TALKING WITH YOUR STUDENT ABOUT COLLEGE CULTURE
TABLE OF CONTENTS
Mental health and suicide prevention ....................................... page 3
Alcohol page 9
Sexual violence page 13
Resources................................................................................ page 18
This guidebook focuses on three key health areas: alcohol, sexual violence, and mental health. We offer prompts and opportunities to engage your student about issues that affect academic and personal success. This guidebook will equip you with strategies to start and continue conversations with your student.
Adapted from: University of Wisconsin-Madison’s Navigating College Culture
The transition to college is an exciting time for students and their loved ones. Like you, the University of WisconsinPlatteville takes the safety of our students seriously. As you help your new students transition to this next step on their journey, we invite you to partner with us to have more effective conversations with your student about their safety in this new environment.
With your student entering college, your role and relationship will change. This is a great time to have conversations regarding your student’s mental health and well-being along with other important topics regarding alcohol choices, consent, and sexual violence. We understand these can be difficult topics, and broaching them with your student may be a challenge.
This guide supplies you with UW-Platteville specific statistics to prepare you for these conversations. UW-Platteville is committed to creating a safe, and welcoming environment for everyone. All students deserve a place to learn, grow, and succeed. With your partnership, we can assist our students in creating a place where students can thrive.
Dean of Students
For a full list of available resources and their contact information, please see the resources section at the back of this booklet.
MANDATORY PREVENTION COURSE
Before the start of the semester, your student will complete a mandatory online learning course called “Sexual Assault Prevention.” This interactive course provides your student with a base level of knowledge regarding sexual violence prevention, bystander intervention, and consent. All new students are required to take this course. Failure to complete the course within the first 40 days of their first semester on campus will result in a hold being placed on the student's record, preventing them from registering for classes until the course is completed. Once the hold is placed it can take up to 48 hours for the hold to be removed from the student's account, so it is important that the student complete this course prior to starting their time at UW-Platteville.
MENTAL HEALTH AND SUICIDE PREVENTION
College is a time for transition, which can be both positive and challenging.
Changes in stress levels, new sleeping patterns, eating habits, adjustments to academics, social life demands, living situations, and newly found independence can all impact both physical and emotional health.
Parents and family members can play a significant role in supporting students’ mental health and well-being, both before and during a student’s college career by having open, productive, and supportive conversations with their students before they come to campus.
STARTING THE CONVERSATION
Mental health conditions are relatively common among college students, and your student (or one of their friends) will likely need assistance at some point in their college career. Conversations allow you and your student to plan for the unexpected and know what to do if your student experiences emotional distress, develops a mental health condition, or a mental health condition worsens.
Research tells us that 75% of college students will experience a mental health condition while in college.i You can help prepare for those potential challenges by talking to them about self-care, their overall well-being, healthy outlets, and resources for them during times of distress.
TOPICS TO COVER
• Encourage healthy habits and discuss overall well-being.
• Review unrealistic depictions of college that often glamorize and normalize negative health habits including:
Pulling all-nighters
Increased stress
Frequent and high-risk drinking and drug use
Unhealthy eating
• Help your students make the connection between good self-care and mental health before they get to campus, and make sure they know that you support them in making decisions to take care of themselves.
• Some find it helpful to have a plan for how often, and in what ways they will check in with their parents and loved ones. Not only does this help establish boundaries in this time of transition, but sets up a time to check in with your students about their health and well-being. By making this a regular part of checking in, parents are more likely to notice if a student is struggling.
• Assure your students that in times of struggle, asking for help is normal, healthy, and a sign of strength and maturity.
• Remind your students that University Counseling Services provides confidential services at no additional cost to them. Students can bring along a friend for support if needed.
• It is important to let your student know that you support them no matter what. College is a time of significant growth, and mistakes are a part of life. A perfect GPA isn’t worth it if it comes at the expense of your student’s mental or physical health. Know how to find helpful resources for your student by familiarizing yourself with our variety of resources available to students. Find more information online or in the back of this booklet.
POSSIBLE CONVERSATION STARTERS
• “I know you are excited about starting school soon, and I’m excited for you too. Before school starts, I’d like to talk with you about some common struggles that people experience in college.”
• (If relevant) “We have a family history of (mental health or substance abuse) so I’d like to talk to you about how to best take care of yourself in college.”
