Webinar recap with mental health experts Casey Merrill, Executive Clinical Director at HopeNation Campus, and Dr. Linh Luu, Executive Director of Student Health and Counseling Services at The University of Memphis.

During the webinar, we covered the following key topics:

• The evolving role and symptoms of trauma amongst college students
• How social connectedness influences mental health
• Practical strategies for fostering hope and connection on campus

Q1: How are campuses trying to increase social connectedness among students?

Dr. Luu: Most campuses are focusing on increasing the promotion of student activities, hosting large social events, and implementing outreach programs. Our Healthy Minds Survey data shows that about 80% of our students report lacking companionship, and 60-70% report feeling left out or isolated from others.

Casey: Students are definitely seeking connection. According to the CCMH report, around 60% of students say they want to connect on campus and gain that sense of belonging. Campuses are responding by increasing the number of events and promoting them through virtual platforms and social media to engage students.

Q2: What lasting impacts has COVID had on student social connection?

Dr. Luu: Even though we’re five years past the start of COVID and it’s much less of a public health threat now, our counseling center data shows nearly 60% of the 4,000+ students we see still report loneliness and isolation as a residual impact of COVID. The pandemic definitely has had a long-lasting effect on young people’s psychological well-being.

Q3: What are the most concerning impacts of social disconnection on campus?

Casey: Isolation is concerning for both mental health providers because it greatly impacts students’ ability to thrive on campus. Our data shows 87% of students can determine the difference between simple connection and a true sense of belonging on campus.

It’s not just about increasing activities but helping students develop social skills to attend events or peer support groups. This directly relates to trauma; 85% of our students report that lack of social connectedness is how they experience their trauma symptomology. Furthermore, the number of students seeking counseling services has dramatically increased, from about 14% before COVID to approximately 40% now.

Q4: What are the most common symptoms of trauma you see related to social skills and connection?

Dr. Luu: We see a decline in academics, but also many disconnected or easily agitated students. Social anxiety has increased significantly. In just the last 5 years, our social anxiety scores among students seeking services have increased by 0.5 points on a 4-point scale.

We also see students withdrawing, experiencing social isolation, and losing interest in activities. It’s like the chicken or the egg issue: Is trauma causing social disconnection, or is social disconnection worsening trauma?

Q5: How do these challenges specifically impact diverse student populations?

Dr. Luu: First-generation students face unique challenges. At the University of Memphis, about 40% of our students are first-gen, and 70-80% of them report loneliness and isolation at the start of therapy.

Financial challenges are significant – students who must work while attending school have less time and energy for campus engagement. First-gen students also lack that “already written roadmap” from family members, making it harder to navigate college life and increasing feelings of isolation.

Student athletes face different but equally challenging barriers. Despite being part of a team, their rigorous academic and practice schedules limit their ability to integrate with the broader campus community.

For LGBTQIA+ students, it can be difficult to identify others in their community. Creating intentional spaces where these students feel safe, seen, and heard is crucial.

Q6: How does your counseling center track student outcomes for those needing higher levels of support?

Dr. Luu: We’re very data-driven. We use a flexible care model, where students can be seen quickly through our walk-in triage system. From there, we collaborate with them to create personalized treatment plans.

We track every step of the counseling process using the CCAPS-62 and CCAPS-34 assessments, which students complete each time they seek services. We review this data weekly in risk management meetings to identify students who may need higher levels of care.

We also collaborate with the Center for Collegiate Mental Health to compare our data longitudinally and against national benchmarks. Our center ranks in the top 5-10% nationally for effectiveness in reducing students’ depression, anxiety, and overall distress. 

When we see students whose scores aren’t improving, we know it’s time to change our approach or refer them for specialized care. That’s where partnerships with organizations like HopeNation Campus become valuable – they help address the needs of students with complex trauma who may be outside our scope of practice.

FYI – Did you know Medicat integrates with CCMH? Learn more here.

Q7: How do you provide spaces for students to better connect on campus?

