Supporting mental health and wellbeing of university and college students: a systematic review of review-level evidence of interventions
Open accessAbstract
Aims: The review of reviews had three aims: (i) to synthesize the available evidence on interventions to improve college and university students’ mental health and wellbeing; (ii) to identify the effectiveness of interventions, and (iii) to highlight gaps in the evidence base for future study. Methods: Electronic database searches were conducted to identify reviews in English from high-income OECD countries published between 1999 and 2020. All review-level empirical studies involving post-secondary students attending colleges of further education or universities that examined interventions to improve general mental health and wellbeing were included. Articles were critically appraised using an amended version of the AMSTAR 2 tool. Evidence from the included reviews were narratively synthesized and organised by intervention types. Results: Twenty-seven reviews met the review of reviews inclusion criteria. The quality of the included reviews varied considerably. Intervention types identified included: mindfulness-based interventions, psychological interventions, psychoeducation interventions, recreation programmes, relaxation interventions, setting-based interventions, and stress management/reduction interventions. There was evidence that mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology were effective when compared to a passive control. Some evidence suggested that the effects of CBT-related interventions are sustained over time. Psychoeducation interventions do not appear to be as effective as other forms of intervention, with its effects not enduring over time. Conclusions: The review of reviews located a sizeable body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions. The evidence suggests that these interventions can effectively reduce common mental health difficulties in the higher education student body. Gaps and limitations in the reviews and the underlying body of evidence have been identified. These include a notable gap in the existing body of review-level evidence on setting-based interventions, acceptance and commitment training, and interventions for students attending colleges in UK settings.
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CBT-related interventions were found to deliver sustained effects over time in university and college settings.
“CBT-related interventions were also found to deliver sustained effects over time; 344”
From The Lancet Psychiatry Commission on youth mental health (2024) · cites this paper as [344]
The Results (Findings of included reviews) report a significant pooled follow-up effect for CBT-related interventions, measured 2 weeks to 7 months after intervention. The Discussion qualifies the conclusion as “some evidence to suggest” sustained effects; the citing sentence presents that qualified finding more definitively. (LLM, conf=0.84)
Experimental — accuracy not yet measuredA 2022 systematic review on mental health interventions in university and college settings found evidence for the effectiveness of mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology, whereas psychoeducation appeared to be less effective.
“Regarding higher education, a 2022 systematic review on mental health interventions in university and college settings found evidence for the effectiveness of mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology, whereas psychoeducation appeared to be less effective.”
From The Lancet Psychiatry Commission on youth mental health (2024) · cites this paper as [344]
Extreme prolonged psychological distress is linked to increased drug and alcohol coping, increased cardiovascular illness risk, and higher suicide rates.
“extreme prolonged psychological distress has been linked to an increased tendency to turn to drugs and alcohol as a coping mechanism, an increased risk of cardiovascular illness, and higher rates of suicide”
From A Scoping Review of Acceptance and Commitment Therapy in Higher Education (2024) · cites this paper as Worsley et al., 2022
The Introduction reports rising mental health difficulties and suicide among young people, but does not link prolonged psychological distress to higher suicide rates. Searches for drug or alcohol use as coping and cardiovascular illness found no passage addressing those claimed links; the Results focus on student mental-health interventions. (LLM, conf=0.72)
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“Wellbeing education can take several forms such as one-off programmes, embedded components of courses, mindfulness, psychological psychoeducation, recreation, as well as general strategies to reduce or manage stress (Worsley, Pennington, and Corcoran 2022).”
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College Student Mental Health Is Stable Across College Career, but Declining Over Time
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Factors related to well-being and psychological health in nursing students: A cross-sectional survey
Calderón-Cruz, B., García-Sánchez, U., González-Oya, J. L., & Prieto-Campo, Á. (2025) · International Journal of Nursing Studies Advances · doi:10.1016/j.ijnsa.2025.100421 · Cited by 6 · see citing works
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“…that a defi - ciency in elements contributing to overall well-being – encompassing subjective, psychological, and social dimensions – can negatively affect the normal trajectory of an individual’s mental health (Worsley et al., 2022), as well as various cognitive processes (Smith, 2018 ).”