• “UW-Platteville gave me a handbook of information about mental health and well-being on campus. There are a few interesting things I wanted to share with you.”
CONSIDER YOUR TONE
While the content you share with your students about mental health is important, students also take away how they felt during those conversations. Your tone can help demonstrate that you are a safe, approachable person for your student to come to if they are struggling.
• Be positive. Focus on self-care, resources, and resilience. Your student will be able to tell if you are nervous about this conversation or if you don’t take it seriously. If you are nervous, acknowledge it and share with them that you are talking to them because it is important, and you want to be a source of support and information. This will help to normalize what can be a difficult or awkward conversation and invite your student to talk.
• Avoid scare tactics. Don’t share information, stories, or statistics about mental health with the intention to raise awareness through fear. Remember you’re having this conversation with your students to set them up for success and encourage them to embrace the struggles they are going through by leaning on support people or campus resources.
• Express empathy and care. Don’t offer judgment or generalize about people with mental health conditions.
• Encourage questions during the conversation and at any point in the future. This conversation can be a lot to take in at once, but creating an open dialogue where questions are welcomed helps your student feel confident in talking to you or going to a campus resource.
• Use open-ended questions and invite them into the conversation. Check-in with them about how they feel about the topic, taking time to address any concerns.
LISTEN AND SUPPORT
While some stress is normal and healthy, significant life changes and increases in stress levels can negatively impact mental health. It’s important to keep lines of communication open and watch for warning signs that indicate your student is struggling or experiencing a mental health concern. Stressors and warning signs can vary from person to person. It can be challenging to know how seriously to take warning signs. Checking in with your student early and often is the most effective way to know when to act. If you are seriously concerned, please get in touch with the Dean of Students Office at 608.342.1854 and encourage your student to set up an appointment with the University Counseling Services or utilize one of our many well-being tools available to our student, such as Mantra Health, and YOU@UW-Platteville.
YOU@UW-PLATTEVILLE
You@UW-Platteville is a confidential portal that provides personalized content centered on well-being and overall success. Students can use the assessment tool to identify strengths or areas of growth, set individual and academic goals, check out numerous ways to join the campus community, and get connected to hundreds of resources. Visit you.uwplatt.edu to get started.
KNOWING WHAT TO LOOK FOR
Distinguishing the difference between an everyday stressor and a serious that something is wrong may be difficult. Here are a few stressors and warning signs, that can help you determine the difference:
Stressors
• Developing and managing new relationships
• Increased academic demands
• Feeling alone or homesick
• Financial stress
• Feeling marginalized, misunderstood, or like they “don’t fit in”
• Lack of or excessive social obligations
• Roommate conflict
• Lack of sleep
Warning signs
• Depressed mood
• Atypical anger or shortness during conversations
• Increased anxiety
• Loss of interest in activities
• Sense that life has no purpose
• Changes in appetite or sleep
• Feeling worthless
• Withdrawal from friends and family
• Unable to perform academically
• Feeling isolated or like they don’t belong
• Feeling trapped or hopeless
• Wanting to “sleep forever”
• Increased alcohol and/or drug use
• Thoughts of suicide or death
• Unable to contact your student
INTERVENING
Start by having a conversation with your student about mental health and show you care. Here are strategies to consider when checking in with your student about their mental health:
• Express genuine concern and care. Letting your student know that you take their struggles seriously is the first step in addressing them.
• Don’t argue or act shocked by their response. This can make students feel guilty or ashamed or cause the student to feel as if they have no one to turn to, when in reality you and our campus are ready to support them.
• Don’t attempt to diagnose your student. Speak to your student as a supportive loved one first and foremost. If needed, your student should consult a professional for diagnosis and treatment plan.
• Prioritize getting help over the fear of stigma, judgment, or reputation for asking or obtaining help. You may still have lingering concerns about the implications that come with seeking help. People are more open about their mental health than ever, resulting in a big destigmatization and understanding around the issue.
• Focus your conversation on self-care, normalize and encourage help-seeking, and demonstrate support and care.
NORMALIZING HELP-SEEKING BEHAVIOR
• “The last time we talked you mentioned you’re feeling stressed with classes. I am just checking to see how you’re doing. How have you been feeling the past few days?”
• “With all you mentioned about feeling down, I am wondering if you would consider trying to talk to someone at University Counseling Services. It seems like it would be worth going at least once to see if it’s helpful?”
