourage your student to have these types of conversations with their friends or roommates.  

Here are a few questions you may ask when talking with your student: 

• How does betting impact the enjoyment of watching sports for you?
• How risky do you believe sports betting is compared to other types of gambling?
• What types of sports do you bet on?
• How hard/easy is it to make money betting?
• Have you experienced any losses this year? What was it like?
• How do you see your relationship with betting changing over the next few years? 

5. Seek support 

When betting becomes problematic, it not only increases your student's financial risks, but it can also increase their risk of anxiety, depression, suicidal thoughts and relationship issues. 

Some people may also experience compulsive gambling. Compulsive gambling happens when someone has an uncontrollable urge to keep gambling despite the toll it takes on their life or finances. When someone is engaged in compulsive gambling, they tend to chase bets that lose more often, use up their savings, get into debt or resort to theft or fraud to fund their gambling habits. 

If you’re concerned about how gambling is affecting your student, there are resources and programs available to help: 

• Collegiate Recovery Community (CUCRC) 
  The CUCRC on campus provides community and support for students in recovery or seeking recovery from a wide range of behaviors, including gambling. 

• Counseling and Psychiatric Services (CAPS)  
  CAPS can help students explore their relationship with gambling and help you connect with support resources. Students can schedule a screening or stop by during a Let’s Talk session to meet with a provider.   

•   
  The National Problem Gambling Helpline is operated by the National Council on Problem Gambling (NCPG). They provide 24/7 phone, text and chat services to help connect individuals with local resources and support related to gambling concerns.   

•   
  Gamtalk is a free, anonymous, peer-based support network that helps individuals with problem gambling. They offer moderated group support chats online 24/7. 

*Gambling is prohibited in CU Boulder residence halls. NCAA rules prohibit athletics staff and student-athletes from participating in any sports wagering activities on an NCAA sponsored sport, at any level. 

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Spring commencement may feel a long way off, but now is the time to start thinking about your plans to visit Boulder. We want you and your student to enjoy this time of celebration. Here are a few things to consider when planning for your student’s graduation. 

Encourage your student to apply for graduation  

Each student must officially apply to graduate. You can encourage your student to review deadlines and make a plan to apply for spring graduation. You can also learn more details about how to prepare for graduation day, including buying their cap and gown and ordering graduation announcements.  

Prepare for your visit to Boulder  

We recommend booking your lodging arrangements well in advance of commencement. Hotels and vacation rentals fill up quickly, especially those in Boulder. You can look for options in Boulder or nearby areas.  

Reservations at Boulder’s restaurants also book quickly around graduation. Make reservations early. Check out to explore options. You can also explore the for entertainment options while you are in town.  

Commencement Ceremony details  

The university commencement ceremony will be held 8:30 a.m. Thursday, May 8, at Folsom Field. The event does not require tickets or registration. This traditional ceremony celebrates the academic accomplishments of all our graduates.  

The commencement ceremony lasts approximately 90 minutes and features a processional of the graduates, conferral of degrees, remarks from CU Boulder leadership and other celebratory elements. Learn more about the commencement ceremony.  

Recognition ceremonies  

Our commencement events include the traditional campuswide commencement ceremony and individual recognition ceremonies hosted by our colleges, schools, departments and programs. Students and families are encouraged to attend both types of events.  

Your student may be invited to participate in one or more recognition ceremonies. During these events, your student will be individually recognized as they cross the stage and receive their diploma cover. Students will receive their diplomas in the mail after commencement. Learn more about the details for the spring recognition ceremonies. 

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Common illnesses like the flu, colds and COVID are here to stay, even as we approach the spring months.   

Here are some tips to help your student know what to do if they end up getting sick. 

Ways to stay healthy

1. Avoid the spread

Practicing good infection-prevention habits can help reduce your student’s exposure to germs and viruses and prevent the spread of illnesses.  

Here are some reminders to share that can keep them and others healthy.

• Remind them to wash their hands regularly, especially before eating, after using the restroom and after class. Be sure to use soap and warm water for at least 20 seconds or use hand sanitizer.
• Encourage them to remind their friends, roommates and peers to cover their coughs and sneezes, even if it’s just seasonal allergies.  
• Advise them to wipe down commonly used surfaces in their home or residence hall, including door handles, toilets, faucets, remotes and other areas they and their roommates touch regularly.
• Avoid sharing personal products and utensils with others. This includes things like lip balm, food, beverages, vapes and other products.
• If your student occasionally coughs or sneezes, encourage them to use their elbow to cover their nose or mouth. If they experience persistent coughing or sneezing, encourage them to consider wearing a mask.

2. Practice healthy habits

Did you know that our immune systems can be impacted by the things we do every day?  

Here are a few ways your student can take care of themselves this season.   