An untapped potential: Curiosity in medical school
Schwarz, T. A., Nikendei, C., Cranz, A., Friederich, H.-C., & Bugaj, T. J. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2288546 · Cited by 7 · see citing works
“A review from 2022 (Worsley et al. 2022) analyzed 26 other reviews on mental health interventions in students more broadly.”
Lukenga, M.-P., Billonnet, L., Gaugue, J., & Denis, J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1199038 · Cited by 9 · see citing works
“In addition, at some universities, students can also benefit from interventions based on stress reduction methods through psychoeducation workshops, stress management training, and support groups (Worsley et al., 2022).”
BackgroundA Scoping Review of Acceptance and Commitment Therapy in Higher Education
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‘What happens then?’: A 6‐month follow‐up on students accessing a university counselling service
Bani, M., Zorzi, F., Russo, S., Ardenghi, S., Rampoldi, G., & Strepparava, M. G. (2024) · Counselling and Psychotherapy Research · doi:10.1002/capr.12756 · Cited by 7 · see citing works
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“Specific cognitive, behavioral, and mindfulness-based approaches have been shown to effectively reduce levels of anxiety, depression, and the physiological stress response [9-11].”
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“Extant research is centered on student-facing interventions [5], such as traditional counseling [6] and digital interventions [7–9].”
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“Connecting People therefore offers an efficient and cost-effective alternative or addition to psychological therapies which, although effective (Worsley et al., 2022), are often unable to keep pace with demand (Lipson et al., 2019; Thorley, 2017).”
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“A supportive educational environment through emotional encouragement, mentoring, and access to mental health services can help students to manage their emotions and motivation (McLean et al., 2022; Nygaard et al., 2022; Worsley et al., 2022).”
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“…has provided evidence supporting the relationship between higher education students’ SEC and their mental health and well-being, academic engagement, academic performance, and college completion (e.g., Abelson et al., 2022; Conley & Donahue-Keegan, 2025; Santos et al., 2023; Worsley et al., 2022).”
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“In view of the well-demonstrated potency of therapy for college students (e.g., Worsley et al., 2022), as well as growing concerns over their mental health, it is important to understand the prevalence of, and factors relating to, students’ use of mental health services.”
Perrella, L., Patrizi, P., Lepri, G., Scarpa, M. L., & Lodi, E. (2026) · Behavioral Science · doi:10.3390/bs16030410 · Cited by 3 · see citing works
“In recent years, the university environment has become increasingly central in promoting students’ mental health and well-being (Hernández-Torrano et al., 2020; Worsley et al., 2022).”
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Positive psychological well-being and psychological distress in higher education students
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“In recent years, intervention strategies targeting the mental health of university students have become increasingly diverse, with art therapy demonstrating unique advantages in several high-quality studies (Smriti et al., 2022; Worsley et al., 2022).”
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“While these findings are robust, the benefits for other aspects, such as sleep quality, life satisfaction, resilience, mindfulness, subjective well-being, and physical health, are more varied [19–26].”
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“…on an embodied emotion regulation perspective have been explored in educational contexts, and mind–body practices—such as guided imagery, progressive muscle relaxation, diaphragmatic breathing, and mindfulness-based interventions—have shown promising effects on stress and anxiety reduction [14–18].”
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“The need to promote mental health and well-being among young university students has been affirmed by several studies, and educational institutions have recognized the need to increase attention to providing support [15].”
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“However, the evidence on the impact of peer support on overall well-being in academic settings is mostly based on support for young adults and the early years of university life [11].”
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“Consistent with prior person-centred research in student populations [67,68], low-activity students were not simply less active; they were simultaneously more anxious and less resilient, suggesting a coherent psychological profile rather than isolated trait differences [69].”
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“Recent reviews show that mindfulness and cognitive-behavioral interventions can reduce common mental health problems in higher education students, while evidence on setting-based approaches remains limited (Worsley et al., 2022).”
