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Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions
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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 also found to deliver sustained effects over time; 344”
From The Lancet Psychiatry Commission on youth mental health (2024) · cites this paper as [344]
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“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]
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“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
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Items 101–183 of 183
Jayman, M., & Lynam, S. (2024) · Social Sciences · doi:10.3390/socsci13070343 · Cited by 2
“A systematic review of the review-level evidence of interventions to support students’ mental health and wellbeing (Worsley et al. 2022) highlighted a plethora of intervention types: mindfulness-based, psychological, psychoeducation, recreational, relaxation, setting-based, and stress…”
Horvath, L. M., Burns, R. D., Brusseau, T. A., Bai, Y., Lucero, J. E., & Jensen, J. K. (2024) · American Journal of Health Education · doi:10.1080/19325037.2024.2338067 · Cited by 2
“Many of the previous goal-setting studies were in-person and used a high frequency of health coach meetings to elicit behavior change (Worsley et al., 2022).”
Hung, M. S. Y., Ng, W. W. M., & Choi, E. K. Y. (2024) · Healthcare · doi:10.3390/healthcare12060682 · Cited by 1
“Besides, Worsley and her team (2022) analyzed 27 various interventional review research studies conducted over the past two decades to support college and university students’ mental health and wellbeing [27].”
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Hui, W., & Huang, H.-F. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1944255
“…(2024) found that self-acceptance and social support occupy important positions in the network of meaning in life among college students, while broader evidence indicates that supportive, strengths-oriented interventions can improve student well-being (Abulfaraj et al., 2024; Worsley et al., 2022).”
Інтеграція елементів йоги у фізичне виховання студентів закладів вищої освіти
Павлюк, І., & Агалаков, В. (2026) · Актуальні проблеми фізичного виховання та методики спортивного тренування · doi:10.31652/3041-2463/2026-3-3
Toward a Multidimensional Understanding of Evidence About Wellbeing in Education
Turner, K., Hunkin, E., McFarland, L., Ambrose, K., & Philp-Clark, C. (2026) · Education Sciences · doi:10.3390/educsci16101711
Purwaningwulan, M. M., Yasundari, Y., Amalia, G., & Danuwiranta, S. W. (2026) · PAEDAGOGY Jurnal Ilmu Pendidikan dan Psikologi · doi:10.51878/paedagogy.v6i4.13638
“At the broader institutional level, Worsley et al. (2022) similarly emphasize the value of interventions aimed at supporting university and college students’ mental health and well -being, while highlighting the need for approaches that fit the educational context.”
A narrative review of school-based preventive interventions on mental disorders and addictions
Aguilar-Moya, R., Ibáñez-Martínez, R., & Melero-Fuentes, D. (2026) · Discover Mental Health · doi:10.1007/s44192-026-00532-2
“…years there has been considerable concern in child and youth health due to the increase in cases of mental health disorders [107, 112, 115, 116, 119] and the repercussions that this may entail considering the significant changes at this stage at the biological, psychological, familial and…”
Gong, Z., Shen, G., & Zhuang, Z. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2026.1984531
“Review-level evidence includes cognitive-behavioral, mindfulness, psychoeducational, relaxation, and related psychological interventions, whereas evidence for setting-based approaches remains more limited (6).”
Zysset, A. E., Kerry, M. J., & Dratva, J. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2026.1932199
La depresión en estudiantes universitarios del Centro Universitario de la Ciénega Sede La Barca
González, C. V. T., & Castellanos, M. S. (2026) · Estudios y Perspectivas Revista Científica y Académica · doi:10.61384/r.c.a..v6i3.2111
Palmer-Cooper, E., Walmsley, H., Foster, C., Woodford, E., & Seneviratne, R. (2026) · Journal of Mental Health · doi:10.1080/09638237.2026.2732896
Bani, M., Zorzi, F., Cavicchioli, M., Russo, S., Ardenghi, S., & Strepparava, M. G. (2026) · Journal of Mental Health · doi:10.1080/09638237.2026.2732872
Well‑being support and further education libraries: supporting the whole student
Huskisson, R. (2026) · Insights the UKSG journal · doi:10.1629/uksg.775
Zhan, W., Ge, J., & Wang, Y. (2026) · Journal of Medical Internet Research · doi:10.2196/92310
“…institutional level, universities could consider incorporating assessment of stressful life events into broader mental health services and establishing tiered pathways linking early identification, stress-management education, peer support, psychological counseling, and professional referral [50].”
