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Students with disabilities are a growing population on college and university campuses across the United States. Despite this, the mental health status and service utilization of students with disabilities remain largely understudied. From a public health perspective, large-scale research is needed to understand the mental and behavioral health needs of these students and inform evidence-based intervention and prevention efforts. The purpose of this study was to estimate the prevalence of mental health symptoms and rates of mental health help-seeking in a national sample of college students with disabilities (N=6,382) and to compare these outcomes to a national sample of students without registered disabilities (N=86,966). The large and diverse sample drawn from 60 campuses provides a valuable opportunity to explore mental health variations within the population of students with disabilities. Results demonstrate that students with disabilities have significantly higher prevalence rates of mental health problems and are more likely to utilize mental health services compared to students without disabilities. Overall, students with disabilities report finances and a lack of convenience as the main reasons for accessing fewer counseling sessions. The findings of this population-level analysis can provide insight into the mental and behavioral health needs of students with disabilities. In doing so, this study can inform disability service providers and deans of students on college campuses of the significance of addressing the mental health needs of a highly vulnerable population.

Objective: To understand how the college environment might influence mental health help-seeking in Asian American undergraduates. Participants: Participants were 19 Asian American undergraduates recruited through Facebook. Methods: Participants were interviewed about attitudes toward mental health and mental health help-seeking, and thematic analysis with both inductive and deductive codes was used to analyze interview transcripts. Results: Several factors specific to the college environment encourage students to seek help: social support provided by peers and by campuses, psychological distance from home, and physical distance from home. However, other Asian American-specific factors discourage students from seeking help, such as cultural factors and stigma surrounding mental health issues. Conclusions: The college environment may encourage help-seeking, while Asian American-specific factors may discourage it. Potential interventions based on these findings may increase help-seeking rates by focusing on these encouraging factors in a culturally-sensitive way.

Very little is known about mental health service utilization among Arab and Middle Eastern American (AMEA) college students. We aimed to document AMEA college students' mental health service utilization behaviors and how known predictors shape this utilization. Using data from the 2015–2020 Healthy Minds Study, we examined self-reported diagnosis of depression or anxiety, lifetime use of therapy/psychotropic medications, and current use of therapy/medications among AMEA and non-AMEA white college students. Survey-weighted logistic regression models were fit with AMEA ethnicity as the main exposure and interaction terms to examine effect modification by religiosity, knowledge, beliefs, and stigma around treatment. Compared to non-AMEA white students, AMEA students had reduced odds of reporting diagnosis of depression (adjusted odds ratio, AOR: 0.84, 95% confidence interval, CI: 0.75, 0.94) or anxiety (AOR: 0.79, 95% CI: 0.71, 0.88), of ever attending therapy (AOR: 0.72, 95% CI: 0.65, 0.79), currently attending therapy (AOR: 0.88, 95% CI: 0.77, 0.99), and receiving medication for a mental health diagnosis (AOR: 0.79, 95% CI: 0.71, 0.88). The relationships between Arab ethnicity and mental health service utilization were modified by religiosity, knowledge, beliefs, and personal stigma about treatment. Better documentation on mental health service utilization in AMEA populations is needed in order to improve prevention efforts and service delivery. [ABSTRACT FROM AUTHOR]

While there have been important recent advances in the development of effective universal prevention and intervention programs, it is not yet clear how to engage large numbers of students in these programs. In this paper, we report findings from a two-phase pilot study. In the first phase, we used a population-level, online survey to assess eating disorder symptom level and habits/attitudes related to service utilization (N=2180). Using validated screening tools, we found that roughly one in three students has significant symptoms of eating disorders or elevated weight concerns, the vast majority of whom (86.5%) have not received treatment. In the second phase, we referred students to online prevention and selective/indicated intervention programs based on symptom classification (N=1916). We find that program enrollment is highest for students in the indicated intervention (18.1%) and lowest for students in the universal prevention (4.1%). We find that traditionally-emphasized barriers such as stigma, misinformation, and financial limitations do not appear to be the most important factors preventing treatment-seeking. Rather students report not seeking help for reasons such as lack of time, lack of perceived need, and a desire to deal with the issue "on my own." Findings offer insight into the treatment-seeking habits and attitudes of college students, including those barriers that may be overcome by offering online programs and those that persist despite increased access to and convenience of relevant resources.

It goes without saying that college campuses are in a difficult position when it comes to addressing student mental health and well-being. A fall 2021 survey of the YOU at [...]

ObjectiveAlthough major depressive disorder (MDD) and heavy episodic drinking (HED, 4+/5+ drinks in a single sitting for women/men) are common among young adults in college, the relationship between the two remains unclear. This study examined the association between MDD and HED in this population, the effect of gender on this association, and whether comorbid MDD and heavy alcohol use are associated with higher rates of mental health treatment engagement.MethodThe study comprised 61,561 (65.3% female) undergraduate students who answered an online survey on depression, alcohol use, and treatment engagement in the past year. Hierarchical linear regressions examined the association between MDD and alcohol use (HED and peak blood alcohol concentration [pBAC]) and whether gender moderated these associations. Logistic regressions were then conducted to examine the influence of MDD, heavy alcohol use, and gender on treatment engagement.ResultsStudents with MDD reported more frequent HED and higher pBAC than did students without MDD; this was especially true for female students. Rates of treatment engagement were higher among women than men, among students with MDD than students without MDD, and among female students with HED than women without HED.ConclusionsThe presence of an association between MDD and heavy alcohol use suggests the need for systematic screenings of both conditions. Low rates of treatment engagement in college students with MDD and heavy alcohol use calls for the development of strategies to engage this high-risk group in treatment.