• Sleep: Getting seven to nine hours of sleep each night can help strengthen our bodies and immune systems against illnesses. Encourage your student to create a routine where they wake up and go to bed at the same time each night to ensure they get enough sleep.
• Eating: Eating a variety of foods regularly can help us maintain our energy and ward off viral and bacterial infections. Encourage your student to add vitamin-dense fruits and vegetables to each of their meals.
• Hydration: Staying hydrated can help loosen mucus and increase blood flow. Carrying a refillable water bottle and using water stations around campus is a great way to ensure your student stays hydrated throughout the day.
• Physical activity: Staying physically active can help our bodies build resilience against infectious diseases. Your student should strive for at least 30 minutes of activity each day. This can include everything from walks across campus and trips to The Rec to playing yard games outside with friends.
• Stress: Taking time to relax and manage stress is important to keep our immune systems running at full capacity. When we feel overwhelmed it can impact how we take care of ourselves and decrease our ability to fight off infections. Encourage your student to make time to relax, let off steam and enjoy life outside of school.
• Wellness exams: Check to see if your student has kept up to date with their annual wellness exams or primary care visits to address any health concerns. Evaluating and treating any potential autoimmune issues or chronic conditions can help keep your student’s immune system in good condition.  

3. Get vaccinated

Vaccines can help our body’s immune system recognize and defend against a variety of viruses before you get infected. They can also reduce the severity of symptoms if your student ends up falling ill. Plus, they’re great for protecting loved ones, too! 

Here are two vaccines to consider getting this year. 

• Flu: Students can get a free flu shot by making an appointment with Medical Services at Wardenburg Health Center.
• COVID: Updated COVID-19 vaccines are available for students this year at Medical Services. 

What to do if your student gets sick

1. Stay home 

If your student isn’t feeling well, encourage them to stay home and away from others (including those they live with). Wearing a mask while sick can help prevent the spread of respiratory viruses to roommates or housemates. 

2. Inform instructors and supervisors 

If your student is going to miss class or work due to an illness, they should let their instructors and/or supervisors know. Encourage your student to contact their instructors or supervisors directly to explain their situation and inform them they cannot attend class. Students should email any assignments that are due and let their instructors know they will make up any missed coursework. Students are not required to provide a note from a medical provider, but an appointment verification can be provided for students who receive care at Wardenburg Health Center.  

If your student thinks they may be absent for longer, they should communicate that and ask their instructors to discuss a plan to keep up in class. Students can also contact Disability Services if they have a temporary medical condition, including illness, injuries or surgery. 

Students can typically get back to their normal activities after at least 24 hours if their symptoms are getting better overall and if they don’t have a fever. This can decrease the chances of others on campus getting sick. 

3. Monitor symptoms 

Many illnesses share symptoms, and it can be hard to tell exactly what your student may have, especially in the early days of an infection. For instance, coughing and headaches are common among many illnesses, including flu, cold and COVID. Testing for COVID and the flu can help your student narrow down the list of possible illnesses. At-home test kits are available over the counter at the Apothecary Pharmacy and at most local pharmacies. COVID, flu and bacterial tests can also be administered at Wardenburg Health Center. This can help ensure that students receive proper medications like antibiotics or Paxlovid if needed. 

While they’re sick, encourage your student to monitor their symptoms and consider masking up to protect those around them. Most illnesses can be managed at home with basic remedies.    

Here are a few at-home options to try. 

• Drink plenty of fluids like water or tea, or electrolyte beverages like Gatorade or Pedialyte.
• Get extra rest to help their body recover.
• Use cough drops, gargle with saltwater or try honey sticks to relieve a sore throat.
• Use over-the-counter medications to help manage symptoms like nausea or diarrhea.  

Need supplies? Here are some resources available on campus. 

• Students can pick up free illness care supplies on the third floor of Wardenburg Health Center in the Wellness Suite.
• Students can order free cold care supplies for on-campus delivery to residence halls through the Buff Box program.
• Students can stop by the Apothecary Pharmacy to purchase COVID test kits, over-the-counter medications and prescriptions.   

If your student is unsure what to do or has questions, encourage them to call their primary care provider or the main line at Medical Services at 303-492-5101. They can also schedule a same-day call back with a Medical Services nurse through their . If they call Medical Services or schedule for a call back, they can talk with a nurse to discuss symptoms and treatment options, including whether they should take care of themselves at home or seek medical care. 

4. Seek care if needed 

If your student is unsure of what to do or has questions, encourage them to call their primary care provider or Wardenburg Health Center at 303-492-5101. Both of these options allow students to talk with a nurse to discuss symptoms and treatment options, including whether they should take care of themselves at home or seek medical care.     

For other after-hours support, students can schedule a free virtual appointment on-demand through AcademicLiveCare or visit a local urgent care facility.   

Students should seek emergency medical care immediately if they have any of the following symptoms: 

• Difficulty breathing
• Persistent pain or pressure in your chest
• Sudden confusion
• Inability to wake or stay awake
• Bluish lips, face or skin 

Tell your student to call 911 or head to a local emergency room. They can also call ahead if they are experiencing severe symptoms and aren’t sure if they need urgent support.   

Resources

Medical Services 
Students can call Medical Services at 303-492-5101 or schedule for a same-day nurse call back through their to discuss their symptoms and figure out a treatment plan for a variety of illnesses. 

Apothecary Pharmacy 
The Apothecary Pharmacy offers over-the-counter remedies, COVID tests and prescriptions. 

Wellness Suite 
Pick up free cold, flu and COVID care supplies at the Wellness Suite on the third floor of Wardenburg Health Center. 

