JAKARTA, July 30, 2026 — The student is in class. The assignments are submitted. The grades are acceptable. On paper, everything looks fine.

But what if it isn’t?

In higher education, some of the most important signs of student distress may never appear on a grade sheet. A student may continue attending lectures while quietly losing motivation. They may submit assignments while struggling to concentrate. They may participate in class while becoming increasingly overwhelmed or withdrawing from friends.

For lecturers, this creates an important gap between what can be seen and what may actually be happening. Academic performance remains an important part of student success. But it does not always tell the whole story.

This was the focus of the Mental Health First Aid (MHFA) workshop for lecturers, held at i3L University on July 30, 2026. The workshop was designed to equip lecturers with the knowledge and practical skills to better recognize, respond to, and support students experiencing mental health and wellbeing challenges.

The session brought together 36 i3L University lecturers and was led by Dra. A. Ratih Andjayani, M.M., Psikolog, widely known as Ratih Ibrahim, CEO & Founder of Personal Growth and a Senior Clinical Psychologist with more than 30 years of professional experience.

Drawing on decades of clinical and professional experience, Ratih Ibrahim brought more than theoretical knowledge to the classroom. Her work in clinical psychology and personal development has given her extensive experience in understanding how people respond to stress, emotional challenges, and difficult life situations.

For the lecturers at i3L, this expertise provided a valuable professional perspective on a question that can be difficult to answer:

What can an educator do when they notice that a student may be struggling?

The question is particularly relevant in a university setting, where lecturers may be among the first people to notice a change in a student’s behavior, engagement, or overall functioning. A student may not directly ask for help, and the signs of difficulty may be subtle. In these moments, knowing how to respond with empathy—without making assumptions or overstepping professional boundaries—can make an important difference.

Rather than asking lecturers to become counselors or psychologists, the workshop focused on something more practical:

how to notice, how to respond, and how to know when a student may need further support.

The Student Who Looks Fine

University life is about far more than lectures, assignments, and examinations. Students are also navigating friendships and relationships, family responsibilities, career decisions, and the unfamiliar demands of greater independence. Much of that experience, however, remains outside the classroom—and outside the view of their lecturers.

Not every struggle is visible.

A student who once spoke up in class may suddenly grow quiet. Someone who was consistently engaged may begin missing deadlines or putting off assignments. Another may seem distracted, withdrawn, or simply not quite themselves.

None of these changes necessarily signals a mental health condition. They may be the result of academic pressure, personal circumstances, temporary stress, or any number of challenges. But they can be a reason to pause and pay attention.

For lecturers, that is where the challenge begins.

When a Lecturer Notices Something Has Changed

Lecturers are not psychologists, nor are they expected to diagnose their students. But because they see students regularly, they may be among the first to notice when something has changed.

The harder question is what to do next.

Should they ask? What should they say? How much should they listen? And when is it time to encourage a student to seek professional help?

These are not always easy questions to answer. A lecturer’s response can influence whether a student feels comfortable enough to open up, particularly when they are already feeling vulnerable. The aim is not to have all the answers, but to respond with empathy, avoid judgment, and recognize when further support may be needed.

Ratih Ibrahim addressed these questions through practical examples drawn from her decades of professional experience, showing lecturers how a simple conversation can begin with understanding rather than assumption.

Her message was straightforward: start with the person, not the problem.

That shift—from judgment to curiosity, from assumption to understanding—can change the way a difficult conversation begins. The lecturer does not need to have an immediate solution. What matters first is creating enough comfort and trust for the student to feel heard.

Through real-life examples from her professional experience, Ratih Ibrahim showed how a thoughtful approach can make a difficult conversation feel less intimidating and more supportive.

From Noticing to Responding: The 5A Approach

Recognizing that something has changed is only the first step. The next is knowing how to respond—how to turn that moment of concern into a conversation that is supportive, respectful, and appropriate to the lecturer’s role.

This is where the workshop’s 5A approach comes in, offering lecturers a practical way to move from noticing a concern to taking the right next step.

1. ASSESS – Notice changes in behavior, emotions, or daily functioning without jumping to conclusions or attempting to diagnose.
2. APPROACH – Create an opportunity to talk. A simple, respectful question can open the door to a meaningful conversation.
3. ACTIVELY LISTEN – Listen without judgment. Ask appropriate questions, give the student space to speak, and resist the urge to immediately fix the problem.
4. ASSURE – Help the student consider appropriate ways to manage what they are experiencing and remind them that seeking support is okay.
5. ASSIST – When difficulties persist, significantly affect daily functioning, or raise concerns about self-harm or harm to others, help connect the student with appropriate professional support.

This framework gives lecturers a practical way to respond when they notice a student may be struggling.

When Listening Matters More Than Having the Answer

For lecturers, the instinct to solve a problem is often natural. A missed assignment can be discussed, a difficult subject can be explained, and a study schedule can be adjusted. But when the problem is personal, there may be no quick fix.

A student who is struggling may not be looking for an answer at all. They may simply need someone willing to listen—without judgment, without rushing to conclusions, and without immediately trying to make everything better.

This became a recurring theme during the workshop, as lecturers raised questions about how to respond when students bring personal or emotional difficulties into the classroom. The discussion highlighted an important distinction: support does not always mean solving.

Taking a Moment to Breathe

Not every lesson in the workshop came through conversation. At one point, the lecturers were asked to pause, slow down, and simply breathe.

Through a guided deep-breathing exercise, participants experienced firsthand how slowing the breath can create a moment of calm when the mind feels overwhelmed. The exercise was simple, but it offered a practical reminder that stress is not only something we talk about. It is something we experience in both the mind and body.

The exercise was well received by the participants, who found it helpful as a simple way to relax and reset. For lecturers who spend much of their time moving between lectures, administrative responsibilities, and student concerns, the brief pause also demonstrated the value of creating space to step back from the pace of the day.

Experiencing the technique themselves gave the lecturers a practical perspective they could carry into conversations with students who may be dealing with stress or emotional difficulties. It also reinforced an important point from the workshop: supporting wellbeing does not always begin with a complicated intervention. Sometimes, it can begin with helping someone slow down, feel more settled, and recognize what they are experiencing.