Prioritizing Mental Health: How Colleges Can Meet Student Expectations

Written By Grace Dominguez

The Growing Importance of Mental Wellbeing

For college students today, higher education is about more than just earning a degree. It’s truly about finding an environment that fosters personal growth and supports mental wellbeing. As young adults, searching for an institution that prioritizes mental health is essential. In fact, 40% report mental health is a significant barrier to enrollment according to the Cleveland Clinic. Colleges that recognize this, take proactive steps to support student wellbeing, and cultivate a thriving community are more likely to attract students looking for a well-rounded and supportive college experience. Mental health has become a main concern for today’s students, with many expecting colleges to integrate mental wellbeing into their academic life. A school's commitment to holistic wellbeing can set it apart, making it a top choice for prospective students. In fact, the accessibility and effectiveness of mental health resources are now viewed as fundamental to a good quality college experience (Kuh, 2003).  

Data-Driven, Proactive Strategies to Create Thriving Environments

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To truly show a commitment to mental health and appeal to incoming students, colleges must take a proactive, data-driven approach that focuses on creating environments where students can thrive. One key strategy is fostering a culture of prevention, where students, faculty, and administrators work together in prioritizing wellbeing. This begins with robust assessment and data analysis to understand the specific needs of the campus community. Colleges should utilize surveys, focus groups, and other assessment tools to gather data on student wellbeing, identifying key areas of need and vulnerability. Once data is collected, colleges can translate findings into effective prevention efforts toward stress resiliency and the promotion of overall student success. This process can be significantly strengthened by employing an approach such as the EQUIP Model (Examine, Quantify, Unite, Inquire, Plan), which provides a structured framework for implementing evidence-based prevention. First the data from the robust assessment and analysis are examined to better understand the population's specific risks and vulnerabilities related to mental wellbeing. This involves understanding the social determinants of mental health and specific risk factors for preventable stress-related disorders. The next step is to quantify, or evaluate the mental wellbeing of the population and their resilience to stress. The EQUIP Model utilizes the “5-Elements of Systemic Wellbeing” surveys for example. After that, multi-level and multi-sector stakeholders (students, faculty, and staff) are united to draw insights from the data collected and provide their unique experiences informed by unique perspectives within the inquiry phase. This inquiry phase allows the united stakeholder team to define opportunities for social and environmental change that address the needs identified by the data collected. The final phase involves collaborators implementing these tailored, proactive solutions. Subsequently, in this approach, teams  measure  the effectiveness of their interventions with the same tool, comparing outcomes to the initial baseline score. This allows the team to continuously iterate and improve upon their preventive strategies to support a culture of  wellbeing allowing students to flourish, and attracting potential students.  

Students at the Center of the Planning Process

Institutions should also actively solicit and address student concerns to foster good mental health, recognizing that the environment they create significantly impacts student wellbeing. Inviting student feedback ensures that institutions are responsive to their needs. Research indicates that student engagement in mental health initiatives leads to a greater sense of belonging and enhanced academic performance (Gopalan & Brady, 2019). For example, collaborative planning sessions that include students, faculty, and mental health professionals can be used to interpret data and develop targeted interventions. These interventions should go beyond psychoeducation to encompass broader environmental and support system improvements. Colleges can and should improve campus environments to better support mental health. Thoughtful campus designs, including green spaces and calming communal areas, have been shown to reduce stress and promote feelings of safety and relaxation (Peng et al., 2024). Even factors like the quality of dormitories impact mental health and academic achievements, making it essential to create inclusive, comfortable spaces on campus where students feel they belong. As Kuh (2003) states, institutions should focus on how they deploy resources, and organize learning opportunities or support services to encourage students to participate in activities that lead to success.  

Make it stand out

Another crucial step is integrating mental health into campus culture by adopting a population health approach that enhances protective factors and promotes wellbeing. Institutions can utilize the EQUIP Model to assess needs and implement targeted initiatives that foster these elements across the campus environment. To ensure effectiveness, colleges should track the outcomes of campus wellbeing initiatives, measure changes in student wellbeing, and use this data to refine their interventions. Furthermore, in primary prevention, the focus is on promoting stress resilience, enhancing wellbeing, and normalizing mental health as a component of overall health. Proactively engaging faculty and staff in promoting student wellbeing is essential. Demonstrating the long-term benefits of mental wellbeing, including its impact on social and academic success, enrollment, and post-graduation outcomes, reinforces the value of fostering a mentally healthy campus culture. Research suggests that students who engage in supportive campus environments achieve better overall outcomes (Kuh, 2003).  

The Institution’s Responsibility in Promoting Wellbeing

While students play a role in their own wellbeing, the primary responsibility lies with the institution to create an environment that supports and fosters mental health. We should not expect students, faculty and staff to be mentally healthy in an unhealthy environment. This includes providing accessible resources, but more importantly, it involves creating a campus culture and physical environment that promotes wellbeing for all students. Institutions should focus on creating conditions that allow students to thrive, rather than placing the burden solely on students to seek out help or manage their mental health on their own. As Zimmerman (2000) notes, self-regulation is influenced by the interaction of personal, behavioral, and environmental factors. Therefore, institutions must consider their role in shaping the environment to support student self-regulation and wellbeing.  

Conclusion

Colleges that embrace a data-driven culture of well-being are investing in the long-term success and happiness of their students, making them a more attractive institution to prospective students. Today, an institution's commitment to mental health is a defining factor in student satisfaction and success. By utilizing an intentional method, fostering open communication, proactively addressing wellbeing through environmental design and systemic support, colleges can ensure that both students and the institution thrive. Prioritizing preventive mental health care isn’t just a passing trend, it’s a critical shift toward a more supportive and enriching college experience where the institution takes ownership in creating the conditions for student success.


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Grace Dominguez
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