Buff Boxes 
Students can order free supplies to their residence hall through the Buff Box program. 

Free flu shots 
Students can get a free flu vaccine on campus by appointment. 

COVID shots 
Students can schedule a COVID vaccine appointment at Medical Services, with their primary care doctor or at a local pharmacy. COVID vaccines will be billed through your insurance plan. 

AcademicLiveCare 
If your student needs after-hours or weekend support, they can take advantage of AcademicLiveCare. This free program allows students to schedule free online medical and mental health appointments from anywhere.   

After-hours care 
If your student needs medical attention outside of Wardenburg’s business hours, there are a variety of community resources listed on our website. 

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The beginning of a new semester is a great time for students to start fresh and reset. No matter where your student is in their academic journey, here are some tips to help them start the semester strong.  

Get involved

In addition to Spring Welcome events, there are many ways for students to connect with others and get involved this semester. Here are some upcoming opportunities for students to check out:

• Sko Serve Spring Break Program: Sko Serve sends teams of college students to engage in meaningful service during their breaks from school. Applications close Feb. 6. 

• Kickoff Week at The Rec: Students can enjoy free events and activities at the Rec Center during Spring Kickoff Jan. 13-20.

• : Is your student looking for a part-time job? They can meet with campus departments who are hiring student employees at this fair on Jan. 16.

• Involvement Fair: On Jan. 22, Buffs can meet with hundreds of student organizations and learn about how to get involved on campus.

• Volunteer Fair: Encourage your student to attend this fair on Feb. 5 to connect with local organizations that have volunteer opportunities and learn about getting involved in their community.

• Spring career and internship fairs: Career Services has online tools to support your student with their job or internship search, from finding opportunities to getting help with resumes, cover letters and interviews. 

Go to office hours

Faculty members have office hours, where students can meet with them outside of the classroom. Office hours allow your student to meet one-on-one with their professor to ask questions, gain a better understanding of class material or express concerns.   

Encourage your student to go to their faculty office hours during the first few weeks of the semester to introduce themselves. Getting to know professors early in the semester can make it easier to ask for help later if needed. Regularly attending office hours and establishing a rapport with faculty can also offer additional opportunities, like research projects or internships.  

Find academic support

As the semester progresses, encourage your student to ask for help if they feel stuck on a problem, project or concept discussed in class. Students can use many tutoring and learning resources at any point in the semester, including the Writing Center and University Libraries. The Academic Success & Achievement Program (ASAP) supports all first-year students and any student living on campus with adjusting to college life. This includes tutoring in many different classes and mentorship in being a successful student. 

Encourage your student to learn more about resources and getting involved by following @CUBoulderLife on and downloading the CU Boulder Life app. 

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The end of the semester can be a difficult time for students. Pressure to perform well, meet expectations or reach certain milestones can all negatively impact mental health. 

College students are also at increased risk for suicide, especially during high-stress times of the year. Talking about suicide, even if the conversation is brief, can encourage students who are at risk to seek support. 

Here are some things you can do if you are concerned that your student or someone you know may be struggling or thinking about suicide. 

1. Know the warning signs

While suicides may take us by surprise or feel unexpected, there are verbal and behavioral warning signs that often precede suicidal behaviors. Knowing potential warning signs and ways to intervene can dramatically reduce the risks of suicidal behaviors.  

Here are some signs to watch out for:

• Feelings of hopelessness

• Increased alcohol or drug use

• Sudden changes in academic performance (e.g., cutting class, missing assignments, etc.)

• Withdrawing from friends, family or social groups

• Being unable to sleep or sleeping all the time, insomnia

• Expressing feelings that life is meaningless or there is no reason to live

• Feeling desperate or trapped, like there is no way out 

• Acting recklessly or engaging in risky behaviors

• Engaging in violent or self-destructive behaviors

• Noticeable decline or worsening of mental health conditions (e.g., depression, anxiety, bipolar disorder, etc.)

• Talking or writing about death, dying or suicide

• Giving away possessions

• Neglecting their appearance or hygiene

If you notice these warning signs, there are ways you can support your student and help them connect with support services. 

2. Share your concerns

If you’re concerned about your student, gently share what you’ve noticed and your desire to help. It can be helpful to provide concrete examples of behaviors that you’ve noticed. For instance, you may say “I’ve noticed you seem unhappy lately” or “I’ve noticed that you haven’t been spending as much time with your friends as you used to.” Acknowledging their distress can help open the door for conversation. 

3. Ask the question

Don’t be afraid to ask your student directly about suicide or self-harm. Contrary to what we may think, talking about suicide directly isn’t going to plant the idea in their head. If they have been thinking about suicide or self-harm, asking them about it can be a relief and an opportunity for them to talk about it more openly.  

When you ask, express your care by saying something like “I’m asking because I care. Are you thinking about suicide?” If they aren’t, they’ll let you know. Asking students, even if they aren’t thinking about suicide lets them know that it’s okay to talk about it in the future if things change. If they are thinking about suicide, it might be time to think about referring them for help or coming out to support them.

