Mental health has increasingly become a significant barrier to student success in community colleges, second only to the growing cost of tuition (Gallup & Lumina Foundation, 2024). According to The State of Education 2024 by Gallup and the Lumina Foundation (2024), 64 percent of students who considered dropping out of higher education cited stress or mental health struggles as a primary reason. As reported in Supporting Minds, Supporting Learners (Center for Community College Student Engagement, 2024), 56 percent of respondents experienced emotional or mental difficulties that hurt their academic performance in the past four weeks.  The relationship of mental health to academic success is particularly significant for community college students who experience higher levels of depression and anxiety due to factors such as poverty and limited access to resources (McSpadden, 2022). The prevalence of mental health struggles and a lack of adequate mental health support pose significant barriers to retention and success, especially for first-generation and low-income students as well as students of color (Brocato et al., 2021; Sontag-Padilla et al., 2023).

For years, scholars have drawn attention to the growing need for mental health support among college students. In 2014, for example, 92 percent of counseling services in higher education institutions reported increased demand, and researchers asserted that community colleges faced challenges in meeting the mental health needs of students (Katz & Davison, 2014). Scholars offer insight into the sociocultural factors contributing to depression and anxiety among community college students and highlight the correlation between food and housing insecurity and mental health struggles (Katz & Davison, 2014; Broton et al., 2022). These realities are complicated by cultural norms, such as the stigma around seeking mental health services in communities of color (McSpadden, 2022).

As the demand for student mental health services grows, institutions struggle to find sufficient resources to respond (Sontag-Padilla et al., 2023). A common strategy is to expand funding through community partnerships and state or federal grants. Sontag-Padilla et al. (2023) also recommend evaluating internal operations to maximize existing services, as mental health programs often lack a clear framework, leading to redundancies and unnecessary costs. Additionally, McSpadden (2022) asserts that mental health services often go underutilized by students who are unaware of available services or feel uncomfortable accessing them due to stigma. This perspective assumes that cultural norms strongly influence a student’s decision to seek help. While addressing these barriers is essential to improving service utilization, it does not reduce the urgency of expanding mental health support, as the demand for services continues to outpace the institutional capacity to meet it.

Addressing the Mental Health Needs of Community College Students

Researchers attribute the growing need for mental health services to varying root causes and generally agree that increasing funding is key (Sontag-Padilla et al., 2023; McSpadden, 2022). To address gaps in mental health services, community colleges should foster community partnerships and seek alternative funding. Beyond connecting students to services, however, there are additional steps colleges should take to address this growing concern, including (a) assessing their institutions to identify student needs, (b) developing a long-term budget solution, and (c) creating a mental health strategic plan.

Assessing Student Needs and Data-Driven Decision-Making

When institutions directly address students' expressed needs, they increase the efficiency of service delivery and the likelihood of students using services. Determining whether students need in-person or virtual services, one-on-one versus group counseling, or culturally specific programs will help colleges budget effectively and build a targeted plan. As community colleges face increased accountability to secure resources, data-driven decision-making has become a common strategy to improve student outcomes, requiring leaders skilled in data literacy (Chen, 2020). While some colleges have the resources to support data literacy, colleges with fewer resources, such as rural institutions, may face greater challenges (Chen, 2020).

For colleges unable to collect student mental health data due to resource limitations, analyzing basic needs data can be an effective stop gap in assessing mental health needs given their connection (McSpadden, 2022). Among California community college students, for example, basic needs insecurity is prevalent, with 47 percent reporting food insecurity and 58 percent reporting housing insecurity (Community College League of California, 2023). Because assessing mental health needs is crucial for institutions to support student success, Brocato et al. (2021) suggested that institutions consider readily available tools like the Healthy Minds Study or the Wellbeing Assessment.

Additionally, the increasing presence of students with minoritized identities in community colleges underscores the importance of sustainable efforts to support student mental health. A 2021 report by the American Council on Education (ACE) highlighted the results of a 2019 Wellbeing Assessment conducted by Wake Forest University (Brocato et al., 2021). The survey revealed that undergraduate students who identified with minoritized racial and ethnic identities reported lower levels of subjective well-being compared to their peers with privileged identities. This need is particularly significant for community colleges, where completion gaps persist among students of color. Specifically, only 36 percent of Latino students and 28 percent of Black students graduate within six years, compared to 49 percent of White students (Brocato et al., 2021).

