Report It

Completing a Roadrunner Cares report refers students directly to campus support resources. Referring a student through the Roadrunner Cares report connects students to services such as basic needs, mental health, academic support, or Disabled Student Programs and Services. Once a report is received, the Roadrunner Cares team initiates direct outreach to students from applicable student service departments.

If you believe a student presents a risk of harming themselves or others, please complete the Behavioral Intervention Team (BIT) report. Contact Campus Police or call 9-1-1 in cases that require an immediate response. 

If you are a student requesting basic needs support, please complete the Basic Needs Assessment.

Submit a Cares Referral

Completing a Behavioral Intervention Team (BIT) report refers students who may pose a risk or threat of harm to themselves or others for assessment by the Butte College Behavioral Intervention Team. BIT is a multi-disciplinary group that helps detect early indicators of potential disruptive conduct, self-harm, and violence to others. The team meets weekly and uses an established protocol to support the campus community, including students and employees. When a BIT gets a report of problematic or concerning behavior, the team determines the best way to support, intervene, and respond.

BIT reports are reviewed during regular Butte College business hours. If a student is in immediate danger, please call Campus Police at 530-895-2351 or dial 9-1-1.

Submit a BIT Report

Use this report to report a violation of the standards of student conduct that include, but are not limited to, forgery, physical abuse, property theft or damage, unlawful possession, or being under the influence of drugs or alcohol, or committing or attempting to commit robbery or extortion. Please see AP 5500 (link to AP) for a complete list of student conduct that constitutes good cause for discipline, including but not limited to the removal or suspension of a student. The vice president for student services or a representative will determine the appropriate disciplinary response.

Submit a Conduct Violation Report

Use this report if you are an instructional faculty member reporting academic dishonesty in your course, such as cheating and plagiarism.  Academic dishonesty is a violation of the Standards of Student Conduct.

As a reminder, the instructor is responsible for communicating this violation to the student and providing the student with a copy of AP 5521, Academic Integrity. (Update link to AP in CMS)

Report Academic Dishonesty

At Butte College, we are committed to creating a welcoming, inclusive environment that celebrates the diverse identities of our students. Discrimination based on race, color, national origin (Title VI), sex, gender, sexual orientation and gender identity (Title IX), disability (ADA), or any protected status under California Education Code § 220 is not tolerated.

Behavior reflecting bias may violate the Butte Community College Standards and Conduct. A bias incident is characterized as a behavior or act that is personally directed against or targets an individual or group based on characteristics such as race, color, religious belief, sex, marital status, sexual orientation, gender identity or expression, national or ethnic origin, disability, veteran status, or age.

If you have experienced or witnessed a discrimination or bias-related incident, we encourage you to file a report so we can take meaningful action and continue building a safe and supportive community for all.

Report Discrimination or Bias 

If you have experienced or witnessed sex or gender discrimination, sexual harassment, sexual assault, dating or domestic violence, stalking, sexual exploitation, or any misconduct covered under Administrative Procedure 3400, LINK please use this form to report it.

You can also use this link if you have experienced retaliation for participating in or choosing not to participate in a Title IX process.

After you submit a report, the Title IX Coordinator will contact you. Reporting an incident does not mean you are required to participate in a Title IX investigation. The Title IX Coordinator will help explain your options and connect you with supportive measures. Learn more on our Title IX website LINK.

Important Reminder for Employees:
All Butte College employees are required to report incidents that fall under Title IX. Submitting through this link fulfills your reporting obligation.

File a Title IX Report

Unsure of what report to file? Use this form to report a general concern or complaint. Your report will be routed to the appropriate department.

Submit a Concern or Complaint

Use this form to share your appreciation for a faculty or staff member, program or service, or overall experience at Butte College!