4. Listen

Listen to your student without judgment and resist the urge to give them advice. It’s important to understand your student’s pain and what they’re experiencing. Keep in mind that suicidal behaviors are often short-term and specific to certain situations. In many cases, suicide ideation is an attempt to control or manage significant pain. When the pain subsides, suicidal ideation often dissipates with it. However, understanding the source of your student’s pain (e.g., academic pressures, mental health concerns, etc.) can help better support them and connect them with resources. 

5. Manage your emotions

Talking openly about suicide can be challenging, especially if a student says they have or are considering it. It’s important to notice your own emotional response and seek support if needed. If students pick up on our own distress or anxiety when discussing the topic of suicide, they may feel like we are not able to handle what they have to tell us and may shut us out. Instead, try to reiterate your care and concern. Let them know that you are there for them and you want them to be okay. 

6. Instill hope

Let your student know that there are resources available to help them and things can get better. Here are some resources that are available to help students who are struggling with mental health concerns or thoughts of suicide. 

Emergency services (911)

If your student or someone you know is threatening to eminently kill or harm themselves, call 911 and request emergency mental health support.

Crisis services
If your student is in need of urgent or same-day support, Counseling and Psychiatric Services (CAPS) provides crisis support 24/7. Call 303-492-2277 to connect with a triage counselor. 

If you or someone you know is suicidal or in emotional distress, contact the National Suicide Prevention Lifeline to talk confidentially with a trained crisis support worker. They are available 24/7 and calls are answered locally at 988. 

Office of Victim Assistance (OVA)
OVA provides free and confidential support, consultation, advocacy and short-term trauma counseling for those who have experienced or witnessed a traumatic, disturbing or life-disrupting event. They also offer support for those who are helping a friend, partner or family member through a traumatic experience. 

AcademicLiveCare
If your student is not currently suicidal but may benefit from talking with a therapist sooner rather than later, they can schedule an appointment through AcademicLiveCare (ALC). This  free telehealth platform allows students to meet virtually with mental health and medical providers from anywhere. 

Let’s Talk
If your student is not currently suicidal but may be struggling, Let’s Talk is a great way to get connected with support services. They can meet one-on-one with a counselor for a confidential consultation that can help them gain insight and connect with additional resources on campus. 

Workshops
If your student is not currently suicidal but may be struggling, workshops are a great way for students to learn coping skills related to anxiety, stress and other painful emotions. Workshops are available throughout the week and are covered by the student mental health fee. 

Don’t Ignore It
Learn about options for confidential reporting, referrals and support. If something feels off, it probably is. Don’t ignore it. 

Additional resources 

Red Folder
Red Folder is designed to help you recognize possible signs of distress, talk to your student about your concerns and help them connect with support resources on campus. 

Student trainings
Students are encouraged to attend mental health training sessions to learn how to better support their fellow Buffs. Trainings are available for Mental Health First Aid, recovery, student leadership and more. 

Signs of depression
Mental health struggles can take a toll on relationships, academics, work performance and quality of life. Here are six signs of depression you shouldn’t ignore and where to find support on campus.

When to seek mental health support
Knowing when and how to seek out mental health support is important, whether your student needs support or wants to help a friend. Here are some guidelines to help determine if your student should seek emergency, urgent or general support for their mental health concerns. 

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The end of the semester is in sight and many students are preparing for final exams. Here are some ways that you can support your student as they finish their semester. 

Listen  

Many students are studying for tests, writing papers and completing projects at the end of the semester. Sometimes your student just needs someone to listen to them as they vent about their worries and frustrations. Respond with empathy and encourage them to stay optimistic. Remind them a break is just around the corner and they can relax once they get through the next few weeks. 

Help them plan a strategy  

Your student may be feeling overwhelmed and unmotivated, and you can offer to help them come up with a strategy to tackle their finals. Projects and studying can be made more manageable by breaking them down into smaller tasks. It can also help to block off study periods for each class on their calendar, and prioritize projects and exams based on deadlines. 

Part of your student’s strategy can be finding the ideal study spot to get things done. They could study outside if the weather is warm, discover a new study spot on campus or take time to set up the perfect study environment wherever they are.  

Encourage them to take breaks  

Some students want to sit down and get everything done at once or pull an all-nighter, but that can be more harmful than helpful in the end since sleep is so vital for memory. Encourage them to take short breaks during study sessions (5-minute break for every 25 minutes of studying) to give their brain a rest. They can stretch, watch a funny video or listen to some of their favorite songs.  

Staying hydrated and eating regular, balanced meals and snacks are also important for maintaining energy and focus. 

Share academic resources  

There’s still time for your student to ask for help if they are struggling with an assignment or subject. Encourage your student to reach out to their instructors or classmates with any questions. They can also take advantage of these academic resources—most are free, while some may require a fee.  

Additionally, New Student & Family Programs is here to support you and your student and can help connect you to the right resources on campus. 

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Fall break can be a great time to reconnect with your student. If they will be visiting home, it can also be a great time to prepare for winter and complete other tasks. Here are a few things to consider with your student’s transition home. 

Let them know of changes 

Has a sibling moved into your student’s room? Is there a new pet in the family? Are there any other changes that may surprise your student? Help them adjust to being home again by letting them know of any changes before they arrive. 