• “It seems like you haven’t been sleeping. What thoughts are keeping you up at night?”
• “I noticed that you’ve been mentioning how hard things have been lately. Can you tell me more about what is going on?”
• “It sounds like you are having a tough time. It can be helpful to talk through how you are feeling. I’m here for you and want to help. If you want to talk to someone else about what’s going on. University Counseling Services is free and confidential, or they have a free 24/7 mental health hotline you can use.”
• “It sounds like school is pretty stressful right now. I just want you to know that I love you and want you to take care of yourself, first, and foremost. How can I be supportive?”
SUICIDE PREVENTION
Suicide is the second leading cause of death among college students nationwide. ii It is preventable, and we encourage all students and family members to intervene if they are worried about a student’s safety. Take all suicidal behavior, discussion, and warning signs seriously. This is especially important if the student has been drinking alcohol or consuming other drugs, as this can increase suicide risk.
Encourage your student to get help for those in crisis and understand warning signs of students in distress. Many fear the idea of asking if someone is thinking about suicide, thinking it will give someone the idea. Research overwhelmingly shows that this is not true. Asking about suicide opens conversations and can save a life.
National crisis and suicide hotlines are available to assist during times of crisis. The following are a list of options to share with a student in crisis.
24/7 Hotlines
National Suicide Prevention Lifeline
988 (call or text)
Press (1) for Veterans line
UW Campus mental health hotline
608.342.1865 and press 1
Text 888.531.2142
Community Specific 24/7 hotlines
Trevor Helpline (LGBTQ+ focused)
866.488.7386
Trans Lifeline (Transgender focused)
Trans Lifeline translifeline.org
877.565.8860
text line: Text “HOME” to 741.741
Student of color focused STEVE
Text “STEVE” to 741.741
24/7 Campus resources
University Police
608.342.1584
During the hours of 8 a.m.–4 p.m.
University Counseling Services
608.342.1865
Dean of Students Office
608.342.1854
In case of emergency call 911. University Police are dispatched to all 911 calls originating on campus property.
Be aware of resources on campus before a situation arises. Concerning mental health counseling, be sure you and your student know how to answer the following questions:
1. Where are mental health resources located on campus?
2. What community mental health resources can I turn to?
3. How do you make an appointment for mental health services?
4. Are walk-in services available?
5. How do you access mental health services after hours or in an emergency?
INCOMING STUDENT WITH MENTAL HEALTH CONDITIONS
Transition to campus
If your student is already under the care of a psychiatrist or psychologist, talk with them and their provider about how to best continue that care into college. Some students find it helpful to transfer care to a provider in the Platteville area, so they have access to treatment and support during their time in college, while others maintain providers in their home communities or transfer the care to virtual appointments.
Academic accommodations
The Disability Access Center provides accommodations and academic services for UW-Platteville students with disabilities, including those diagnosed with mental health conditions. For more information, contact the Disability Access Center at 608.342.1818 or online.
Leave of absence
For some students, a leave of absence is needed to manage their mental health conditions, recover, and get back on track. This can last for a few days or it could be better for the student to consider withdrawing for a semester or longer. These policies include a medical withdrawal, the student bereavement policy, and more. For more information, contact the Dean of Students Office at 608.342.1854 or online at the Dean of Students SharePoint.
ALCOHOL
It is important for parents and families to discuss behavioral expectations along with the risks and consequences associated with alcohol. As students navigate their new surroundings, they may face decisions about alcohol. We look to you as partners in UW-Platteville’s effort to create an environment where all students can succeed, both in and out of the classroom.
START THE CONVERSATION
Engage in an open dialogue with your student about alcohol use prior to UW-Platteville and continue the conversation through their college career. Family-student discussion before college can lead to lower alcohol consumption during the first year and reduce the risk of a student experiencing serious alcohol-related consequences during their time in collegeiii
Be mindful to avoid glamorizing any misuse of alcohol or other drugs. These conversations may feel awkward. What matters most is having them at least once before they arrive on campus, and ideally multiple times throughout the semester. During the conversations, convey that you care about your student and respect their privacy and independence, but want to ensure they are making healthy and informed decisions.
When the time and setting are appropriate, suggest to your student you would like to talk about decisions they may make around alcohol.
POSSIBLE CONVERSATION STARTERS
• How will you decide whether to drink? How can you hold yourself accountable to a reasonable limit?