Share your gratitude

A crisis occurs when a student is unable to cope with the challenging circumstances that arise in their life. The more helpless a student feels, the greater the sense of urgency about the crisis. As a result of the crisis, the student may feel depressed, anxious, hostile, or ashamed. A psychological emergency may occur when a person is:

• Suicidal
• Homicidal
• Gravely impaired:
  • unable to maintain activities of daily living
  • not in control of their behavior
  • hallucinations or disorientation
  • extreme hyperactivity
• Physically assaulted or witnesses an assault
• Sexually assaulted
• Fears for their life or the life of someone they know
• Physically, emotionally, or sexually abused
• Experienced recent death of a friend or family member

If you encounter a student experiencing a crisis, there are things that you can do to support them:

1. Let the student know you recognize they may be experiencing some distress, and you would like to know how to support them.
2. Provide the student with appropriate resources available on or off campus for support and, whenever possible, offer a warm hand-off to services the student reports interest in.

We encourage you, whenever possible, to speak directly and honestly to students when you sense they are in academic or personal distress. Openly acknowledge to students you have observed signs of distress and are sincerely concerned about their welfare and are wanting to help them explore their options to manage their distress.

Signs of Distress

• Inability to concentrate
• Confusion
• Depression
• Persistent worry
• Social isolation
• Bizarre behavior
• Increased irritability
• Missed classes/assignments
• Procrastination
• Dangerous or high-risk behavior
• Restlessness
• Disheveled appearance
• Mood swings
• Indecisiveness
• Catastrophic thinking

 Guidelines for Interaction

1. Request to see the student in private unless there is a potential for danger. This may help to minimize embarrassment and It also minimizes environmental stimulation that could be stressful.
2. In an unbiased and non-judgmental way, let the student know you have observed signs of distress (giving examples of what has been observed) and let them know you are wanting to support them.
3. Listen without bias to the student’s experiences and ask them what they need to be Provide student with information about resources available on campus.
4. Flexibility with classroom procedures, such as hard deadline, testing policy, may allow an alienated student to respond more to your concerns.
5. Know your Offer referrals and warm hand-offs to campus resources the student has expressed interest in. If you know of community resources that may benefit the student, offer information about those as well.
6. If you become too uncomfortable or are concerned that you or others are unsafe, contact Campus Police at 530-895-2351 or 2677 (COPS) from campus phones or dial 911 for emergency.

Aggression can take many forms, from very subtle passive acts to violent outbursts. Aggression can be the result of being frustrated and feeling out of control. Some aggressive people express hostility immediately without regard for their circumstances or the people around them. Other times, aggression is built up over time and expressed through an outburst.

Suggested strategies for dealing with an aggressive student:

1. Acknowledge the student’s anger and frustration (e.g., “I hear how you are ”)
2. Rephrase what the student is saying and identify their emotion (e.g., “I can hear how upset you are and how no one will listen.”)
3. Reduce stimulation; invite the student to a quiet place if this is comfortable.
4. Try to prevent total helplessness by quickly and calmly acknowledging the intensity of the situation. Continue rephrasing what they say in a calm voice.
5. Focus on diffusing the situation rather than seeking resolution right away.
6. Allow the student to speak, get their feelings out, and tell you what is upsetting them.
7. Call for help when necessary (Campus Police, co-workers, BIT Team).

1. Getting into an argument, becoming hostile or punitive.
2. Pressing for explanations for their behavior.
3. Not dealing with the situation or ignoring warning signals.
4. Touching the student.
5. Making threats, dares, or taunts.

530-895-2351 or 2677 (COPS) from campus phones or dial 911 for immediate assistance.

Depression, and the variety of ways it manifests itself, is part of a natural emotional and physical response to life’s ups and downs. With the busy and demanding life of a college student, many students may experience periods of reactive or situational depression in their college careers. It is when the depressive symptoms become so extreme or are so enduring that they begin to interfere with the student’s ability to function in school, at work, or in social environments. Due to the opportunities that faculty and staff have to observe and interact with students, they are often the first to recognize a student is in distress.

 Indicators of Depression

• Tearfulness
• Markedly diminished performance
• infrequent class attendance
• Lack of energy or motivation
• Irritability
• increased anxiety
• Deterioration on personal hygiene
• Significant weight loss/gain
• Alcohol or drug use

Early intervention increases the chances of the student’s return to previous performance.