InfluentialMoore, E., Taylor, P. J., Bickley, H., Bhutta, A., Kapur, N., & Clements, C. (2026) · Psychology and Psychotherapy Theory Research and Practice · doi:10.1111/papt.70109
Brazilian higher education system at the crossroads: the undergraduate student mental health crisis
Demenech, L. M., Schmidt, B., Kapczinski, F. P., Nery, L. E. M., Machado, M. M. T., Boni, R. B. D., Brignol, S., & Lemos, S. M. (2026) · The Lancet Regional Health - Americas · doi:10.1016/j.lana.2026.101617
Yin, H., Hou, Y., Marshall-Smith, E., Remedios, R., & Holliman, A. J. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01182-2
“…support systems may therefore benefit students for whom family communication is a salient source of stress, including through interventions with demonstrated efficacy in student populations such as mindfulness-based, cognitive-behavioural and tech-nology-delivered programmes (Worsley et al., 2022).”
Paladines-Costa, M. B., Guerra, V., Sarriá, E., Recio, P., & Torres-Carrion, P. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2026.1924538
Yin, S., Wu, R., Ma, W., & Ou, Y. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1904847
“Other work likewise shows that peer support may protect students’ wellbeing, but it less often explains how support changes the interpretation of classmates’ stress cues inside specific course routines (Worsley et al., 2022; Pointon-Haas et al., 2023).”
Banda, P., Czakó, K. F., & Maughan, G. (2026) · Public health reviews · doi:10.3389/phrs.2026.1607815
“[46].”
March-Amengual, J.-M., Corrales, X. S., Busquets Alibés, E., & Cayuela, A. C. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1815021
“This interpretation is consistent with institutional recommendations and peer-reviewed evidence on interventions and factors supporting mental health and academic adjustment in higher education (Worsley et al., 2022; Kritikou and Giovazolias, 2022; Departament de Recerca i Universitats, 2023).”
Bekker, J., Gorniak, A. N., Ahlstrom, M. K., Klingonsmith, B. O., & Warren, J. S. (2026) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2026.101023
Linda, S. L., Ntshingila, N., & Temane, A. M. (2026) · South African Journal of Psychiatry · doi:10.4102/sajpsychiatry.v32i0.2649
“33 Organisational resources, support and caring for everyone were important.”
Mental health and wellbeing offerings in tertiary agricultural education: a content analysis
Knook, J., Stanley-Clarke, N., Hay, A., Flannery, S., Rose, D., & Janssen, K. (2026) · The Journal of Agricultural Education and Extension · doi:10.1080/1389224x.2026.2696558
Li, L.-Q., & Zheng, G. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2026.1874749
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“In addition to individual interventions such as cognitive-behavioural therapy and mindfulness-based programmes [73], group formats may be beneficial in enhancing acceptance, belongingness, and social support [22].”
Geil, P., Pfau, E. A., & Alagic, A. (2026) · Journal of Chemical Education · doi:10.1021/acs.jchemed.5c01485
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“In response, stress management interventions for university students — such as meditation, yoga, and mindfulness — are employed to alleviate anxiety, depression, and stress symptoms (Worsley et al., 2022).”
Cai, Y.-Q., Merhy, R. M. B., Chen, S., Dai, N., Ee, C., Henning, M. A., Yeung, A., Chang, D., Liu, J.-P., & Yang, G.-Y. (2026) · Mental Health & Prevention · doi:10.1016/j.mhp.2026.200535
Mitchell, J., van der Westhuizen, C., & Sorsdahl, K. R. (2026) · BMJ Open · doi:10.1136/bmjopen-2026-119398
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“Penelitian menunjukkan bahwa kesehatan mental mahasiswa dipengaruhi oleh tekanan akademik, lingkungan pendidikan, dukungan sosial, serta kemampuan individu dalam mengelola tekanan (Worsley et al., 2022).”
Caraivan, N. F., Georgescu, L., Burcea, C.-C., Iconaru, E. I., Mihăilă, I., & Potop, V. (2026) · Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health · doi:10.61801/oua.2026.2.05
Group art therapy with FE/HE students: a mixed-methods pilot study
Reekie, S. (2026) · International Journal of Art Therapy · doi:10.1080/17454832.2026.2689408
Pham, T. T., Suwanbamrung, C., Aekwarangkoon, S., Tuấn, L. T., Nam, T. T., Tran, V. D., Nguyen, H. T., Phu, D. H., & Le, C. N. (2026) · Journal of Human Earth and Future · doi:10.28991/hef-2026-07-02-014
Unveiling challenges and successes for graduate students in a post-pandemic era
Coombs, N. C., Keller, S. N., Decker, M., Marcette, J., Mushlitz, A., Cochran, B., & Mumbauer‐Pisano, J. (2026) · Journal of American College Health · doi:10.1080/07448481.2026.2674283
“83,84 Inadvertently, this shifts the burden onto the student instead of the collective and undermines efforts to fully examine those same structural issues.”
