Choose the right first conversation
A staff reference for matching a concern to a locally approved support route
Start with the kind of help needed. For a learning or access barrier, consult the role responsible for learning support. For a personal concern, use the designated trained support role. For a practical barrier, consult the relevant student-services role. Follow the approved route for the student's campus or school.
Northbridge Learning Network is a fictional example used to make the referral choices concrete. This guide supports staff navigation only; do not use it for student case records or clinical advice. Local approved procedures govern decisions, privacy boundaries, and urgent handoffs.
Match the concern to a first role
Illustrative role categories only; use the approved route for your campus or school.
- Concern pattern:
- Repeated difficulty opening course materials or following a learning activity
- First role to consult and handoff purpose:
- Learning-support role — clarify the learning barrier and the appropriate support route.
- Concern pattern:
- A student raises a personal concern that staff should not assess or discuss broadly
- First role to consult and handoff purpose:
- Designated trained support role — make a discreet handoff through the locally approved process.
- Concern pattern:
- A practical issue appears to be affecting attendance or participation
- First role to consult and handoff purpose:
- Relevant student-services role — identify the service area and the approved way to connect the student.
See how the distinction works
These fictional examples show referral coordination, not an assessment of a student's needs.
- Course access difficulty A student reports that course materials have been difficult to access across several sessions. The staff member consults the learning-support role about the approved route, rather than forwarding course notes to a broad group.
- A personal concern A student mentions a personal issue after class. The staff member avoids probing for details in a group setting and connects with the designated trained support role using the local process.
- A practical barrier and a careful handoff A staff member notices that a practical issue is interrupting participation. In an approved referral channel, they share only the context needed to identify the right service area and handoff; they do not copy the full conversation into a general message.
Keep the handoff appropriate
If local guidance differs, follow the approved process for the relevant campus or school.
What information belongs in a referral?
Use the information and channel specified by the locally approved referral process. Share only what is needed for the receiving role to understand the reason for the handoff. Do not use this intranet page as a record of a student's case.
Should I include details in a general message or in this guide?
No. Do not put identifiable student details or sensitive case information in this guide or a broad staff message. Use the designated, approved route and follow its privacy instructions.
What if I cannot tell which role is appropriate?
Consult the local referral process owner or the designated trained support role for your campus or school. Do not send the concern to a broad distribution list simply to find an owner.
What if the concern may need immediate attention?
Use the urgent process approved for the relevant campus or school and involve the designated local role. This guide does not provide emergency contacts or replace local urgent-response procedures.
Make the local handoff
Before referring a concern, consult the approved route for the staff member's campus or school and use its designated channel. If the concern may require immediate attention, follow that location's designated urgent process rather than relying on this general guide.
Campus and Academic Operations is the content-owner role for this fictional example. The accountable local owner maintains the route details and directs staff to the appropriate correction or help path.