Suggested strategies when encountering a student who appears depressed:

1. Talk to the student privately, informing them of your observations and reasons for concern.
2. Know your limits in working with students who may be experiencing depression. Inform students of available resources on campus, including mental health counseling, and offer a warm hand-off. If the student is resistant to seeking additional support, complete a Roadrunner Cares Referral.

1. Minimizing the student’s feelings, “Everything will be better tomorrow. ”
2. Bombard the student with “Fix It” solutions or advice.
3. Being afraid to ask if the student is experiencing suicidal ideation.
4. Chastising the student for poor or incomplete work.
5. Becoming overwhelmed by or trying to take responsibility for the students’ problems may only provide them with more evidence that they should feel helpless.

Suicide is the second leading cause of death among college students. It is important to view all suicidal comments as serious and make appropriate referrals.

To assess a student at risk for suicide, there are generally four areas to explore.

Plan – Do you have a well-developed plan that includes an easily available method to harm (kill) yourself?

Means – Do you have a viable way to carry out your plan or do you use substances such as alcohol and other drugs that can weaken impulse control?

Prior Behavior – Have you attempted suicide before?

Loss Due to Suicide – Has a friend, family member, or acquaintance taken their life through suicide?

Examining these four areas will help in determining the severity of the threat of a student taking their life

Suggested Strategies for Supporting a Suicidal Student

1. Talk about suicide openly and directly.
2. Be confident, caring, and know the resources available.
3. Contact campus police.
4. Take the student seriously; 80% of suicides give a warning of their intent.

1. Ignore comments like, “I won’t be a problem much longer,” or “Nothing matters; It’s no use.”
2. Being too busy or scared to intervene.
3. Being afraid of planting the idea of suicide in an already depressed person’s mind.
4. Getting involved with the student without help from professionals. A referral is imperative. If the student refuses help and you believe they may follow through with their threat, immediately contact Campus Police at 530- 895-2351 or 2677 (COPS) from campus phones or dial 911.

• Expresses hopelessness, helplessness, or guilt
• Sudden mood or behavior changes
• Giving possessions away
• Expresses that life is not worth the trouble
• A severe loss or threat of loss
• Sleeping much more and later than normal
• Not sleeping well and waking up early
• Taking frequent naps
• Withdrawing from friends and family
• Not attending class
• Abusing alcohol and drugs
• Engaging in high-risk behaviors
• Change in appetite so the student is not hungry or overeats
• Taking care of business
• A lift in depression, a surge of energy

• College students have higher suicide rates than non-college people of the same age group.
• More men complete suicide, but more women attempt.
• There are more attempts at the beginning and end of semesters.
• People completing suicide rarely want to die; they really want to end the pain they experience.
• Talking about suicide will not plant the idea in a person’s mind, but will probably relieve some of the tension they experience.
• Suicides rarely occur without warning.
• Feeling isolated (no support group) increases the likelihood of suicide.
• The more developed the suicide plan, the greater the likelihood.
• If the student has made attempts in the past, they are at higher risk for future (and possibly more serious) attempts.

Students who are in poor contact with reality may appear withdrawn, frightened, disruptive, confused, illogical, unaware, or unconcerned with classroom protocol or acceptable social behavior. These students may have gross impairment in functioning and a poor sense of reality. Written or verbal communication may be disjointed. Their speech may be rapid or slowed down. The student may have inappropriate emotional responses to the situation or have a complete lack of emotional expression and speak in monotone.

These students tend to distort their perceptions of the world in such a way that innocent occurrences have special meaning to them (e.g., interpreting an innocent facial expression or tone of voice as being hostile or persecutory). They may experience themselves as especially powerful or important or may believe that people are trying to control or harm them in some way.

The student may experience hallucinations which may look like the student is under the influence, however, that assumption should not be made. Since these students may elicit alarm or fear from others, it is important to get them assistance as soon as possible. If you cannot make sense of their conversation, immediately consult with, or refer to the student to see a mental health specialist on campus. If the student is belligerent or acting out, call Campus Police at 895-2351 or 2677 (COPS) from campus phones or dial 911 for immediate assistance.