Shen, X.-Y., Tang, Y.-L., Wang, J., Wu, Y.-N., Li, R.-M., Yang, H., Chi, S., Yu, C.-Y., Shen, W.-D., & Zhang, J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1788190
24-h smartphone usage patterns in university students using high-granularity tracking
Chen, M., Xin, H.-C., Padmapriya, N., Tan, S., Edney, S., Tai, B. C., & Müller-Riemenschneider, F. (2026) · Scientific Reports · doi:10.1038/s41598-026-52696-0
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“Systematic reviews and meta-analyses support its efficacy in reducing distress, depression, anxiety, and perceived stress (Bamber & Morpeth, 2019; Dawson et al., 2020; Halladay et al., 2019; Worsley et al., 2022).”
Film education and art therapy for mental health in college students: a systematic review
Liang, M., & Ji, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1749029 · Cited by 1
“…leveraging AI-enhanced art therapy (AIATs), such as AI-generated art, chatbots, and robotic integration, to create novel, adaptive treatment approaches that enhance emotional expression and stress relief (Shamri Zeevi, 2021; von Thienen et al., 2023; Worsley et al., 2022; Hacmun et al., 2018).”
Supporting the Unseen: Reimagining Mental Health Services for African Online Students
Nang'ama, F. (2026) · Journal of Mental Health and Psychology · doi:10.69739/jmhp.v1i1.1609
Sherborne, V. (2026) · Counselling and Psychotherapy Research · doi:10.1002/capr.70116
Brockway, S. E., Will, C., Mendolia, M., & Keptner, K. (2026) · Behavioral Science · doi:10.3390/bs16040601
“Postsecondary institutions are recognizing the need to holistically support student well-being and successful participation in college life (Bannigan et al., 2025; Worsley et al., 2022).”
Factors of Students’ Psychological Well-Being: A Systematic Review
Maiukova, E., Kudryashov, M., Gorbunova, E., & Kobzeva, A. (2026) · Journal of Modern Foreign Psychology · doi:10.17759/jmfp.2026150106
Ovchinnikova, Y. E., & Solovova, N. A. (2026) · Journal of Modern Foreign Psychology · doi:10.17759/jmfp.2026150105
Curran, J., Walsh, R., & Guerin, A. (2026) · Teaching Mathematics and its Applications: An International Journal of the IMA · doi:10.1093/teamat/hrag007
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“…that resulted in an improved sense of belonging, an increase in perceived resilience and an improved wellbeing which is consistent with the literature that states that such types of program interventions can enhance student resilience while also fostering connections (Worsley et al., 2022).”
Hechanova, M. R., Patana, J. T., Co, T. A. C., Soliman, J. A., & Yusay, C. (2026) · Mental Health and Social Inclusion · doi:10.1108/mhsi-10-2025-0291
Naveen Prasath, B., & Jeyachidra, J. (2026) · International Conference on Advancing Sustainable Solutions through Technologies (ICASST) · doi:10.1109/icasst68917.2026.11484289
“To that end, the use of Machine Learning (ML) as a means of early detection of at-risk students has been gradually gaining momentum in recent years [6], [7].”
Wen, X., Zhou, Y., Li, Y., Li, Q., & Zhou, L. (2026) · Journal of Affective Disorders · doi:10.1016/j.jad.2026.121441
Bu, W., Logel, C. R., Emerson, K. T. U., & Murphy, M. C. (2026) · The Journal of Social Psychology · doi:10.1080/00224545.2025.2608310
Li, Y., Shao, Y., Shi, X., Wu, L., & Zhu, L. (2025) · Personality and Individual Differences · doi:10.1016/j.paid.2025.113502 · Cited by 1
Virtual reality relaxation for university students: A feasibility and acceptability study
Sunthararajah, S., Valmaggia, L., See, C. R. Z., & Riches, S. (2026) · Mental Health & Prevention · doi:10.1016/j.mhp.2026.200489
Pinho, L. G., Afonso, A., Ryan, L., Daly, E., Morais, A., Engström, M., Nilsson, A., Cubero, J., Jarry, C., Mureșan, M., et al. (2026) · Depression and Anxiety · doi:10.1155/da/8994187
Cortesi, M., Pendenza, F., Haddon, E., & Schiavio, A. (2025) · PLoS ONE · doi:10.1371/journal.pone.0338938
“…for higher education institutions; while prior research indicates that interventions are often explicitly aimed at well-being enhancement [53,54], this study indicates that social and creative activities can provide well-being benefits even when their primary goal – in this case, rebuilding…”
Health-promoting lecturing: development and validation of a measure
Vincent‐Höper, S., Bogdanski, J., Endrikat, D., & Janneck, M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1675912
Li, A., & Meng, Y.-N. (2025) · Behavioral Science · doi:10.3390/bs15121738
“…and shared experiences from peers, effectively enhanced participants’ sense of social con‑ nection and belonging, reduced loneliness, and increased self‑efficacy and perceived so‑ cial resources for coping with stress and negative emotions (Cohen & Wills, 1985; Cobb, 1976; Worsley et al., 2022).”