Allocating Resources for Mental Health Support

While it is clear that students need access to mental health services, community colleges have limited resources and tend to rely on grant funding and community partners to connect students with the services they require (Sontag-Padilla et al., 2023). However, these funding sources have proven insufficient to meet students' mental health needs. Sontag-Padilla et al. (2023) contend that institutions should prioritize allocating institutional resources to support mental health services, using temporary resources like grants and community-based partners only to fill service gaps.

Taking a data-driven approach to budgeting is an important element of the development process. Evaluating available national, state, and local data, and conducting a collegewide needs assessment to gain insights into the specific mental health needs of students is crucial. Understanding a community’s unique needs and preferences, such as modality (e.g., online vs. in-person services), format (e.g., individual vs. group services), and barriers to access can help institutions maximize their services and better allocate resources.

Developing a Strategic Plan for Mental Health Services

To maximize the utilization of services, college leaders should develop a mental health strategic plan. The plan should (a) engage the campus community by preparing staff and faculty to support students holistically through adequate training and professional development, (b) provide a clear understanding of the services offered, and (c) ensure that students know how and where to access these services. While a growing number of four-year institutions have developed and implemented a strategic plan for mental health, it is less common in community colleges (Sontag-Padilla et al., 2023).

Research on the mental health needs of community colleges found that most colleges lack a clear institutional vision or strategic plan to support the coordination and delivery of services (Sontag-Padilla et al., 2023). In contrast, California State University (CSU) and University of California (UC) have implemented strategic plans for mental health. For example, the Beach WELL plan at CSU Long Beach includes a commitment to offering trauma-informed training for staff and maximizing services through marketing strategies and data collection (California State University Long Beach, n.d.). Similarly, UC Berkeley’s health services strategic plan includes an integrated mental health component that focuses on building a community of care and offering preventative and seamless services using data (University of California, Berkeley, n.d.).

Research and practice support the growing need for access to culturally affirming mental health supports to foster academic success. Mental health challenges do not occur in isolation; as noted, students experiencing unmet basic needs, such as food or housing insecurity, report significantly higher rates of anxiety and depression. Findings from the Healthy Minds Study highlight that students facing multiple insecurities are more than four times as likely to experience severe mental health symptoms compared to their peers with no identified insecurities (Brocato et al., 2021). These interconnected struggles affect academic outcomes and include lower GPA and persistence rates. Addressing mental health through integrated basic needs and health services is essential for fostering student success and retention. Some California Community Colleges are exploring research-supported interventions to meet the moment in support of student mental health.

The San Diego Community College District (SDCCD) offers a case study in innovation through districtwide planning and culturally responsive practices that provide accessible mental health support in non-clinical settings.

SDCCD Mental Health Strategic Planning

SDCCD has developed a comprehensive districtwide Mental Health Strategic Plan to bolster service delivery, crisis response, and community engagement. Key initiatives include providing trauma-informed training for employees, leveraging technology for improved access to mental health services, and strengthening partnerships with local organizations (see Figure 1). By promoting awareness and reducing stigma, the plan emphasizes equitable mental health access and builds a foundation for sustainable support tailored to meet the needs of the district’s diverse student body.

Figure 1: SDCCD Mental Health Strategic Priorities 2024-2026

Culturally Affirming Non-Clinical Third Spaces

San Diego City College employs mental health counselors to support culturally affirming third spaces, demonstrating how non-clinical environments can foster community, reduce stigma, and increase student help-seeking behavior, particularly among Black, Indigenous, and People of Color (BIPOC) communities. The Fresh Cutz Barbershop recognizes the historical role of barbershops as community hubs and integrates mental health support into a familiar and welcoming setting. This program empowers students to engage in supportive conversations without the formality of a mental health clinic setting. Similarly, the Seeds Program: Health Through Nature addresses the nature gap by offering students the opportunity to engage in mindful gardening, community grounding, and culturally reflective learning at the Seeds@City Urban Farm. This bi-weekly program has demonstrated improvements in mental well-being, showing how nature-based activities reduce stress and foster a sense of belonging and resilience.