Dr. Luu: Not every student is ready for intense treatment, so we offer multiple options:

• Group therapy programs help students with social anxiety build positive relationships.
• Online peer communities and our Student Wellness Advisory Board, which leads weekly in-person programming.
• Relaxation zones – prevention/intervention spaces where students can drop in without an appointment to use massage chairs, engage with sensory stations, or participate in biofeedback programs. Over 4,000 student visited last year and have been very effective in addressing anxiety and distress.
• Student-led programming that promotes mental health from a public health approach.

Q8: Do students feel hopeful that their sense of belonging can improve?

Casey: We track scientific hope using Snyder’s Hope Scale throughout treatment. Despite trauma experiences, 68% of students come in with very high hope scores (between 45-53). This is impressive because low hope would make developing pathways to social connectedness or academic performance extremely challenging.

Therefore, hope isn’t just a feel-good term – it’s a cognitive tool we can measure and use to drive campus initiatives. First-generation students, for example, tend to have very high scientific hope scores, likely because they know how much is riding on their academic performance.

Dr. Luu: As mental health professionals, instilling hope is crucial to our work. We often talk about “learned helplessness,” but it’s really “learned hopelessness.” The therapeutic process involves helping students unlearn this hopelessness.

Scientifically, hopelessness is one of the two main indicators for suicidality, making hope an essential component of therapy.

Q9: How does HopeNation integrate hope into student treatment?

Casey: We assess students from a hope standpoint rather than just an acuity standpoint. If a student can see, achieve, or even desire wellness, we can help them get there. We use hope scores to determine which students are good candidates for virtual therapy and whether they might need a higher level of care before engaging in treatments like EMDR or brain spotting.

We’ve also created innovative bridge programs with partners like the University of Memphis, where students with increasing hope mixed with some acuity can do virtual sessions within the counseling center, promoting greater support and connectedness.

Q10: How do you address confidentiality concerns when holding group therapy sessions in public spaces like dorms?

Dr. Luu: We have different approaches depending on the structure and purpose of the group:

• For therapy groups like “Tiger Talks” in our residence halls, we treat them as drop-in counseling with strict confidentiality protocols.
• For workshops and more casual sharing spaces, we use a “leave the identity behind” approach – take the lesson with you but leave people’s personal details behind.
• Student-led initiatives like our Relaxation Zone are designed to be welcoming while still maintaining appropriate boundaries.

Casey: What’s innovative about Dr. Luu’s approach is how she engages students in leadership roles. The Relaxation Zone is staffed by student interns, with professional staff providing background support and training to ensure students feel physiologically safe.

Q11: What innovative approaches are you using to meet students where they are?

Dr. Luu: We’ve brought much of our programming to where students already are:

• Workshops in the library called “Less Stress Success” covering relationship management, sleep hygiene, and other topics.
• Mobile “Relaxation Zones” that travel to high-traffic areas during stressful periods like midterms and finals.

P.S. Learn more about bringing peer support to your campus!

Q12: What advice do you have for campuses with limited resources?

Casey: For rural community colleges or campuses with space limitations, virtual options can be incredibly valuable. Virtual check-in apps or virtual peer communities can help maintain connections without requiring physical space.

Dr. Luu: My advice is: data, data, data. Collect not just utilization numbers, but also outcome data and effectiveness metrics. Present this information to administrators to justify funding requests.

Also, don’t be afraid to start small! Our Relaxation Zone began with just one massage chair in a small room, and now we have two large spaces on campus. Collect data, collaborate with other departments, and use research to tell your story better.

Q13: How do you effectively communicate events and opportunities to students?

Dr. Luu: We use multiple platforms:

• A centralized mobile app where students can see all campus events
• Active social media presence
• Student mental health ambassadors who spread the word
• Mental health resource information included in course syllabi

Creating a network of student wellness ambassadors has been particularly effective – they’re our best promoters and bring many peers to events like our recent “Silence the Stigma” program featuring a Silent Disco.

Key Takeaways

Our conversation with Casey Merrill and Dr. Linh Luu highlights a powerful truth: supporting student mental health requires innovative, student-centered approaches. Colleges must prioritize accessible spaces for connection, foster strong peer networks, and consider metrics like hope alongside more traditional data.

