1. Identifying and Dealing
with Disruptive
Student Behavior
in the Workplace

2. Office of Ethics and Student Conflict
Resolution
(OESCR)
9 Warfield Hall
Miami University
(Oxford Campus)
9-1417
Susan Vaughn, Director
Chris Taylor, Associate Director

3. • Adjudication of violations of the Code of Student
Conduct occurring on and off campus
• Oversight of conduct on the regional campuses and training
for regional campus staff
• Provide mediation and conflict resolution services
• Assist students, victims, parents, and others in
understanding the student conduct process
• Verifiy conduct records for background checks,
employment, transfer applications, and study abroad
programs
What we do…

4. The Code of Student Conduct
• The Code applies to all undergrads, grads, and student organizations
• Miami reserves the right to review and take disciplinary action based on
conduct occurring off campus or between academic periods
• If a student breaks a law that also violates the University standards of
conduct, that student may be held accountable by both civil authorities
and the University
• The University may, at its sole discretion, elect to pursue disciplinary
action against the student at the same time as criminal proceedings, even
if criminal charges involving the same incident are not complete, have
been dismissed, or were reduced

5. What’s Disruptive?
• Minimally Disruptive Behavior (if persistent and/or
pervasive)
– Repeated and disruptive tardiness
– Eating and drinking in class or office (if not permitted)
– Electronic devices going off in class/office/library
– Sleeping or reading materials not related to class
– Agitation over little things such as waiting in line or crumbling a
parking ticket

6. What’s Disruptive?
• Minimally Disruptive Behavior (if persistent and/or
pervasive)
– Making a disrespectful comment to any administrator or faculty
– Littering or disrespecting property (throwing paperwork on the
floor; slamming the door)
– Distracting repetitive acts (tapping fingers, chewing gum, talking)
– Disrespectful engagement of course content and/or unsolicited
conversation

7. What’s Disruptive?
• Significant Disruptive Behavior
– Persistent noise in the library or study areas
– Inappropriate arguing with an administrator over a class
schedule, Bursar bill etc.
– Disregarding rules such as eating in the library or other
restricted areas
– Eating food while in line or fail to pay for it

8. What’s Disruptive?
• Significant Disruptive Behavior
– Invading personal space or blocking an entry/exit
– Yelling and/or using aggressive body movements
– Use of intimidating or abusive language
– Moving in the classroom/office in a threatening manner or without
authorization
– Threats (explicit or implicit)
– Email harassment/threat

9. Proactive Suggestions for Prevention of
Disruptive Behavior
• Define unacceptable and acceptable behavior with all office staff
(include student staff as well)
• Have a plan in your office or classroom for dealing with disruptive
behavior
• Define unacceptable and acceptable behavior in your course syllabus
• Utilize the syllabus to convey information on electronic devices (cell
phones, lap tops, etc.) as well as how classroom discussion will be
conducted

10. Proactive Suggestions for Prevention of
Disruptive Behavior
• Discuss with your students on the first day of class what they think the
behavioral norms and expectations should be of each other and include
suggestions you find acceptable in a syllabus addendum or memo to the
class
• Serve as a role model in the classroom or office
• Reference the Code of Conduct as appropriate
• Be consistent when addressing unacceptable conduct in the classroom
or office. Don't single out one student and not another.

11. Responding to Disruptive Behavior
• Important to address at the time it occurs and document as well
• For Minimally Disruptive Behavior
– Take the student aside and privately explain the behaviors that are causing
disruption. Ask the student to stop and explain acceptable behavior if
appropriate. Make a personal note of the date and time you spoke with
them about it.
– If it is repeated, take the student aside again, reference your previous
conversation and alert the student that if it occurs again a complaint will be
filed with the conduct office (OESCR). Document the situation (e-mail
or letter to student). You may also want to contact your
supervisor/department chair and copy him/her on the note to the student.

12. Responding to Disruptive Behavior
• For Minimally Disruptive Behavior
– Regarding documentation: the student should be given something in writing
that summarizes the conversation. That may just be a warning and no
further action is needed or it might be a referral for disciplinary action. A
warning would suggest that next time it gets referred to June Fening.
– If it is repeated at that point, contact June Fening to make a complaint.

13. Responding to Disruptive Behavior
• Important to address at the time it occurs and document as well
• For Significant Disruptive Behavior
– If non-threatening
• De-personalize: keep comments, issues, and conversation focused on the issue or
behavior; not on personal attributes
• Defuse: keep calm, listen and find ways to determine how you and the student will
address what needs to happen
• Determine a future time for discussion to avoid addressing what needs to happen
• Document the situation and notify supervisor/department chair and June
Fening or Jim Ewers immediately after the incident

14. Responding to Disruptive Behavior
• For Significant Disruptive Behavior
– If threatening
• Ask the student to leave the area
• Remove oneself and other students and staff from the area
• Contact Campus Security immediately
• Immediately report the situation to June Fening or Jim Ewers
• Gather information from others who were present and witnessed the incident
• Document the situation as quickly as practical and safe so that you remember the
details

15. Responding to Disruptive Behavior
• If this is a classroom situation you CANNOT drop or
permanently remove a student involuntarily without due
process, no matter how many times you have warned them.
You can ask them to leave for the remainder of the class and
follow-up with a meeting later or prior to the next scheduled
class. But you can't deny them returning.

16. After a Complaint Is Made
• Document the entire situation in writing and provide as much detail as
possible. Submit this to June Fening. It can be an email but also
include any previous correspondence you have had with the student.
List other witnesses, if any.
• OESCR will be notified by June Fening, priors will be checked, and
code(s) assigned (e.g. 103B, Verbal Abuse)
• Depending on the nature of the offense the judicial process begins.
(refer to the OESCR brochure)

17. After a Complaint Is Made
• Student is informed of the charges
• Student has the right to a hearing. You will likely have to serve as a
witness if it goes to a hearing.
• Decision is made on responsibility and, if appropriate, the sanction.
• Process generally takes 3 weeks or less.

18. Question
&
Answer