Suggested Strategies:

1. Respond to the student with warmth and kindness, but with firmness.
2. If you are comfortable in doing so, see the student in a quiet atmosphere to remove extra stimulation from the environment.
3. Acknowledge the student’s position or feelings without supporting the misperceptions (e.g., I understand you think they are trying to hurt you and I know how real it seems to you, but I didn’t perceive them trying to humiliate you).
4. Reveal when you have difficulty in understanding them and ask that they repeat or rephrase their communication.
5. Focus on the “here and now” (e.g., “you appear very tense, short of breath”).
6. Acknowledge your concerns and state that you can see they need A referral to BIT or Mental Health is very important for these students.

1. Arguing or trying to convince the student of the irrationality of their thoughts.
2. Playing along with the student’s beliefs to not upset them.
3. Encouraging further delusions. It is more helpful to switch topics and divert focus to reality issues.
4. Demand the student change their ideas or behavior.
5. Expect customary emotional responses. 

We have all experienced anxiety in response to a perceived stressful situation. As anxiety becomes heightened, the situation becomes more vague and less familiar.

A panic attack is an overwhelming sense of dread and fear and is the extreme result of feeling anxious. Some of the physiological and psychological components of general anxiety and a panic attack are:

• Rapid heart palpitations
• Difficulty concentrating
• Excessive worry
• Anticipating misfortune
• Sweating chest pain
• Easily distracted
• Cold, clammy hands
• Dizziness
• Trouble sleeping
• Fear
• Trembling or shaking

1. Allow student to discuss their feelings and thoughts.
2. Help the student define their stressors (which may be difficult to do), their ineffective and effective coping strategies. This is an area where a referral to a Mental Health Specialist might be helpful.
3. Be clear and explicit about what you can do to support It may be helpful to have the student repeat what you have said to ensure that they understand.
4. Talk slowly and remain If possible, provide a safe and quiet environment.
5. Encourage the student to use a support system (e.g., family, friends, religious affiliations, campus resources).

1. Minimize the perceived threat to which the student is reacting.
2. Taking responsibility for the student’s emotional state.
3. Trying to solve the student’s problem as if it were your own.
4. Overwhelm them with information or ideas to “fix their condition”.

Typically, the utmost time and energy given a student with excessive demands is not enough. They often seek to control your time and unconsciously believes that the amount of time received reflects personal worth. In many instances, these students feel incompetent to handle their own life. Usually, they present as immature and self-centered. You may find yourself increasingly drained and feeling responsible for this student in a way that is beyond your normal involvement. It is important that this student is connected with resources on and off campus.

Suggested Strategies:

1. Set clear and precise boundaries with the student and stick to the boundaries no matter how much the student protests.
2. Let the student make their own Do not take responsibility for them.
3. Encourage student to utilize other forms of support such as peers, clubs, support groups etc.
4. Set limits to your contact with the student (e.g., “I am able to spend 10 minutes with you My regular office hours are…”)

 Suggested Things to Avoid:

1. Getting trapped into giving advice or special considerations.
2. Avoiding the student as an alternative to setting and enforcing limits.

Usually, these students complain about something other than their psychological difficulties. They may be tense, cautious, mistrustful, and have few friends. These students tend to interpret minor oversights as a significant personal rejection. Often, many overreact to insignificant occurrences. They see themselves as the focal point of everyone’s behavior. Usually, they are overly concerned with fairness and being treated equally. They project blame onto others and will express anger in roundabout ways. Many times, they feel worthless and inadequate.

Suggested Strategies:

1. Send clear, consistent messages regarding what you are willing to do and what you expect.
2. Express compassion without intimate Remember, paranoid students have trouble with closeness and warmth.
3. Be aware of personal boundaries and space when interacting.
4. Be aware of your own anxiety and limits in supporting the student.
5. Referral to Mental Health Specialist.
6. Complete a BIT report, www.butte.edu/reportit

1. Being overly warm or too friendly with the student.
2. Flattering the student.
3. Assuring the student that you are their friend or advocate.

1. Remain calm, call Campus Police at 530-895-2351 or 2677 (COPS) from campus phones or 911 immediately.
2. If you cannot call, send a student or staff member to call.
3. Stay safe (have access to a door, keep furniture/desk between you and the student).

