The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 225

Invisible Disabilities and the Student Conduct Process

rence of this or a similar event.
Aside from the living situation, Rick now
has an opportunity to learn how to process
his emotions in a more productive manner.
Working with the disability support staff
and campus mental health professionals,
the hearing officer can create sanctions that
empower Rick to work through scenarios
in which he must address conflict appropriately. Rick can also work with helping professionals to transition into his new residential
community and create strategies that address
the changes in his routine brought about by
the relocation. Additionally, putting Rick in
touch with a larger support network will allow
campus partners to monitor his adjustment to
new living situations and routines.

CONCLUSION
Cases of misconduct involving students with
invisible disabilities present challenging professional experiences for educators. In order to
maintain the safety and well-being of the entire
community, educators must learn more about
invisible disabilities and the students they
affect. They should have a keen understanding of the various laws and statutes that govern
their practice and their ability to work within
the intersection of institutional policy and the
law. An educational student conduct system
that balances individual rights with communal
well-being is vital. In conclusion, educators
should ascertain how invisible disabilities, the
law, and conduct philosophy are complementary and facilitate their roles as educators, advocates, and policy enforcers.

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