• What will you do if you find yourself at a party where there is only alcohol to drink?
• What will you do if your roommate drinks in your room?
• How would you handle helping a student who has had too much to drink?
• Did you know that 1 in 5 UW-Platteville students don’t drink at all? The majority of those students who do drink (70%) have four drinks or lessiv. You may feel like everyone around you is drinking, but in reality people aren't drinking as often as you perceive.
• If you made the decision to drink, what is your plan for getting “home” safely?
PREVENTION TOOL
Provide your student with resources. Encourage them to explore the university’s anonymous personalized feedback tool, “eCHECKUP TO GO.” This free and confidential web-based survey provides the student with personalized feedback about their drinking patterns and how their alcohol use might affect their health, tracks use over time, and personalizes goals.
SUPPORT YOUR STUDENT
• It’s important for students to understand that they don’t need to drink or misuse drugs in excess, or at all, to find community and that their parents and family members support their choices. Similarly, many UW-Platteville students choose to limit their drinking or not drink at all.
• Encourage your students to look for alternatives to partying, such as attending an event put on by Campus Programming Relations, or in their residence hall. Additionally, the Platteville community has several social groups and activities students are encouraged to get involved with.
• It may be perceived that college students drink or misuse drugs excessively, but 20%v of UW-Platteville students have never used alcohol and many students who have consumed alcohol will choose not to drink when socializing with friends. Most students (70%) have four drinks or less when they socializevi
AVOID TRY
Everyone drinks.
I know you are going to drink so just be safe.
I know people think college is all about drinking, but in reality, most students at UW-Platteville don’t drink excessively.
You don’t need to drink to find your place on campus.
We have a family history of addiction, so you must make smart decisions about drinking.
ADDRESSING AN ALCOHOL ABUSE PROBLEM
• If you are concerned that your student has a drinking problem, there are behavioral indicators that may occur suddenly or present as extreme in character.
Decline in grades/academic performance
Increase in the intensity and frequency of alcohol use
Defiance of rules and regulations
Changes in demeanor
Increased reliance on alcohol
Trouble with law enforcement or university
Relationship problems
Unsuccessful attempts to stop drinking
Physical health problems
Incidents resulting from a high blood alcohol concentration (BAC)
• If you think your student has a problem with alcohol, let them know you are concerned and willing to help. You can refer your students to University Counseling Services, Student Health Services, or the Dean of Students office for support at no cost.
CANNABIS/MARIJUANA
Similar to alcohol, it is common that students see college as a time to experiment with drug use, most commonly cannabis or marijuana. Similarly, two-thirds of students have never used cannabis, and of those who have, only 20% have done so in the last three months.vii Of those students who do choose to consume cannabis, 85% reported using once a month or less.viii
It is important to note that THC potency in cannabis is four times more potent today than it was just three decades ago.ix This means it is more dangerous than ever. Side effects from cannabis use can vary widely but can include impaired short-term memory, chronic lung issues such as coughing or wheezing, psychosis, cyclic nausea, and vomiting.x
WISCONSIN STATE LAW
Currently, Wisconsin considers marijuana a Schedule 1 controlled substance, meaning there is no currently accepted legal use of the substance, which also includes banning of this substance for medical or recreational purposes. It is importatnt to note that the only marijuana-based medicine in Wisconsin is CBD, which does not induce psychoactive effects. In compliance with this and the Drug-Free Schools and Campuses Act, cannabis use or possession is banned on our campus. Read more about our Alcohol and Drug policies at go.uwplatt.edu/aodpolicies
PREVENTION TOOL
Provide your student with resources. Encourage them to explore the university’s anonymous personalized feedback tool, “eCHECKUP TO GO.” This free and confidential web-based survey provides the student with personalized feedback about their smoking patterns and how their cannabis or marijuana use might affect their health, tracks use over time, and personalizes goals.
TALKING POINTS
AVOID
I smoked when I was in college, and it was fine.
It’s practically legal now, so don’t worry about it.
This is the time to experiment and have fun.
TRY
Marijuana can severely affect your mental and physical health, as well as being illegal on campus and in the state of Wisconsin.
Cannabis use is still illegal federally and by Wisconsin state law. Keep this in mind when making decisions about drug use.
There are plenty of ways to have fun that don’t involve getting high.