Häussl, A., Zwigl, I., Lackner, H., Reiter, V., Stross, T. M., Fellendorf, F. T., Schönthaler, E. M. D., Huber, M., Huber, V., Schedlberger, J., et al. (2026) · Frontiers in Virtual Reality · doi:10.3389/frvir.2026.1720655 · Cited by 3 · see citing works
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“Literature has displayed that Tai Chi, an conventional mind-body intervention approach, has significant positive impacts on enhancing mental health, particularly in relieving symptoms of anxiety, and depression [3,5–7].”
Creative Partnerships between Humans and AI: A Fourth Learning Format?
Vikhrova, E. N., & Petrovskiy, V. (2026) · Высшее образование в России · doi:10.31992/0869-3617-2025-34-12-10-32 · Cited by 2 · see citing works
Feasibility of Katatagan Plus as a mental health early intervention for at-risk youth
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“…indicated that, among healthcare professionals, female students are more prone to anxiety, depression, and emotional exhaustion than male students (Worsley et al., 2022), and psychological resilience among male mental health professional tend to be greater than that of females (Özbay & Bülbül,…”
Alcopra, A. R., Fadare, S. A., Pandapatan, S. A. T., Villan, K. A., Tawasil, R. I., Cosain, H. O., & Said, A. R. (2025) · Salud, Ciencia y Tecnología · doi:10.56294/saludcyt20252656 · Cited by 2 · see citing works
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University Student Mentor Experiences of the Comfort Corner Well-being Program
Whitehorne-Smith, P., Simpson, P., Hayden-Evans, M., Liu, G., Girdler, S., & Milbourn, B. (2025) · Higher Education Studies · doi:10.5539/hes.v15n2p211 · Cited by 2
“These programs involve students (mentors) who are equipped with skills in communication and well-being coaching with other students (mentees) who want to access support (Pointon-Haas et al., 2024; Worsley et al., 2022).”
Barbera, L., & Bernstein, M. J. (2025) · Pastoral Psychology · doi:10.1007/s11089-025-01204-8 · Cited by 2 · see citing works
“The emotional well-being of undergraduate students—the focus of the current study—remains a significant area of concern (Duffy et al., 2019; Kalkbrenner et al., 2022; Lipson et al., 2022; Worsley et al., 2022).”
Tomaino, S., Venier, E., & Cipolletta, S. (2025) · Journal of Community & Applied Social Psychology · doi:10.1002/casp.70059 · Cited by 2 · see citing works
University student experiences of digital mental health packages
Barnwell, A. M., & Patton, R. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2025.2451693 · Cited by 2 · see citing works
“Furthermore, cCBT can be effective at reducing symptoms of depression in students (Mitchell and Dunn 2007), and interventions delivered via technology are more effective at supporting students mental health compared to passive control conditions (Worsley et al. 2022).”
Singh, M., Kardam, N., Rahmatulla, S., Laskar, N. H., & Bhattacharjee, A. (2025) · Journal of Management World · doi:10.53935/jomw.v2024i4.748 · Cited by 2 · see citing works
“Both institutions and policymakers, including the Institute for Public Policy Research (IPPR), emphasise the incorporation of mental health and resilience-building initiatives in adult education to enhance learner well-being (Worsley, Pennington, & Corcoran, 2022).”
The Relationship Between Anti-Mattering Perceptions and Social Health Among University Students
FİLİZ, M., & Johnson, K. F. (2024) · Emerging Adulthood · doi:10.1177/21676968241266870 · Cited by 4 · see citing works
Manajemen Depresi Berbasis Kelompok Dukungan Sebaya pada Mahasiswa Kesehatan
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“Terapi yang dapat dilakukan pada pasien depresi adalah melakukan intervensi psikoedukasi dan terapi perilaku ( cognitive behavior therapy ) (Worsley et al., 2022).”
BackgroundBrooke‐Sumner, C., Machisa, M., Sikweyiya, Y. M., & Mahlangu, P. (2024) · BMJ Open · doi:10.1136/bmjopen-2023-080629 · Cited by 1 · see citing works
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“Students also face multiple barriers to mental health care access related to mental health stigma, attitudes towards mental health care, consequences, and financial, cultural and time barriers (Conley et al., 2013b; Ebert et al., 2019; Kazdin, 2019; Vidourek et al., 2014; Worsley et al., 2022).”