By doing so, institutions can reimagine how they address trauma and create a deeper sense of belonging—both key to empowering students for success. These insights offer a clear, hopeful path forward for campuses dedicated to whole-student well-being.

Interested in hearing the full conversation? View the full webinar recording here.

The journey through higher education brings challenges for all students, but for those who identify as LGBTQIA+, these challenges often intersect with unique mental health struggles that can significantly impact both well-being and academic success.

As a result, colleges and universities are implementing innovative approaches to support LGBTQIA+ students’ mental health needs.

Table of Contents

1. Current LGBTQIA+ Mental Health Statistics

The mental health disparities faced by LGBTQIA+ students are alarming and demand urgent attention. According to The Trevor Project, 39% of LGBTQIA+ young people seriously considered attempting suicide in the past year—including 46% of transgender and nonbinary young people.

More statistics highlighting the crisis:

• 12% of LGBTQIA+ young people attempted suicide in the past year, with rates at 14% for transgender and nonbinary youth
  • 66% reported experiencing symptoms of anxiety
  • 53% reported experiencing symptoms of depression
• LGBTQIA+ youth of color report higher rates of suicide attempts than their white peers, with Native/Indigenous youth at 24% and Black/African American youth at 14%

However, LGBTQIA+ youth in accepting communities attempted suicide at less than half the rate of those in unaccepting communities, underscoring the impact of societal stigmatization on mental health.

Further data highlights the importance of supportive educational environments. More than half (54%) of transgender and nonbinary youth found their school gender-affirming, and those who did reported significantly lower suicide attempt rates. Clearly, creating supportive and accepting environments in educational settings is crucial for reducing mental health disparities and suicide risk among LGBTQIA+ youth.

2. Beyond Representation: Truly Inclusive Mental Health Services

The mental health provider shortage in the U.S. has intensified, with over 122 million people—more than one-third of the population—living in federally designated Mental Health Professional Shortage Areas (HPSAs) as of 2024.

This shortage disproportionately affects LGBTQIA+ students, who are more likely to experience loneliness (70.3%), feel isolated from their peers (33.8%), or feel left out (26.9%) compared to their non-LGBTQIA+ peers. The challenge isn’t just availability. It’s finding providers who understand the unique needs of LGBTQIA+ individuals.

To address these disparities, effective and inclusive mental health services in higher education should include:

• Specialized training programs for campus counselors on LGBTQIA+ affirming care
• Peer support networks facilitated by trained LGBTQIA+ students and allies
• Identity-affirming therapy approaches that recognize intersectionality

Beyond clinical services, campus communities play a crucial role in fostering belonging and well-being for LGBTQIA+ students. Wichita State University’s Spectrum organization creates an affirming space that sustains a visible, active, and inclusive community. Open meetings prioritize honest sharing, mutual respect, and assumption-free discussions, fostering academic success, social connections, and a strong support system for LGBTQIA+ students.

Integrating identity-affirming peer networks alongside formal mental health services helps bridge the gap between professional care and community-driven support. These efforts reinforce a campus culture that prioritizes mental health, well-being, and inclusivity, ensuring LGBTQIA+ students have the resources and connections needed to thrive.

3. Community as Medicine: The Power of Connection

While professional mental health services are essential, the healing power of community remains unmatched. The 2024 LGBTQ+ Student Experience Survey found that only 16% of respondents feel that their community is “very accepting”.

This underscores why a significant number of LGBTQIA+ students choose institutions based on their reputation for inclusivity. Research indicates that LGBTQIA+ individuals are more likely than their non-LGBTQIA+ peers to select colleges in cities or states with more welcoming climates.

Effective community support strategies include:

• Living-learning communities specifically designed for LGBTQIA+ students and allies
• Mentorship programs connecting students with LGBTQIA+ faculty, staff, and alumni
• Identity-specific spaces that acknowledge diversity within the LGBTQIA+ community
• Cross-campus collaborations that integrate LGBTQIA+ perspectives across departments
• Community partnerships extending support beyond campus boundaries

Indiana University Bloomington is a prime example of how these strategies can be implemented. Their LGBTQ+ Culture Center offers a welcoming space, with resources like scholarships, educational programs, and peer mentorship to create a strong sense of community and belonging for LGBTQIA+ students.