Let's do more research into how consuming cannabis can negatively effect you
ADDITIONAL ALCOHOL AND DRUG
CONSIDERATIONS
MISUSE AND OTHER HEALTH ISSUES
Mental Health issues and substance abuse or addiction are often intertwined. Students may use alcohol or drugs to cope with stress and/or depression. Asking about your student's usage may help to start a dialogue about other issues.
PRE-EXISTING MISUSE PROBLEMS
Your student or a loved one may already have encountered alcohol or drug misuse problems. Preparing your students for a transition to an environment where many perceive heavy and frequent drinking or drug use as normal is an important step in supporting them. Connecting your student with campus and community resources before starting their time in college can help them be supported from the beginning.
POLICIES AT UW-PLATTEVILLE REGARDING ALCOHOL AND OTHER DRUGS
The UW-Platteville Alcohol and Other Drug Policy is published on the UW-Platteville webpage. Policies specific to the UW-Platteville residence halls can also be found online in the Residence Hall Handbook.
AMNESTY
We recommend discussing the Wisconsin’s Victim Amnesty Law to your student. The 2015 Wisconsin Act 279 provides amnesty for certain underage drinking citations and the University of Wisconsin school’s disciplinary actions. Additionally, UW-Platteville has a medical amnesty policy, which encourages students to get proper medical attention when experiencing an emergency, without having to worry about university disciplinary actions. To read more, visit go.uwplatt.edu/aodpolicies.
SEXUAL VIOLENCE
HOW TO START THE CONVERSATION
Start and continue conversations with your student about the realities of sexual violence. A UW-Platteville survey found that 8% of students have experienced sexual violence during the 2021–22 school year and more than half of all students experienced sexual harassment. No one deserves to be the victim of sexual violence—no matter what.
Statistically, most sexual assaults happen between two people who know each other. The perpetrator could be a friend, partner, or acquaintance.
Encourage your student to explore what they want from their social life and dating experiences while keeping safety at the forefront of their mind. Creating shame around dating and sex is not the goal. Instead, we encourage an open dialogue about the topic of dating, relationships, and communication between you and your student
TALKING POINTS
Respect and Communication
AVOID TRY
Victim blaming comments like: Some girls dress in such skimpy clothing, what do they expect?
Perpetuating rape myths with comments like: Sex and dating are filled with mixed signals and messages.
If they are drunk, they always want it, no matter what they say.
How to be an active bystander
Communication is an important part of sex and dating.
No one has the right to cross your boundaries or push further than you want.
This is something you can always talk about to me.
Remember that there are many forms of abuse—it isn’t always physical—yelling and saying demeaning things can be just as hurtful/abusive.
AVOID TRY
What happens between people is their business, don’t get involved.
You will see people getting handsy with their partners, that’s just college/relationships.
It’s important to look out for your fellow Pioneers.
Alcohol, drugs, or partying are never an excuse for coercive or hurtful behavior.
What did you think about the online Sexual Assault Prevention Training? What are a few things that you could utilize from what you learned?
How would they help
Students who have experienced sexual misconduct most often disclose the situation to a friend
AVOID TRY
Don’t let what happened to your friend/roommate happen to you
Boys will be boys
How would you help someone if you suspected they were in an abusive relationship or being stalked?
Certain gender norms are not a “pass” for behaviors
What could you do if you thought your friends were trying to take advantage of a fellow Pioneer at a party?
How would you support a friend if they told you they had been sexually assaulted?
DISCUSS RED FLAGS
Encourage your student to think about the red flags, or warning signs, for sexual assault and dating violence. Red flags can include someone who does not respect boundaries, who is sexually aggressive, who “feeds” another person drinks, or who is jealous and controlling in dating relationships. What will their plan be for safely identifying and interrupting this type of situation when they come to campus? Are they aware of the resources?
Relationships can live on a spectrum, exhibiting a combination of healthy, unhealthy, and abusive qualities at the same time. An example would be a partner who communicates well but that communication sometimes turns into false accusations and yelling. Below are a few examples of healthy, unhealthy, and abusive characteristics of relationships.