BackgroundReschke, T., Lobinger, T., & Reschke, K. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1130648 · Cited by 2 · see citing works
“Cognitive-behavioral therapy, and mindfulness- and mind-bodyoriented programs have continuously been reported to be most effective especially when lasting over several weeks (Worsley et al., 2022).”
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Han, R., Maccallum, F., Walter, Z. C., Tanksale, R., Huang, K., Alhadad, S. S. J., Beckman, E. M., Bentley, S. V., Gomersall, S. R., Hides, L. M., et al. (2026) · Mental Health & Prevention · doi:10.1016/j.mhp.2026.200552 · Cited by 1 · see citing works
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“This dual approach can serve to reshape existing norms, making professional help-seeking a socially acceptable endeavor, and simultaneously instilling confidence in the individual’s capacity to seek and benefit from professional assistance (Worsley et al., 2022).”
Lathabhavan, R., Bharti, T., Mishra, N., & Sahay, V. S. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106820 · Cited by 1 · see citing works
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Wang, J. (2026) · Informatica · doi:10.31449/inf.v50i8.11347 · Cited by 1 · see citing works
“As an effective MBI practice, mindfulness includes meditation and focused breathing while doing other tasks to increase present-moment awareness and make a concerted effort to mitigate stressors [20].”
Franzoi, I. G., Sauta, M. D., Luca, A. D., & Granieri, A. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2025.2601754
“Consistent with literature, interventions were most commonly administered by psychologists, psychotherapists, and counselors (Barnett et al. 2021; Cerolini et al. 2023; Pizzo et al. 2024; Worsley, Pennington, and Corcoran 2022).”
Bastien, L., Cho, S., Petrovic, J., Khoury, B., Bloom, E. L., & Heath, N. L. (2025) · Internet Interventions · doi:10.1016/j.invent.2025.100868 · Cited by 1 · see citing works
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“For example, psychoeducational interventions grounded in cognitive-behavioral therapy (CBT) or mind-fulness techniques have demonstrated effectiveness in improving mental health outcomes over and above non-evidence based interventions (Worsley et al., 2022).”
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“Literature has widely shown the efficacy of contextual approaches to emotional difficulties in academic contexts (Worsley et al., 2022; Howell & Passmore, 2019).”
Dentisterie inspirée et inspirante : Dr Cloé Brami & Médecine intégrative
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“To date, efforts aimed at improving student mental health and well-being in university settings have included a wide variety of interventions targeting stress [23], depression [24], anxiety [6], resilience [25], and general mental health and well-being [26].”
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“A recent systematic review of review-level evidence of interventions in university students, including medical students, showed that mindfulness-based interventions (MBI) reduce common mental health challenges (Worsley et al., 2022).”
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“Mindfulness interventions, cognitive-behavioral approaches, and animal-assisted therapies have been studied as ways to enhance awareness and emotional coping skills among college students (Burgon, 2011; Tekin & Satan, 2024; Worsley et al., 2022).”
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“13 Not only do these support services help students navigate challenges and build healthy lifestyles, but they also help foster inclusion and community to create a sense of belonging and encourage help-seeking behaviors.”
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- Authors
- Worsley, J. D., Pennington, A., & Corcoran, R.
- Affiliations
- University of Liverpool (GB)
- Corresponding author
- Worsley, Joanne Deborah
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2022-07-29
- Volume
- 17
- Issue
- 7
- Pages
- e0266725
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC9337666
- OpenAlex
- W4288703165
- Cited by
- 205
- References
- 55
- Citations by year
- 2026: 64 · 2025: 61 · 2024: 42 · 2023: 33 · 2022: 5
- FWCI
- 7.18
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Economic and Social Research Council (ESRC) and partners
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Keywords
- student mental health, student well-being, university students, mental health interventions, mindfulness-based interventions, cognitive behavioral therapy, psychoeducation, relaxation intervention, stress management, technology-based interventions, intervention effectiveness, evidence gaps, acceptance and commitment training
- MeSH terms
- Humans, Mental Health, Students, Universities, Cognitive Behavioral Therapy, Mindfulness
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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