REACH Program

Designed for GW faculty and staff, the Raise Up GW REACH program seeks to build student Resilience by promoting Engagement with and Access to Campus Health and well-being resources. Faculty and staff have the opportunity to engage in workshops that will provide information about student well-being trends, availability of services, and how to make appropriate referrals to those services.

Faculty and staff are invited to register for the sessions below.

We would like to extend our gratitude to the faculty and staff who took part during Spring 2021 for their dedication to student well-being! If there is a topic related to student well-being that you would like to see in the session lineup, or have any other questions, please email [email protected]


Helping Distressed or Distressing Students, Part I: A Guide for Faculty & Staff

This session provides an overview of recognizing and responding to student mental health concerns. The session aims to assist in participants’ efforts to respond to distressed or distressing students, as all members of the GW community play a central role in student help-seeking efforts. Although participants are never expected to provide counseling, it can be helpful to understand the critical role each member of our campus community can play in responding to student problems, be familiar with the signs that indicate a student is in need of help / support, and understand the steps in making appropriate referrals. This session will specifically distinguish between students struggling with the following: anxiety, depression, suicidality, poor contact with reality, substance abuse, eating disorders, or who may present as aggressive or violent. Faculty and staff are encouraged to attend this session before attending Part II: Practical Applications.

Presented by Counseling & Psychological Services

Participants will:

  • Gain increased awareness about student mental health concerns
  • Learn about the important role they can play in responding to student mental health concerns
  • Gain tips and strategies for effectively responding to student mental health concerns
  • Learn about appropriate resources that assist students with their mental health concerns, as well as guidelines on how to make referrals to CAPS


Helping Distressed or Distressing Students, Part II: A Deeper Dive

This session aims to build upon the previous sessions of “Helping Distressed or Distressing Students,” in which mental health concerns, resources, and the helping role are explored. Participants will take a deeper dive into this topic and will focus on practical application in this session. Participants are encouraged to bring relevant scenarios they have encountered regarding student mental health concerns. They will examine these scenarios with the facilitator to develop effective responding skills to distressed or distressing students. It is recommended to attend Part I or view the session recording on the REACH website before attending this session.

Presented by Counseling & Psychological Services

Participants will:

  • Gain tips and strategies for effectively responding to student mental health concerns
  • Discuss how to practically apply skills learned in Part I to situations they have encountered in their work

Helping Distressed or Distressing Students, Part III: Examining Specific Scenarios Related to Student Mental Health


Register for November 30, 3:00 PM

This session provides a space for faculty and staff to review, discuss, ask questions about or process their experience of recognizing and responding to student mental health concerns throughout the semester. Whereas earlier sessions on this topic aimed to assist participants’ efforts to respond to students in distress, this space is being provided at the request of participants to be able to interactively examine various scenarios related to student mental health. Attendees are encouraged to come with specific scenarios they have encountered or responded to so that as a group, we can discuss approaches, gain further awareness and strategies for effective responding, and continue to learn from one another on how best to respond to student concerns. Presented by Counseling & Psychological Services

Trauma and Trauma-Informed Care for Faculty & Staff


Register for November 10, 1:00 PM

This training will lay the foundation for practices in trauma informed care in any work setting. It will also discuss trauma at the individual level, community level, as well as the impact of secondary trauma on staff and faculty.

Presented by the Office of Advocacy & Support

Participants will:

  • Be able to define concepts such as intergenerational trauma, the neurobiology of trauma, the behavioral consequences of trauma and the six major principles of Trauma Informed Care
  • Obtain trauma informed interviewing techniques, supportive tactics as well as a space for participants to reflect on their own trauma responses and its impact on their work


Fighting Food Insecurity at GW: A Session for Faculty & Staff


Register for October 27, 12:00 PM

This session addresses the issue of food insecurity among GW students. The session will raise participants' awareness of the services and resources in place to help members of the GW community who are food-insecure, especially how individuals may sign up to access The Store, GW's food pantry, and how faculty and staff can get involved.

Presented by The Store, GW's free food pantry available to all students

Participants will:

  • Learn about food insecurity on global, national, local, and campus levels
  • Learn about how food insecurity impacts members of the GW community
  • Learn about resources to help students with food insecurity
  • Learn about volunteer opportunities and how they can support The Store


Conflict Styles for Faculty & Staff


Register for November 4, 2:00 PM

This workshop walks participants through identifying the different styles of conflict resolution. Participants will take a quiz to determine their preferred conflict resolution style and will be walked through the situations where each style is most optimally used.

Presented by Student Rights & Responsibilities

Participants will:

  • Identify which conflict style they prefer
  • Understand where each conflict style is most optimally used in order to apply these skills to their work with students