LISTEN AND SUPPORT
Imagining your student experiencing sexual assault or an abusive relationship can be difficult, but if they do experience sexual violence, your support, words, and actions make a difference. It is common for victims to reach out to people they trust after experiencing victimization. A validating, trustworthy support system can help a student heal from trauma, pursue educational opportunities, and regain balance. It is important to listen with patience, without judgment, and remember sexual violence is never the victim’s fault. Allow your students to share as much or as little as they feel comfortable sharing with you. Always make sure to thank your students for trusting you and reaffirming that you’re there for them. Being empathetic and listening may be the most important thing you do.
Did you know 27% of all respondents from our Campus Climate survey reported that someone had or attempted to have unwanted sexual contact with them prior to going to college?
Sexual violence is about having power taken away. Students who experienced victimization before coming to college may feel more comfortable telling their families after they come to campus. Support your students in whatever choice they make—it’s a sign of trust for them to talk with you. Focus on their options, not your opinions. Allowing the survivors to decide how they proceed after an assault or after leaving an abusive partner is how they regain control over their own bodies and psyche. You can offer to serve as a support person, by accompanying them to related meetings/appointments, assisting them in connecting with a victim advocate or other resources on campus, or simply being a listening ear.
Your student’s specific situation will remain confidential and many campus offices cannot directly discuss a student with a parent and/or family member without the student’s explicit written permission. Please have a discussion with your student prior to the first day of school about what information they would like you to have access. Most campus offices can offer a release of information to those designated by the student, but the student must advocate for this access with that office. It cannot be requested by the parent/family/support system.
TALKING POINTS
Supporting your student after victimization
AVOID TRY
Why aren’t you going to class?
I don’t know what to tell you. You’ll have to figure out how to get out of this mess on your own.
What did you think would happen when you went to that party.
This is making me uncomfortable, can we change the subject.
Are you sure it isn’t just a misunderstanding?
We need to report right now. You don’t have a choice in the matter.
Guys can't be assaulted, I would love if someone did that to me.
What will help you feel most supported to be able to return to class?
Here’s a list of resources we could look into. Would you want help talking to your professors?
I love you, I’m here for you, and we will work through this together if you want.
I support you and am willing to help you figure this out.
Thank you for trusting me enough to share this with me.
Do you want to talk more about what happened and do research on what your options are?
There are people on campus and in the community who can help, even if you don’t want to report, can we review what options there are and let you decide how you want to proceed?
Would you like me to go with you to any meetings/appointments, like therapy appointments?
I will support you in the choices you make.
Would you consider going for a STI test and forensic exam? This way you can have peace of mind and some time to think about what you want to do with any evidence found.
The campus has a Sexual Violence Victims Advocate who can help you figure out what is best for you.
Follow up with your student. Make sure you recognize that your student is a whole person with many elements to their developing identity. It’s common for survivors to experience trauma symptoms for months and years. Remind your students that they can get help at any time—even if the incidents happened in the past.
Just like you support your student, support is available to you. Some parents and family members find it helpful to receive their own support and consultation so they may better support their student. It’s common to have questions, concerns, experience feelings of anger, shock, shame, or denial. Trauma may also be part of your own history or experience.
ALCOHOL AND SEXUAL VIOLENCE
Alcohol is the number one “date rape drug” on college campuses, including UW-Platteville. Alcohol use alone does not cause sexual violence—rather, it is often used strategically by perpetrators to increase vulnerability, diminish resistance, and convince themselves that the victim is sexually available.
REPORTING AN INCIDENT
Those who have been subjected to an incident of sexual violence or sexual harassment, or who have received a report of or witnessed an incident of sexual violence or sexual harassment, have several options for reporting the incident. All appropriate steps will be taken to respect the privacy of the individuals involved while maintaining the university’s ability to investigate the incident and take appropriate action. This includes supportive measures to ensure the safety and educational rights of all individuals involved, and protection against retaliation. Review on-campus reporting and confidential resources, which can be found below:
On Campus
Confidential
University Counseling
Student Health Services
Sexual Violence Victims Advocate
Reporting
Dean of Students Office
Title IX Coordinator
University Police
Off Campus
Confidential
Family Advocates
Reporting
Platteville Police
For a full list of available resources and their contact information, please see the resources section at the back of this booklet.
EXCERPT FROM OUR SEXUAL VIOLENCE AND SEXUAL HARASSMENT POLICY
“The university is committed to educating its community and to promptly and effectively responding to and redressing conduct that violates this policy. This policy provides the UW-Platteville community with information and resources to identify, report, and respond to sexual violence and sexual harassment, including sexual assault, stalking, and dating and domestic violence.” To read the full policy visit go.uwplatt.edu/svpolicy.