Talk about expectations

Since your student has moved out, the expectations may not be clear when it comes to helping out with household responsibilities while they are home over break. Share your expectations when it comes to laundry, dishes and other household chores. 

It’s also a good idea to discuss any family plans and ask what their plans are while they’re home. Talk about how often you’d like to spend time together or plan a family night with a favorite activity for some quality time. It’s okay if your student wants some time to themselves, and it’s sometimes necessary to help them decompress from school. 

Schedule check-ups

If possible, try to schedule any doctor or dentist appointments while your student is home during break, so they won’t need to worry about it when they are back on campus. 

Learn about life at CU

While your student may not have been away from home that long, they are used to being on their own schedule and living independently. They may have new habits and views that could influence your time together.  

Take time to get to know the independent person your student is becoming. Ask open-ended questions about their classes or major, what they enjoy about Boulder, who they spend time with and what they like to do in their free time. Keep in mind that some students may be struggling more than others. This can be a good time to determine if your student needs support. 

Have important conversations

When your student visits, they may need to have important conversations with you, especially if things have not been going well. Here are some things you can do that lead to a healthy, positive experience with important conversations:

• In a conversation, allow your student to share their point of view without interruption. Try to listen without judgement.

• What you mean to say is not always what the other person hears—think about the intent and impact of your message. If you’re not sure what your student’s intent is during the conversation, let them know what you’re hearing and ask if that is what they meant.

• When sharing your point of view, speak from your perspective. In turn, try to see things from your student’s perspective as well, rather than make assumptions.

• When agreement is not possible, allow for multiple truths. 

Prepare for winter

With the unpredictable winter weather in Colorado, it’s best to be prepared at all times. This is a great time to check with your student to see if they are ready for winter before returning to Boulder. Students should have plenty of layers, a winter coat, gloves, a hat and scarf, winter boots that are waterproof and extra blankets to stay warm when temperatures drop. 

Reach out for help

If you have concerns about your student when they come home, you can reach out to Student Support and Case Management (SSCM). They can help you determine the signs of distress or concern, and how to connect with support resources. You can refer your student to SSCM by filling out their or by contacting their office at 303-492-7348. 

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Sexual assault disproportionately affects young adults and can have major impacts on their well-being and ability to achieve their educational goals. CU Boulder has prevention programs and support resources available to support our university community.  

It’s also important to know that families play a significant role in helping students learn about these issues, develop healthy relationship patterns and provide support.   

Here are a few things everyone should know about sexual assault and tips for starting a conversation with your student. 

Consent is key

CU has an affirmative consent standard 

Consent isn’t simply something a student gives or gets during a sexual encounter. Instead, it’s important to help them understand that consent is a mutual understanding and agreement that people arrive at together before and while engaging in any sexual activity. Consent includes words or actions (non-verbal and body language) that communicate a clear willingness and permission for sexual contact. 

It’s also important to know that any student who is incapacitated by alcohol, drugs or for other reasons like sleep, injury or disability cannot give consent, regardless of what they are saying or doing. Incapacitation is a state where someone cannot make a reasonable, rational decision because they lack the capacity to understand the “who, what, where, when or why” of a sexual interaction. 

  Learn more about consent 

Setting boundaries is a skill 

Remind your student that consent is an ongoing agreement, and people can change their minds or withdraw consent at any time during sexual activities. Helping students refine their skills and set boundaries can help ensure that they are able to communicate those boundaries with others and respect a partner’s boundaries. 

It’s important to talk to your student about how they can stay in tune with a partner’s experience. Encourage them to check in with the other person before initiating any sexual behavior or when changing activities. Similarly, it’s important to help your student learn to identify behaviors that match their own desires and boundaries versus behaviors that do not.  

Share accurate information

Sexual assault prevention is a community effort 

When talking to your student about sexual assault prevention, it’s important to avoid recommending actions that place blame on the person who could experience an assault. Instead, have your student focus on making environments more difficult for bad actors to act badly. They can do this by looking out for others, building friend groups that keep each other safe and accountable, intervening when something feels off and standing up to negative peer pressure. These strategies can help students build safer communities because it creates a culture where people are expected to treat each other well and respect the wishes of others. 

Sexual assault can include a wide range of experiences 

Sexual assault includes any unwanted sexual contact or behaviors that a person did not or was not able to consent to.  

Sexual assault can include, but is not limited to, the following:   

• Unwanted penetration or contact, including vaginal, anal or oral sex (this includes penetration by an object or another person’s body part) 
• Unwanted touching of private body parts (e.g., butt, breasts, genitals)  

Keep in mind that sexual assault can also include attempted assault using any of the methods listed above. Additional forms of sexual and relationship harm include sexual harassment, exploitation (e.g., sharing nudes, videotaping sexual acts without consent, etc.), as well as intimate partner abuse such as dating violence and stalking. 

  Learn more about sexual misconduct  

Tips for talking to your student

While sexual assault can be a difficult subject to broach, having conversations can help your student identify problematic situations, support their friends and navigate relationships in a healthy way. Here are some tips to help you talk with your student about sexual assault and other forms of relationship harm. 