Through various services, such as support groups and leadership development opportunities, the center ensures students have the support they need to thrive academically and personally.

4. Technology as an Equalizer: Digital Mental Health Innovations

Digital tools are transforming mental health support for LGBTQIA+ students, especially in regions with limited in-person resources.

These innovations make care more accessible and affirming:

• AI-powered screening tools detect early mental health risks
• Anonymous virtual support groups offer safe spaces for connection
• VR simulations enhance access to identity-affirming care training
• Telehealth platforms that connect students with LGBTQIA+ affirming providers
• Digital psychoeducation resources offer tailored mental health support 

However, nearly half of LGBTQIA+ youths still struggle to access the mental health care they need. Barriers such as cost, lack of trained providers, fear of being outed, and parental permission prevent many from seeking help. Although digital mental health (DMH) has the potential to overcome some of these obstacles, most apps currently available do not specifically cater to LGBTQIA+ individuals.

For DMH to be truly effective, it must be inclusive and designed with the needs of LGBTQIA+ youths in mind. User-centered design principles should guide the creation of digital tools that foster a sense of belonging, offer identity-affirming content, and address the unique challenges faced by LGBTQIA+ students. Gathering feedback from users and continually updating content to reflect their needs can support digital platforms becoming a powerful tool for improving mental health outcomes in the LGBTQIA+ community.

5. Moving Forward: Action Steps for Institutions

Creating supportive environments for LGBTQIA+ students necessitates intentional, data-driven approaches.

Based on recent best practices, institutions should consider the following essential steps:

1. Conduct Surveys and Climate Assessments: Implement metrics and climate assessments to evaluate and improve mental health support for LGBTQIA+ students, ensuring services remain relevant and responsive to their evolving needs.
2. Implement Mandatory Cultural Competency Training: Ensure all mental health providers receive training in cultural competency to effectively support LGBTQIA+ students. This training should encompass understanding unique challenges faced by LGBTQIA+ youths, as highlighted in the CASAT OnDemand guide.
3. Create Visible Pathways to Care Addressing LGBTQIA+ Specific Concerns: Develop clear, accessible pathways to mental health services that acknowledge and address the unique concerns of LGBTQIA+ students. The Maryland State Department of Education’s guidelines emphasize the importance of inclusive spaces and services.
4. Establish Dedicated Funding Streams for LGBTQIA+ Mental Health Initiatives: Allocate specific funding to support mental health initiatives tailored for LGBTQIA+ students, ensuring sustainable and targeted support. This commitment is crucial for addressing the unique challenges faced by these students.

These steps enable institutions to create environments that promote mental health, well-being, and success for LGBTQIA+ students.

Key Takeaways

The mental health challenges faced by LGBTQIA+ students require innovative and comprehensive solutions from higher education institutions.

Through the integration of professional services, community support, and technological advancements, colleges and universities can foster environments that enable all students to succeed and thrive.

Learn More: Discover how your campus can enhance student well-being with this guide featuring universities revolutionizing the college wellness center experience.

The 2024 Annual Report from the Center for Collegiate Mental Health (CCMH) provides an in-depth look at the mental health landscape of college students across the United States. This year’s findings emphasize the increasing complexity of student mental health concerns, particularly among those with a history of suicidal or self-injurious behaviors (S/SIB). The data highlights the essential role of college counseling centers in providing effective, yet often resource-limited, support for at-risk students.

In this blog, we explore five key insights from the 2024 CCMH Report. Keep reading to discover the latest trends that are most important for you to understand.

1. Students with a History of Suicidal or Self-Injurious Behaviors Require More Intensive Care

CCMH examined the experiences of students with a history of suicidal or self-injurious behaviors (S/SIB) and found that these individuals enter counseling services with higher levels of distress and co-occurring mental health concerns compared to their peers. These students:

• Utilize more specialized care, including psychiatric treatment and case management.
• Experience more critical events, such as self-harm or suicide attempts, during treatment.
• Show significant improvement through counseling services, but often continue to experience elevated levels of distress and suicidal ideation at the end of treatment.