WELLNEST: Fostering Student Well-Being in Academic Settings
Amigo, F. A., Carpio, A., Quilang, V. J., Vicente, A. C., & Malimata, C. A. (2025) · IEEE Region 10 Conference · doi:10.1109/tencon66050.2025.11374917
“Digital platforms, including mobile applications and online counseling services, offer flexible, confidential, and scalable support mechanisms, making mental health services more accessible and inclusive [4][5].”
Fanani, M., Sobri, A., & Ubaidillah, A. (2025) · Jurnal Pendidikan dan Teknologi Indonesia · doi:10.52436/1.jpti.1004
“…dan aksesibilitas layanan, integrasi layanan digital ke pusat konseling kampus,peningkatan usability dan acceptability [31], [34], [35], [36], [37] 3 [29], [30], [43], [44], [45], [46] 5 Integrasi kesejahteraan ke dalam kurikulum Mengintegrasikan kesejahteraan mental, emosional, dan…”
InfluentialPoedjiastutie, D., Zarief, W., Yuniardi, M. S., & Rifaldi, F. R. (2025) · International Journal of English Language and Literature Studies · doi:10.55493/5019.v14i4.5633
Brewster, N., Caplan, B., Chun, C., & González, A. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2550378 · Cited by 1
Silent struggles: ADHD and anxiety during campus isolation
Bandari, M., Osei, C., & Bandari, M. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2468836
VR Prior Experience and Total Intention: Virtual Reality Art Interventions for Mental Health
Huang, L., Sabran, M. K. B., Guan, D., & Wang, G. (2025) · Seminars in Medical Writing and Education · doi:10.56294/mw2025693
Socias-Soler, J., Francisco, C., Martínez‐García, L., Péris-Baquero, Ó., & Osma, J. (2025) · International Journal of Methods in Psychiatric Research · doi:10.1002/mpr.70025
“…such as difficulties in academic performance, substance abuse, personality disorders and suicide attempts (Monteiro et al. 2015), and has negative consequences such as dropping out of college, poor academic performance, relationship difficulties and reduced emotional functioning (Wu et al. 2020).”
Vourda, M.-C., Collins, J., Kandaswamy, R., Bevilaqua, M. C. D. N., Kralj, C., Percy, Z., Strauss, N., Zunszain, P. A., & Dias, G. P. (2025) · Education Sciences · doi:10.3390/educsci15050604 · Cited by 1
da Silva, E. P., Rienzo, I., Okuno, L. Y., Quatrochi, B., Guzmán, J. L. B., dos Santos, J. C. S., Batista, B. D. S., Wolff, L., & Bleicher, T. (2025) · Revista Digital de Investigación en Docencia Universitaria · doi:10.19083/ridu.2025.1980
“Em Worsley et al. (2022), por meio de uma revisão sistemática sobre intervenções direcionadas à saúde mental e ao bem-estar de estudantes universitários, os pesquisadores buscaram identificar quais intervenções são eficazes nesse contexto.”
Nurturing Student Autonomy: the role of Self-determination theory in Academic coaching
Lubennikova, E. V. (2025) · Coaching psychology: methodology, theory, practice · doi:10.31483/r-127431
Frison, D., & Funari, C. (2025) · Form@re : Open Journal per la Formazione in Rete · doi:10.36253/form-17160
ENHANCING THESIS COMPLETION MOTIVATION IN NURSING STUDENT THROUGH SUPPORTIVE GROUP THERAPY
Wibowo, N. Y., Muryani, S., Widhiastuti, R., Khodijah, Dewi, N. A. K., & Widyantoro, W. (2025) · Psychiatry Nursing Journal (Jurnal Keperawatan Jiwa) · doi:10.20473/pnj.v7i1.68831
“Many students prefer to avoid stress rather than address it (P. H. W. & F. A. Lestari, 2020; Worsley et al., 2022).”
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Metadata
- 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
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