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Mental health challenges among college students have increased in recent years, affecting academic success, retention, and overall well-being. While research highlights rising rates of depression and anxiety, less attention has been given to how social determinants of health shape these disparities. This study analyzes data from the 2023-2024 Healthy Minds Study (HMS), a large-scale survey of student mental health in U.S. higher education institutions. The study examines: (1) differences in mental health prevalence across demographic subgroups, (2) disparities in treatment utilization, and (3) the relationship between campus climate and mental health outcomes.
Methods
Data were drawn from the HMS 2023-2024 survey, which collected self-reported information on mental health status, service use, and campus experiences. The sample includes approximately 42,000 undergraduate and graduate students from diverse colleges and universities. Mental health conditions were assessed using validated screening tools, including the Patient Health Questionnaire-9 (PHQ-9) for depression and the Generalized Anxiety Disorder-7 (GAD-7) for anxiety. Treatment utilization was measured through the reported use of therapy, counseling, and psychiatric medication. Perceptions of campus climate were measured through questions assessing students’ sense of belonging, attitudes toward campus mental health resources, and experiences with discrimination. Multivariate regression analyses were conducted to identify associations between demographic characteristics, treatment access, and mental health outcomes while controlling for key confounding variables.
Results
Findings reveal significant mental health disparities across student groups. Higher rates of depression, anxiety, and suicidal ideation were reported among LGBTQ+ students, students of color, first-generation college students, and those facing financial stress. While 38% of students with mental health conditions accessed treatment, male students, international students, and racial/ethnic minorities reported lower utilization rates. Barriers included financial constraints, limited time, and privacy concerns.
Students who reported higher levels of belonging and more positive perceptions of campus mental health resources had significantly better mental health outcomes. This suggests that campus climate plays a key role in student well-being.
Conclusions and Implications
Findings from this study emphasize the urgent need for policy and practice interventions to address structural barriers to mental health care in higher education settings. Universities must prioritize equitable access to mental health resources, expand culturally responsive services, and reduce financial barriers to care. Additionally, efforts to improve campus climate—including initiatives that enhance belonging, promote diversity, and address discrimination—could serve as effective strategies to improve student mental health outcomes.
Social work practitioners in higher education settings are uniquely positioned to lead targeted outreach efforts, advocate for increased mental health funding, and collaborate with policymakers to ensure that student mental health remains a central institutional priority. Policy recommendations include expanding mental health funding, enhancing equity in resource distribution, and implementing systematic assessments of campus climate to create more supportive learning environments. By addressing both structural and individual-level barriers, institutions can make meaningful progress in closing the mental health equity gap among college students.