Published on: February 16, 2026
A NABITA Tip of the Week by Aaron L. Austin, Ed.D.
Creating a community that is confident in recognizing concerns and making referrals to the Behavioral Intervention Team (BIT) does not happen by accident. The BIT should provide clear education, consistent messaging, and transparent processes to help students, staff, faculty, families, and others recognize concerning behaviors and understand how to report them, thereby inculcating a culture of reporting that becomes the community norm.
School and campus community members are generally able to recognize and report high-level safety concerns. However, low-risk incidents can be early indicators that someone needs support. Many situations that would benefit from early intervention are not reported to the BIT because people are unsure what, where, or how to submit information. Or, they have not connected the dots for why an isolated behavior may only be a piece of a larger puzzle. They need to know that the piece they have may be the one needed to complete the overall picture for your team, and thus isn’t as trivial in context as it may appear to them to be.
In this Tip of the Week, we focus on strengthening referral practices, educating your community on what to report, when and how to refer concerns, and improving the quality of the reports your team receives.
Building a Culture of Reporting
People tend to interact in small, isolated ways that may feel insignificant. A single odd comment or a change in demeanor may not raise alarms. However, when paired with another observation from elsewhere on campus or from a classmate, it can create a meaningful picture. Reporting helps the team gather these pieces and assess the overall level of concern.
Good referrals begin with good education. BITs should actively teach the community what concerning behaviors look like, how to identify concerning behaviors, and how to share that information with the BIT. Effective awareness involves reinforcing messaging through in-person engagement, such as presentations, and extending it to websites, brochures, and flyers. These materials should communicate that everyone plays a role in creating a safe, supportive campus or school community. For example, do the members of your community see someone suddenly communicating in “word salad” as odd, or as a sign of a potential psychotic break? They will only know the difference if you train them to recognize the concern for what it really is. Is giving away valued possessions a sign of generosity, or suicidality? We can’t assume all members of the community will be attuned to these nuances unless we train them to be.
Indicators That Merit a Referral
Certain behaviors can signal that someone is struggling or in distress. While these behaviors may not pose an immediate threat to self or others, they reflect changes or stressors that warrant a supportive response.
- Academic Indicators
Concerns may show up in the classroom long before they appear elsewhere. Examples include unusual irritability or refusal to follow instructions, sudden withdrawal from class engagement, strange or off-topic writing, declines in performance, or fixation on specific topics or individuals. Faculty and staff members often notice these shifts early and should be encouraged to report them. Changes in academic performance can be early signs of student distress, making timely outreach crucial.
- Emotional and Behavioral Indicators
Friends, family, or the individual themselves are often the first to notice these indicators. Emotional indicators can include extreme reactions, social withdrawal, repetitive anxious behaviors, or escalating conflict with peers or authority figures. Behavioral concerns might involve impulsivity, aggressive or sexually inappropriate behavior, heavy substance use, or language that conveys hopelessness or paranoia. While each behavior may have multiple explanations, reporting allows the team to determine the level of concern and provide appropriate support.
- Physical Indicators
Even clearly visible indicators may be easy to overlook. Marked changes in appearance, hygiene, energy, or communication patterns can signal a need for assistance. Other indicators include self-injury, chronic fatigue, or showing up to class or work intoxicated. These observations help identify students or employees who may be struggling with health issues, substance abuse, or underlying mental health concerns.
How to Talk with Someone Before Making a Referral
Some community members may be too nervous to submit a referral because of what they think it entails. As a BIT, our role is to alleviate this fear and stigma by explaining what happens after a referral is submitted.
Community members can explain the referral process to the individual they are referring, which can reduce anxiety and reinforce the supportive nature of the goal. A simple, compassionate statement can convey care and clarity. For example, “I am worried about you and want to connect you with our BIT. They are better able to help you than I am, but I will still be here for you. Do you want to help me write the referral?” This frames the referral as a resource rather than a disciplinary action. Communities that view the team as a benevolent, helping entity see stronger cooperation and better long-term outcomes.
What to Include in a High-Quality Referral
A well-written report paints an objective picture of the situation. The referral should capture what was seen, heard, or received rather than interpretations or assumptions. Strong referrals include:
- Necessary demographic information for the person being referred and the person submitting the referral.
- An objective and detailed description of what took place.
- If applicable or necessary, direct quotes from conversations, written communication, or assignments.
- If known, examples that highlight changes from the person’s typical behavior.
For instance, “Rikki seemed strange today” is not nearly as helpful as “Rikki was bouncing in her chair, sweating, and avoiding eye contact. This is unusual because in all other interactions with Rikki, she has presented as calm and engaged.” Objective language supports the BIT’s risk assessment.
Avoid “SOLD Out” Language
To keep referral documentation clear and bias-free, avoid using “SOLD out” language (Stereotypes, Opinions, Labels, or Diagnoses). These concepts can cloud objectivity and introduce unintended bias. Instead, remain descriptive, use direct quotes, and focus on observable behavior.
Addressing Common Questions
Can referrals be anonymous?
Many systems allow anonymous reports and can attempt to shield the reporter’s identity. Anonymity can limit the team’s ability to gather context and conduct meaningful follow-up, but it does not prevent the team from offering support. Ultimately, it is more important to know whether a student is in distress than to know who submitted the referral. From our experience, individuals are often more appreciative than upset when they learn someone cared enough to reach out on their behalf.
What if someone asks me to keep their disclosure confidential?
Unless you are a licensed counselor, doctor, or clergy member, you cannot offer confidentiality. What you can offer is privacy. A referral to the BIT aligns with FERPA’s guidance on sharing information with those who have a legitimate educational interest. Explain the process with empathy, honesty, and reassurance that the BIT is there to help, and will not redisclose sensitive information unless necessary.
Improve Your Referrals
High-quality referrals strengthen early intervention, improve community safety, and help individuals to receive the care they need before concerns escalate. By educating your community, promoting consistent messaging, and guiding reporters on what to look for and how to document it, your team cultivates a supportive environment of bystander engagement where everyone shares responsibility for well-being.
If you would like to deepen your skills in writing clear, practical, and objective reports, enroll today in NABITA’s BIT Standards and Best Practices course.