Weave it into routine conversations 

Look for opportunities to discuss sex, dating and healthy communication as part of your regular interactions. Be sure to discuss how cultural expectations around gender, religion, pornography and more, might influence your student’s perceptions about what is typical behavior.  

When you check in with your student, ask about their new friends and relationships. If they open up, encourage them to explore their own beliefs and values about what they want from potential partners and their dating experiences. If they talk about a friend’s relationship or things that they are seeing in college, that can also open the door to a conversation. 

Explore red flags together

Encourage your student to think through red flags that may be warning signs of a potential sexual assault and abuse in a relationship. Red flags can include someone disregarding others’ boundaries, frequently not listening to others, being persistent about pursuing sex with someone who seems reluctant, hitting on the drunkest person at a party or trying to get someone alone or away from their friends at a party. Remind your student that most people understand boundaries, consent and respectful behavior, and some people may choose to disregard others’ needs. It’s important for students to recognize problematic behaviors in those around them, even when it’s someone they like or are friends with. 

  Learn more about drug-facilitated sexual assault  

Encourage your student to look out for others 

If something feels weird or wrong, it probably is. If your student sees a situation where someone seems uncomfortable or unsafe, encourage them to find a way to check on that person or get them out of the situation. Remind your student that it’s okay to make up an excuse to interject or disrupt an uncomfortable or problematic situation. Bystanders are particularly important in situations where someone is being pursued sexually because of their level of intoxication, or if a person has been intentionally drugged in an attempt to facilitate sexual assault.  

  Learn more about bystander strategies  

Share support resources 

Resources are available for students who have experienced sexual assault, want to support a friend or want to learn more about sexual assault prevention. Students often go to friends first if something bad happens, and they may reach out to family members for help. Having the skills to respond effectively without imposing blame or judgment is important to keep in mind. 

Here are some support resources that can help your student. 

Office of Victim Assistance (OVA)
There may be times when your student wants to speak confidentially or hypothetically about sexual misconduct, sexual assault, intimate partner abuse, stalking, discrimination or harassment. OVA is a free and confidential resource staffed by professional advocate counselors that support students through traumatic or life-changing events. They offer short-term trauma-focused counseling, advocacy and more. OVA is also a great resource to help students support a friend or partner who has been impacted by sexual assault.  

*Confidential resource

Office of Institutional Equity and Compliance (OIEC)
OIEC implements and enforces university policies around sexual assault, intimate partner abuse and stalking, and other forms of sexual misconduct. If you or someone you know at CU has been impacted, reports can be filed online. Anonymous reporting is an option as well. 

OIEC also provides prevention education and workshops about sex and consent, bystander intervention and microaggressions. 

Don't Ignore It
Explore your options for seeking confidential support, reporting concerns and learning skills for helping others. If something seems off, it probably is—don't ignore it. 

Support for international students, staff and faculty

Individuals who have experienced certain crimes, such as sexual assault or domestic violence, may be eligible for U.S. immigration relief through the or , regardless of their immigration status. Please speak with an immigration attorney or a non-profit organization that assists immigrants to learn more about the eligibility requirements, application process, and timeline.  

Mandatory reporting policy 

All university employees who have the authority to hire, promote, discipline, evaluate, grade, formally advise or direct faculty, staff or students are considered "responsible employees" and are required to report alleged misconduct to the Office of Institutional Equity and Compliance (OIEC). This includes, but is not limited to resident advisors, teaching assistants, professors, graduate instructors, academic advisors, coaches or other university employees with supervisory authority. 

Any sexual misconduct, intimate partner abuse (including dating and domestic violence), stalking, protected-class discrimination or harassment, or related retaliation disclosed to a responsible employee must be reported to OIEC. The person impacted has the choice about if and how they want to proceed. Reporting is required to help ensure that people understand their rights and options and the resources available. 

*Note: Confidential campus resources are exempt from CU Boulder’s mandatory reporting policy, including the Office of Victim Assistance (OVA), Counseling and Psychiatric Services (CAPS), Athletics Phycological Health and Performance (PHP), Faculty and Staff Assistance Program (FSAP) and Ombuds. 

  Learn more about mandatory reporting 

  Read more family health and wellness articles 

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While we all want our Buffs to have a positive college experience, many students may find themselves facing circumstances they weren’t expecting. The stress of college life and major life events like hospitalization, mental health concerns, loss of a loved one and relationship troubles can happen unexpectedly and may throw students off course. 

Family members are often able to identify when their student is in distress and may be the first point of contact for advice or support. If you are concerned about your student, here are a few things you can do to support them. 

1. Look for signs of distress

The first step in supporting a student who may be struggling is to understand and identify potential signs of distress. Some common signs to be aware of are listed below. Keep in mind that this list is not all-inclusive, and students may not always present themselves in these ways. Trust your instincts. 

