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University students’ use of mental health services: a systematic review and meta-analysis
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Background: International estimates suggest around a third of students arrives at university with symptoms indicative of a common mental disorder, many in late adolescence at a developmentally high-risk period for the emergence of mental disorder. Universities, as settings, represent an opportunity to contribute to the improvement of population mental health. We sought to understand what is known about the management of student mental health, and asked: (1) What proportion of students use mental health services when experiencing psychological distress? (2) Does use by students differ across health service types? Methods: A systematic review was conducted following PRISMA guidelines using a Context, Condition, Population framework (CoCoPop) with a protocol preregistered on Prospero (CRD42021238273). Electronic database searches in Medline, Embase, PsycINFO, ERIC and CINAHL Plus, key authors were contacted, citation searches were conducted, and the reference list of the WHO World Mental Health International College Student Initiative (WMH-ICS) was searched. Data extraction was performed using a pre-defined framework, and quality appraisal using the Joanna Briggs Institute tool. Data were synthesised narratively and meta-analyses at both the study and estimate level. Results: 7789 records were identified through the search strategies, with a total of 44 studies meeting inclusion criteria. The majority of included studies from the USA (n = 36), with remaining studies from Bangladesh, Brazil, Canada, China, Ethiopia and Italy. Overall, studies contained 123 estimates of mental health service use associated with a heterogeneous range of services, taking highly variable numbers of students across a variety of settings. Discussion: This is the first systematic quantitative survey of student mental health service use. The empirical literature to date is very limited in terms of a small number of international studies outside of the USA; studies of how services link together, and of student access. The significant variation we found in the proportions of students using services within and between studies across different settings and populations suggests the current services described in the literature are not meeting the needs of all students.
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“In university students, high levels of psychological distress have been linked to lower academic performance, poorer self-care, breakdowns in relationships, and increased tendency to drop out”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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“A primary barrier was cost, where private services off-campus, or even on-campus paid services were sometimes too costly for students, and therefore not a service made use of by students (Osborn et al., 2022).”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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“relationships are often at risk when students face high levels of stress (Osborn et al., 2022).”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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“Factors such as 'sex and gender, ethnicity, and age' often influence help-seeking behaviour, more so than need (Osborn et al., 2022).”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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“Students who choose not to seek treatment despite experiencing psychological distress may also fear facing stigma or have concerns of confidentiality or privacy (Osborn et al., 2022).”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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“certain groups may choose not to seek help within their educational institutions as they feel as though the available services are not 'appropriate for their needs' (Osborn et al., 2022).”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Osborn et al., 2022
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Metadata
- Authors
- Osborn, T. G., Li, S., Saunders, R., & Fonagy, P.
- Affiliations
- University College London (GB)
- Corresponding author
- Osborn, T. G.
- Venue
- International Journal of Mental Health Systems
- Published
- 2022-12-17
- Volume
- 16
- Issue
- 1
- Pages
- 57-57
- ISSN
- 1752-4458 (ISSN-L)
- PMC
- PMC9758037
- OpenAlex
- W4312067515
- Cited by
- 167
- References
- 81
- Citations by year
- 2026: 66 · 2025: 36 · 2024: 38 · 2023: 27
- FWCI
- 3.78
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- International Journal of Mental Health Systems (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- UCL Discovery (University College London) (submittedVersion)
- Funders
- NIHR Applied Research Collaboration North Thames
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- student mental health, mental health service utilization, university students, psychological distress, help-seeking, common mental disorders, access to mental health care, adolescent mental health
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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