This finding reinforces the importance of suicide prevention efforts within higher education and highlights the crucial role that counseling centers play in mitigating suicide risk. However, it also raises concerns about whether current short-term treatment models are sufficient for these high-risk students.

2. Increasing Demand for Mental Health Services

The report indicates a steady increase in students seeking counseling and utilizing psychotropic medications. Notably:

• Over 63% of students entering counseling services reported prior therapy experience.
• Rates of psychiatric hospitalization have slightly increased since 2020.
• History of trauma, while slightly declining in the past year, has increased significantly over the past 12 years, rising from 37.5% in 2012 to 45.5% in 2024.

These trends suggest that students are more willing to seek help and access mental health resources than in previous years. Colleges must prepare to meet this growing demand by expanding mental health resources, investing in staffing and trauma-focused training, and integrating support services across campus departments.

3. Anxiety and Relationship Issues Remain Leading Concerns

While anxiety remains the most common presenting concern for students, affecting 64.4% of those seeking services, the report also notes a growing trend in relationship-related issues.

Since 2020, students have increasingly sought support for relationship problems. Meanwhile, trauma-related concerns, which had been steadily increasing since 2016, saw a slight decline over the past year.

This shift emphasizes the need for counseling centers to adapt their services to address both longstanding and emerging student concerns. Integrating relationship-focused counseling with trauma-informed care allows institutions to provide more comprehensive and holistic support.

4. Threat-to-Self Trends: Stability with Some Areas of Concern

While some indicators of suicide risk have remained stable, others show an upward trajectory:

• The history of suicide attempts has increased from 8.7% in 2012 to 10.9% in 2024.
• Non-suicidal self-injury rates have slightly increased, whereas serious suicidal ideation has slightly declined.

The data suggests that while overall rates of suicide risk factors may not be dramatically increasing, there is a consistent presence of students who require intensive, ongoing mental health support. Addressing these concerns requires a multifaceted approach, including prevention programs, early intervention strategies, and crisis management services.

5. The Shift Back to In-Person Counseling

The mode of counseling service delivery has undergone significant changes since the onset of the COVID-19 pandemic. In 2020, nearly all students (96.1%) received counseling via video sessions. However, as of 2024:

• 7% of students now receive exclusive in-person counseling.
• Only 13.5% continue to receive care solely through video.
• Approximately 25% of students receive hybrid care (a mix of in-person and virtual sessions).

This shift indicates a strong preference for in-person support, reaffirming the importance of maintaining accessible, on-campus counseling services. While telehealth remains a valuable option, institutions should prioritize face-to-face interactions where possible.

How Colleges Can Support Student Mental Health Moving Forward

Given the increasing complexity of student mental health needs, institutions must take proactive steps to bolster their counseling services. The CCMH report outlines several strategies for enhancing mental health support on campus:

• Expand Specialized Care: Increased investment in case management, psychiatric care, and crisis intervention can better support students with severe mental health challenges.
• Promote Campus-Wide Collaboration: Connecting counseling centers with other campus resources, such as Title IX offices, financial aid, and disability services, ensures a holistic support system for students.

Have you explored the Okanagan Charter? Discover how it can strengthen cross-campus collaboration and enhance holistic student wellness.

• Invest in Suicide Prevention Programs: Expanding training for faculty, staff, and peers in recognizing and responding to signs of distress can help create a safety net for at-risk students.
• Enhance Access to Care: Given the growing demand, institutions should explore ways to reduce wait times, increase staffing, and implement innovative care models such as stepped care or peer support programs.

Key Takeaways

The 2024 CCMH Report reinforces the essential role that college counseling centers play in addressing the mental health crisis among students.

While counseling services are proving effective in reducing distress and suicidal ideation, persistent challenges—such as limited resources and increasing demand—necessitate ongoing institutional support. By investing in comprehensive, collaborative, and specialized mental health care, colleges can better support student well-being and academic success.

Continue Reading: Find out how investing in wellness attracts and retains students here.