Behavioral changes

• Significant changes in academic performance, poor grades, conduct issues at school 

• Unusual or increased spending, financial issues 

• Strange or bizarre behavior indicating loss of contact with reality 

• Rapid speech or manic behavior 

• Depressed or lethargic mood or functioning  

• Verbal abuse like taunting, badgering or intimidation 

Physical changes

• Significant weight changes, illnesses or injuries 

• Marked changes in physical appearance like poor grooming or hygiene or sudden changes in weight 

• Observable signs of injury like facial bruising/cuts or self-harm 

• Significant illnesses or injuries 

• Visibly intoxicated or smelling of alcohol or marijuana, increased or unusual substance use 

Emotional/personality changes

• Your student feels like a “different kid” when they come home 

• Isolation, major mood swings, bizarre or out of control behavior 

• Self-disclosure of personal distress like relationship problems, financial difficulties, assault, discrimination or legal difficulties 

• Unusual or disproportionate emotional response to events 

• Expression of concern about your student from friends, roommates, instructors or other family members 

Safety risk

• Verbal, written or implied references to suicide, homicide, assault or self-harm behavior 

• Unprovoked anger or hostility 

• Physical violence like shoving, grabbing, assaulting or use of a weapon 

• Stalking or harassing  

• Communicating threats or disturbing comments in person or via email, text or phone call

2. Talk to your student about your concerns

Let your student know that you’ve noticed changes and that you’re here to help. Acknowledging their distress, expressing your concerns and offering to explore resources with them can have a positive impact on your relationship and may increase the likelihood that your student will seek support. Here are a few things to keep in mind when approaching your student.  

Find a good time to talk  
Initiating an important conversation with your student can be challenging. You can set yourself and your student up for success by choosing a quiet space to talk, finding a time that works for both of you, explaining why you want to have this conversation and sharing what you hope will come of it.  

Use “I” statements to express your concerns  
When talking with your student about your concerns, it’s important to describe what you’ve noticed and let them know that you care about them. Using “I” statements can help you share this information with your student in an effective way. Here are some examples: 

• “I’ve noticed that you’ve been drinking/smoking more than you used to, and I wanted to check in to see how you’re doing.” 

• “I’ve noticed that you aren’t spending as much time with your friends, and I wanted to make sure you’re doing okay.” 

• “I’ve noticed that you’ve lost significant weight since I last saw you, and I am worried about you.” 

Ask open-ended questions  
Try to avoid yes or no questions that can be easily answered or dismissed. Instead, focus on asking open-ended questions that allow your student to express themselves and provide details that can help you evaluate the situation. For instance, you can use open-ended statements like: 

• Tell me about how the semester is going for you.

• What are some of the things you are currently struggling with? 

• It seems like things at school may not be going as well as you expected. What do you think might be going on? 

As you ask these questions, try to listen to your student’s response and ask clarifying questions if needed. It’s also important to listen, acknowledge and validate your student’s experience without offering judgment or advice, or jumping in to respond.  

If your student is showing significant signs of distress, don’t be afraid to ask them about suicide. Contrary to what we may think, talking about suicide directly isn’t going to plant the idea in their head. If they have been thinking about suicide, asking them about it can be a relief and an opportunity for them to talk about it more openly.   

When you ask, express your care by saying something like “I’m asking because I care about you. Are you thinking about suicide?” If they aren’t, they’ll let you know. Asking students directly, even if they aren’t thinking about suicide, lets them know that it’s okay to talk about it in the future if things change. If they are thinking about suicide, it’s likely time to help them connect with mental health resources on campus. 

Avoid overpromising  
When we have difficult or uncomfortable conversations, it can be easy to overpromise how things will turn out or provide general answers to move the conversation along. However, it’s important to avoid saying things like “everything will be alright” and “I know exactly how you feel.”  

Instead, try to focus on letting your student know that you appreciate their willingness to talk to you about issues they’re facing. This is also an opportunity for you to reiterate how much you care for them. For instance, you may say something like, “I’m sorry to hear that. I want you to know that I am here for you and want to help you as much as I can.” 

3. Make a referral 

Student Support & Case Management (SSCM) is available to provide individualized support to CU Boulder students. SSCM case managers connect students with campus partners, community resources and support systems, while also building a trusting relationship and coaching them toward self-advocacy.  

How to refer a student to SSCM  
There are three ways to refer a student to SSCM, including: 

• Filling out the

• Calling SSCM at 303-492-7348

• Emailing the department at sscm@colorado.edu 

It’s okay to be unsure if your student needs help. The severity of a student’s distress may be unclear, or you may be concerned about your student and not know how to move forward. Even if your student does not need immediate assistance, they still may be experiencing academic or personal issues and could use support. 

4. Explore additional resources with your student 

Referring your student to SSCM is a great first step, especially if you don’t know what your student may need in terms of support. Here are a few additional resources that are worth exploring with your student to see what they may benefit from the most.  

Counseling and Psychiatric Services (CAPS) 
CAPS is the primary mental health service on campus. They provide short-term counseling, community referrals, consultations, workshops, group therapy and more. CAPS is also available to provide insight and direction for family members or loved ones who want to support their student. You can learn more and find frequently asked questions on their Family Information page. Please note, CAPS cannot provide information about whether a student chooses visit their clinic or access services. 
*Confidential resource  

Office of Victim Assistance (OVA) 
There may be times when your student wants to speak confidentially or hypothetically about sexual misconduct, intimate partner abuse, stalking, discrimination or harassment. OVA is a free and confidential resource that supports students through traumatic or life-changing events through short-term counseling, advocacy and more.  
*Confidential resource 

AcademicLiveCare (ALC)  
AcademicLiveCare is a free telehealth platform that allows students to schedule medical and mental health appointments virtually. Your student can use this program to see board-certified healthcare professionals from home, school or wherever they may be. 