Embedded Mental Health Counselors in Academic and Support Programs

Mental health counselors at San Diego City College help students navigate anxiety and mental health challenges directly within academic and special population programs. For example, Mental Health for Math Anxious embeds counselors directly into mathematics classrooms to address math anxiety, a common barrier to student success. Counselors partner with instructors to introduce self-management techniques, such as breathing exercises, muscle relaxation, and mindfulness, during class time. Embedded counselors within special population programs serve a range of student populations, including BIPOC, LGBTQ+, veterans, and student-athletes, among others, and provide culturally responsive mental health interventions tailored to the student population being served.

These promising practices demonstrate institutional action that emphasizes the importance of creating equitable and inclusive environments to support students' well-being and shifts the approach to services from strictly clinical to a diverse design in mental health and well-being initiatives. Through these and other practices, SDCCD demonstrates how community colleges can effectively address the growing mental health crisis through culturally relevant and sustainable strategies that meet students where they are and prioritize their needs and experiences.

Leadership Implications for Advancing Mental Health Initiatives

Implementing a campuswide mental health strategy requires a transformational leadership approach. A hallmark of this leadership style is guiding people through change by gaining their commitment to a shared mission (Sipe, 2020). In applying Kotter’s transformational leadership model, community college leaders should establish a sense of urgency by explaining why the change is needed and sharing data on students’ mental health needs (AlManei et al., 2018). Next, leaders can enlist a team of champions who believe in the mission to serve as allies throughout the process (AlManei et al., 2018). Finally, institutionalizing the change involves developing a clear and sustainable framework, such as embedding mental health resources within the college’s strategic plan and budget (AlManei et al., 2018). By building commitment across stakeholders, a transformational leadership approach can create a supportive campus environment that prioritizes mental health and promotes student well-being.

References

AlManei, M., Salonitis, K., & Tsinopoulos, C. (2018). A conceptual lean implementation framework based on change management theory. Procedia CIRP, 72, 1160-1165.

Brocato, N., Luebber, F., Taylor, M., De Jesus Gonzalez, A., Chessman, H.M., & Zhao, Y. (2021). Well-being and minoritized identities: An intersectional approach. American Council on Education. https://www.acenet.edu/Documents/Well-Being-Minoritized-Identities.pdf

Broton, K. M., Mohebali, M., & Lingo, M. D. (2022). Basic needs insecurity and mental health: Community college students’ dual challenges and use of social support. Community College Review, 50(4), 456-482.

California State University, Long Beach. (n.d.). Beach WELL mental health strategic plan. https://www.csulb.edu/student-affairs/beach-wellness/beach-well-mental-health-strategic-plan

Center for Community College Student Engagement. (2024). Supporting minds, supporting learners: Addressing student mental health to advance academic success.  https://www.cccse.org/reports/Supporting-Minds

Chen, Y. (2020). Data-driven decision making literacy among rural community college leaders in Iowa: The role of leadership competencies. Community College Journal of Research and Practice, 44(5), 347-362.

Community College League of California. (2023). Basic needs among California community college students. https://saragoldrickrab.com/wp-content/uploads/2023/09/basic_needs_among_california_community_college_students-final-2023.pdf

Gallup, & Lumina Foundation. (2024, May 8). The state of higher education 2024. https://www.luminafoundation.org/resource/the-state-of-higher-education-2024

Katz, D. S., & Davison, K. (2014). Community college student mental health: A comparative analysis. Community College Review, 42(4), 307-326.

McSpadden, E. (2022). I’m not crazy or anything: Exploring culture, mental health stigma, and mental health service use among urban community college students. Community College Journal of Research and Practice, 46(3), 202-214.

Sipe, B. S. (2020). Embedding design thinking in a culture of innovation at two community colleges. Community College Journal of Research and Practice, 44(9), 657-676.

Sontag-Padilla, L., Williams, D., Kosiewicz, H., Daugherty, L., Kane, H., Gripshover, S., & Miller, T. (2023). Supporting the mental health needs of community college students. Rand Health Quarterly, 10(4), 6.

University of California, Berkeley. (n.d.). UHS strategic plan. https://uhs.berkeley.edu/about-uhs/about/uhs-strategic-plan

Itzel Seidel is Director, Completion Programs, at Southwestern College in Chula Vista, California, and Poppy Fitch, Ed.D., is Dean, Wellness and Disability Support Programs and Services, at San Diego Community College District in San Diego, California.

Opinions expressed in Leadership Abstracts are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.