The College has a zero-tolerance policy regarding drugs and/or alcohol on campus and these matters will be strictly dealt with. The State Education Code strictly forbids any sale, use, or possession of drugs and/or alcohol on public property. If you observe any suspicious activity or behavior, call campus police (530) 895-2351 or 2677 (COPS) from campus phones or 911 immediately.

Alcohol is the most widely used psychoactive drug and the preferred drug on college campuses. Consuming alcohol in large quantities quickly can cause alcohol poisoning or death.Other adverse effects may include hangovers, hospitalization for alcohol overdose, poor academic performance,missedclasses,injury,and unprotected sexual activity.

Student alcohol abuse is most often identified by faculty when irresponsible, unpredictable behavior affects the learning situation(i.e.,drunk,and disorderly in class),orwhenacombinationofthehealth and social impairments associated with alcohol abuse sabotages student performance.

Symptoms associated with substance abuse are dependent upon the type of substance used. The following outlines observable symptoms for the most used drugs in Butte County.

Marijuana

• Difficulty forming concepts or thoughts
• Poor concentration and confusion
• Loss of motivation
• Wide mood swings
• Aggression and hostility
• Depression, anxiety and paranoia

Alcohol

• Mild euphoria and loss of inhibition
• Impaired judgement, memory, concentration and coordination
• Altered sense of time and space
• Impaired fine motor skills
• Slow reactions
• Irritability
• Hyper and erratic behavior
• Confusion
• Non-stop babbling
• Aggressive and violent behavior

• Enhanced wakefulness
• Increased physical activity
• Irritability and aggression
• Writing, jerking or flailing
• Tremors, hyperthermia, and convulsions
• Delusions, paranoia, and hallucinations

1. Call Campus Police immediately, 530-895-2351 or 2677 (COPS) from campus phones
2. Express your concern for the student, not in terms of suspicions about alcohol and other drugs, but in terms of specific changes in behavior or performance

Suggested Things to Avoid

1. Judging or criticizing the student’s substance use.
2. Making allowances for the student’s irresponsibility
3. Ignoring signs of intoxication in the classroom
4. Getting into an argument.
5. Pressing for explanations for the student’s behavior.
6. Accusing the student of drug use. Although they may exhibit the above behaviors, it may be due to other reasons, such as the topics outlined in this guide. Let the student acknowledge if their behavior is drug-induced.

As a Butte College employee, you are a mandated reporter under Title IX. If a student reports sexual harassment to you, you are required to report this to the Title IX Coordinator.

Sexual harassment involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct; it is usually found in the context of a relationship of unequal power, rank, or status. It does not matter that the person’s intention was not to harass. It is the effect of the harassment that harms. As long as the conduct interferes with a student’s academic performance or creates an intimidating, hostile, or offensive learning environment, it may be considered sexual harassment.

Sexual harassment usually is not an isolated one-time-only case, but a repeated pattern of behavior that may include:

• Comments about one’s body or clothing.
• Questions about one’s sexual behavior.
• Demeaning references to one’s gender.
• Sexually oriented jokes. 
• Conversations filled with innuendoes and double meanings.
• Displaying of sexually suggestive pictures or objects.
• Repeated non-reciprocated demands for dates or sex.

Common reactions by students who have been harassed is doubting their perceptions, wondering if it was a joke, or if, in some way, they have brought it on themselves. A student may begin to participate less in the classroom, drop or avoid classes, or even change majors.

1. Listen to the student’s concerns.
2. Handle the situation with sensitivity regardless of your personal biases.
3. Tell the student about helpful resources for problem resolution.
4. Share information about the campus policy on sexual harassment.
5. Refer the student to a campus resource for informal or formal resolution of the concerns, such as Campus Police or the Title IX Coordinator (see Resources page).
6. Refer the student to confidential off-campus support such as Catalyst Domestic & Sexual Violence Services 800-895-8476

1. Ignore the student’s complaint.
2. Take action based on your personal biases.
3. Take action without consultation.
4. Tell the student that nothing can be done about sexual harassment.