Collegiate Recovery Community (CUCRC) 
The CUCRC provides community, support and connection for students in recovery or seeking recovery from a wide range of behaviors. Their mission is to help develop peer-to-peer connections, support resiliency and contribute to their overall well-being through a welcoming and supportive recovery community. 

Student Conduct & Conflict Resolution (SCCR)  
SCCR provides resources and support for students who are currently working through conduct issues or need support navigating conflicts with roommates, friends, family, romantic partners and instructors. 

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Starting out at a new school can be difficult, especially if your student is moving away from friends or family.   

Here are a few strategies you can use to help your student overcome homesickness this semester. 

1. Keep a hopeful outlook

Remind your student that while it may not be obvious, many students feel homesick, even as transfer students. Let them know it’s okay to experience homesickness, especially after they’ve said goodbye to their friends, family, home or routine.  

It’s also important to emphasize that homesickness is often temporary. Chances are that whatever they’re feeling will lessen over time as they become more familiar with campus life and the people at CU. 

Here are some things students can do to remain positive and hopeful:   

• Set small, achievable goals, like attending one campus event or talking to someone new each week.  
• Reflect on all the reasons they chose to attend CU and the opportunities that lie ahead.  
• Allow them to feel their emotions before encouraging them to let go of those feelings. 
• Remember homesickness can be a sign that they have loving relationships with others, and that is something to be grateful for. 

2. Stay in touch

As your student navigates life on campus and meets new people, it can be helpful for them to stay in touch with their friends and family back home. Even if their friends are attending different colleges or living in other cities, encouraging your student to check in and catch up can help them feel more connected.    

If your student is struggling, encourage them to reach out so you can talk through it together. Allowing your student to lean on you for support can remind them that they’re not alone and they have people they can rely on in tough times. However, it’s important to remember that you are not there to solve their problems. Instead, try to actively listen to their experiences, validate their feelings and offer support. 

Remind your student that while having a solid support system back home is important, it also shouldn’t impede them from spending time or creating new connections here at CU. 

Here are some ways your student can stay connected:  

• Schedule regular calls or video chats with friends or families.   
• Exchange letters with one another. After all, who doesn’t like receiving something in the mail?   
• Stay connected and show what life is like over social media. 
• Create a group chat to keep everyone in the loop and provide collective support. 

3. Establish a routine

Living independently, navigating a new place, taking on more responsibilities and juggling a potentially demanding class schedule may require your student to adjust their normal routine. In fact, creating a routine, no matter how small it may be, can help ease feelings of anxiety and make life more predictable.   

Here are some easy ways for students to add routine to their days:   

• Take the same route to and from classes.   
• Meet up with friends, classmates or hallmates to eat around the same time.   
• Plan out time for classes, studying and socializing.    
• Find a study spot on campus.    
• Establish a consistent laundry or cleaning schedule. 

4. Get out there (even if it's hard)

Making friends as an adult might seem harder than it used to be for many students. It may feel intimidating to be vulnerable and put themselves out there. However, it's important to remind your student that if they’re struggling to make new friends or find ‘their people' on campus, they’re not alone.  

Here are a few ways your student can work to put themselves out there:   

• Avoid relying on one person to ‘have it all.’   
• Stay open to making different friends for different reasons (e.g., someone who is good to study with may not be the same person who would make a good confidant).   
• Get together as a group if they’re nervous about hanging out with someone one-on-one. 
• Become a regular at events or campus activities.   
• Sit near the same people in their classes and join study groups.   
• Remind themselves that some students may be struggling to find connections, so they should do their best to be inclusive and invite others to tag along. 

5. Connect with resources

If your student is struggling to connect with others, feels lonely or needs some extra help, try connecting them with support resources on campus.    

Student events

Each semester, Student Affairs hosts hundreds of events, workshops and other opportunities to get involved. Encourage your student to check out upcoming opportunities to meet other Buffs and have fun on campus.  

Transfer Buffs 

Your student can connect with resources, events and opportunities to build community with other transfer students on campus.  

Beyond Campus Buffs

Does your student commute to CU or live off campus? Encourage them to get involved with the Beyond Campus Buffs Program to meet other students, access the Commuter Lounge and more. 

Peer Wellness Coaching

Encourage your student to meet with a trained student to explore ways to make friends on campus, set goals, create routines and make the most of their time at CU Boulder.

Center for Student Involvement

There are a variety of ways to get involved at CU, including student organizations, leadership and volunteer opportunities, events and more. 

First-Generation Students Program

If your student is the first person in your family to attend college or university, encourage them to join our community of first-gen students to socialize, learn about campus resources, find support and more. 

Pride Office

The Pride Office supports LGBTQ+ students through community events, social spaces, resources and more. 

Residence halls on campus host events to help students meet their hallmates. Encourage your student to check with their RA to learn about upcoming events.

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