In light of rising academic stress and an increase in diagnosed mental illnesses among adolescents and young adults, this article offers the first comprehensive analysis of relationships between perceived competition and depression/anxiety among college students. Analyses were conducted by using clinically validated instruments for depression and anxiety and a diverse, national sample of 40,350 undergraduates from 70 institutions. Multivariate logistic regressions reveal that high levels of perceived competition in one's classes are associated with increased risks of depression and anxiety, especially among queer, first-generation, Black, and Latino/a students. Discrimination and peer support moderate these relationships, suggesting avenues for future research and educational interventions.

This chapter describes why resilience and mental health deserve more attention in efforts to increase student retention. The chapter offers practical suggestions for campus administrators and others.

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments.

Very little is known about mental health service utilization among Arab and Middle Eastern American (AMEA) college students. We aimed to document AMEA college students’ mental health service utilization behaviors and how known predictors shape this utilization. Using data from the 2015–2020 Healthy Minds Study, we examined self-reported diagnosis of depression or anxiety, lifetime use of therapy/psychotropic medications, and current use of therapy/medications among AMEA and non-AMEA white college students. Survey-weighted logistic regression models were fit with AMEA ethnicity as the main exposure and interaction terms to examine effect modification by religiosity, knowledge, beliefs, and stigma around treatment. Compared to non-AMEA white students, AMEA students had reduced odds of reporting diagnosis of depression (adjusted odds ratio, AOR: 0.84, 95% confidence interval, CI: 0.75, 0.94) or anxiety (AOR: 0.79, 95% CI: 0.71, 0.88), of ever attending therapy (AOR: 0.72, 95% CI: 0.65, 0.79), currently attending therapy (AOR: 0.88, 95% CI: 0.77, 0.99), and receiving medication for a mental health diagnosis (AOR: 0.79, 95% CI: 0.71, 0.88). The relationships between Arab ethnicity and mental health service utilization were modified by religiosity, knowledge, beliefs, and personal stigma about treatment. Better documentation on mental health service utilization in AMEA populations is needed in order to improve prevention efforts and service delivery. [ABSTRACT FROM AUTHOR]

Objective: To understand how the college environment might influence mental health help-seeking in Asian American undergraduates. Participants: Participants were 19 Asian American undergraduates recruited through Facebook. Methods: Participants were interviewed about attitudes toward mental health and mental health help-seeking, and thematic analysis with both inductive and deductive codes was used to analyze interview transcripts. Results: Several factors specific to the college environment encourage students to seek help: social support provided by peers and by campuses, psychological distance from home, and physical distance from home. However, other Asian American-specific factors discourage students from seeking help, such as cultural factors and stigma surrounding mental health issues. Conclusions: The college environment may encourage help-seeking, while Asian American-specific factors may discourage it. Potential interventions based on these findings may increase help-seeking rates by focusing on these encouraging factors in a culturally-sensitive way. [ABSTRACT FROM AUTHOR]

Students with disabilities are a growing population on college and university campuses across the United States. Despite this, the mental health status and service utilization of students with disabilities remain largely understudied. From a public health perspective, large-scale research is needed to understand the mental and behavioral health needs of these students and inform evidence-based intervention and prevention efforts. The purpose of this study was to estimate the prevalence of mental health symptoms and rates of mental health help-seeking in a national sample of college students with disabilities (N=6,382) and to compare these outcomes to a national sample of students without registered disabilities (N=86,966). The large and diverse sample drawn from 60 campuses provides a valuable opportunity to explore mental health variations within the population of students with disabilities. Results demonstrate that students with disabilities have significantly higher prevalence rates of mental health problems and are more likely to utilize mental health services compared to students without disabilities. Overall, students with disabilities report finances and a lack of convenience as the main reasons for accessing fewer counseling sessions. The findings of this population-level analysis can provide insight into the mental and behavioral health needs of students with disabilities. In doing so, this study can inform disability service providers and deans of students on college campuses of the significance of addressing the mental health needs of a highly vulnerable population. [ABSTRACT FROM AUTHOR]

Background: Mental health problems are highly prevalent in university populations and have been shown to impair academic performance. Yet little is known about the ways in which mental health influences academic outcomes in higher education. Aims: This study seeks to offer new insight into the relationship between mental health and academic performance, focusing on students’ academic experience and expectations as interrelated mechanisms. Method: Data come from 3556 students at four campuses that participated in the Healthy Minds Study. We explore unadjusted and multivariable relationships between mental health and academic experiences, expectations and impairment. Results: We find significant differences by mental health status, including that one-in-four students with symptoms are dissatisfied with their academic experience, relative to one-in-ten without (p < 0.001). Approximately 30% with symptoms doubt whether higher education is worth their time, money and effort, compared to 15% without (p < 0.001). In multivariable models, mental health problems were a significant predictor of academic dissatisfaction and drop out intentions, while positive mental health was a significant predictor of satisfaction and persistence. Conclusions: This descriptive study offers further evidence of the importance of mental health for university success, identifying pathways related to students’ experiences and expectations that may help to explain this relationship. [ABSTRACT FROM AUTHOR]