RESOURCES
Alcohol and other drug policy go.uwplatt.edu/aodpolicies
City of Platteville Police
608.348.2313 or 165 N. 4th St, Platteville Wisconsin
In case of emergency call 9-1-1
Dean of Students Office
608.342.1854 or deanofstudents@uwplatt.edu
Disability Access Center
608.342.1818 or dac@uwplatt.edu
eCHECKUPTO GO
Alcohol - echeckup.sdsu.edu/usa/alc/coll/uwplatt/#!/ Cannabis - hecheckup.sdsu.edu/usa/mj/coll/uwplatt/#!/
Family Advocates
800-924-2624 or grantco@familyadv.org or 305 Eastside Rd. Platteville, WI
National Mental Health Hotline
988 (call or text)
Residence Life
608.342.1845 or reslife@uwplatt.edu
Residence Life Handbook
www.uwplatt.edu/department/residence-life/policies or for a physical copy contact Residence Life
Sexual Violence policy go.uwplatt.edu/svpolicy
Sexual Violence Victim Advocate
608.778.9802 (text or call) or grantco@familyadv.org
Student handbook www.uwplatt.edu/department/dean-students/resources or for a physical copy contact the Dean of Students Office
Student Health Services
608.342.1891 or uwpshs@uwplatt.edu. Make appointments online through the MyHealth Portal
Title IX Coordinator www.uwplatt.edu/sexual-misconduct/title-ix
University Counseling Services
608.342.1865 or counseling@uwplatt.edu or Make appointments online through the MyHealth Portal 24/7 UW Mental Health Support call or text 888.531.2142 or Chat via UW Mental Health Support 24/7 Portal
University Police
608.342.1584 or police@uwplatt.edu
In case of emergency call 9-1-1. UW-Platteville police are dispatched to all 911 calls originating on campus property.
YOU @ UW-Platteville you.uwplatt.edu
You @ UW-Platteville is a confidential portal that provides personalized content centered on well-being and overall success. Students can use the assessment tool to identify strengths or areas of growth, set individual and academic goals, check out numerous ways to join the campus community and get connected to hundreds of resources
24/7 MENTAL HEALTH HOTLINES
24/7 Hotlines
National Suicide Prevention Lifeline
988 (call or text)
Press (1) for Veterans line
UW Campus mental health hotline
608.342.1865 and press 1
Text 888.531.2142
Community Specific 24/7 hotlines
Trevor Helpline (LGBTQ+ focused)
866.488.7386
Trans Lifeline (Transgender focused)
Trans Lifeline translifeline.org
877.565.8860
text line: Text “HOME” to 741.741
Student of color focused
STEVE
Text “STEVE” to 741.741
SOURCES
i College Student Mental Health Statistics: Bestcolleges. BestColleges.com. (2024, March 29). https://www.bestcolleges. com/research/college-student-mental-health-statistics/#fn-1
ii Lindner, J. (2023, December 16). College student death statistics. GITNUX. https://gitnux.org/college-student-deathstatistics/
iii Rob Turisi
iv Statistics from 2024 National College Health Assessment data, as well as the Sexual Violence campus Climate Survey, Spring 2022 Results.
v Statistics from 2024 National College Health Assessment data, as well as the Sexual Violence campus Climate Survey, Spring 2022 Results.
vi Statistics from 2024 National College Health Assessment data, as well as the Sexual Violence campus Climate Survey, Spring 2022 Results.
vii Statistics from 2024 National College Health Assessment data, as well as the Sexual Violence campus Climate Survey, Spring 2022 Results.
viii Statistics from 2024 National College Health Assessment data, as well as the Sexual Violence campus Climate Survey, Spring 2022 Results.
ix Not “just weed”: Four times more dangerous in three decades. NOT “Just Weed”: Four Times More Dangerous in Three Decades | Just Think Twice. (2024). https://www.justthinktwice.gov/not-just-weed-four-times-more-dangerous-in-threedecades?utm_medium=email&utm_source=govdelivery
x Marijuana side effects: Physical, mental, and long-term effects. American Addiction Centers. (2023, December 29). https://americanaddictioncenters.org/marijuana-rehab/long-term-effects
xi Graphic courtesy of LoveIsRespect.org
