Dec 08, 2025
Interventions to promote or improve mental health and well-being in students enrolled in a college or university: A scoping review protocol
- Natalie Riblet1
- 1Geisel School of Medicine at Dartmouth College
Protocol Citation: Natalie Riblet 2025. Interventions to promote or improve mental health and well-being in students enrolled in a college or university: A scoping review protocol. protocols.io https://dx.doi.org/10.17504/protocols.io.eq2ly4obwlx9/v1
License: This is an open access protocol distributed under the terms of the Creative Commons Attribution License,  which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Protocol status: Working
We use this protocol and it's working
Created: December 05, 2025
Last Modified: December 08, 2025
Protocol Integer ID: 234295
Keywords: scoping review protocol, review of intervention, intervention, scoping review, mental health, being in student, review protocol, college, student, university
Abstract
This is a protocol for a scoping review of interventions to promote or improve mental health and well-being in students enrolled in a college or university
Troubleshooting
Introduction
The notion of higher education dates to the 11th century.1 Institutes of higher learning were
initially located primarily in Europe, but universities and colleges now exist throughout the
world.1 In fact, in the past four decades or so, the world has witnessed a marked rise in the
number of students who leave school and enroll in higher education, with roughly 10% of
students having sought higher education in 1971 versus 33% in 2013.2 With these evolving
trends, higher education is becoming more diverse and students represent various racial, ethnic,
socioeconomic, and other populations.2-4 For example, in the United States (US), the percentage
of students enrolled in a degree-granting program who identified as Hispanic/Latino was 21% in
2021.5 Conversely, in 1976, the percentage of college students who identified as Hispanic was
only 16%.6 Ultimately, college and universities are tasked with cultivating robust, healthy
learning environments that can successfully meet the needs of students who seek a range of
educational experiences and have various needs and expectations for their educational journey.1
Mental illness and related concerns such as psychological distress have emerged as pressing
and serious public health problem in higher education settings.7-10 In a cross-sectional study of
young adults (aged 18 22 years old) across 21 countries, Auerbach et al. found that 20.3% of
college students met criteria for a 12-month mental health disorder as defined by the Diagnostic
and Statistical Manual-IV (DSM-IV) or Composite International Diagnostic Interview (CIDI).7
In a survey of over 2,500 students living in North American, the Wiley Company also observed
that more than 80% of respondents endorsed psychological distress with anxiety, burnout, and depression being among the top symptoms (prevalence of 59%, 58%, and 43%, respectively).11
Students cited factors such as work-life balance, tuition costs, and living expenses as key drivers
of distress.11 In addition, students perceived that poor mental health had a deleterious effect on
their educational journey.11 Globally, death by suicide is also the fourth leading cause of death
among young adults aged 15 29 years.12 Because of observations such as these, colleges and
university administrators are in high need of effective and scalable solutions to improve the
mental health and well-being of their diverse student populations.13-15
Not surprisingly, there has been a rapid surge in review studies of interventions to address
mental health or well-being in college or university settings in the last decade. Between 2019
2023, there have been more than 40 published systematic reviews, meta-analysis, or scoping
reviews on this topic of interest (see Table 1). Available reviews have reported primarily on the
efficacy of certain types of complementary therapies (e.g., mindfulness, acupuncture)16-20 and
focused on specific populations (e.g., college students;17-18,21-23 nursing students24) or time
periods (e.g., Sars-2-Covid pandemic).25 In general, these reviews have found that some
interventions can be effective in improving mental health or well-being, but the effect sizes may
be small16,22 or moderate.16 A consistent theme across reviews includes concerns that the quality
of included studies is generally low or moderate.17,19,20,21 Authors emphasize the need for higher
quality evidence including the use of randomized designs (RCTs). Finally, no review has
examined the full breadth of individual- and population-level interventions that have been
studied in college and university settings or the applicability and scalability of these
interventions in these settings.
We will conduct a scoping review of published RCTs of primary, secondary, or tertiary
interventions to promote or improve mental-health and well-being in college or university students. Because literature stresses the need for high quality evidence, there is precedent to
limit our comprehensive scoping review exclusively to published RCTs. We will report on the
characteristics of the interventions studied and examine their scalability and generalizability. We
will consider implications for future research directions.
Research Question
Among students who are enrolled in a college or university, what primary, secondary, or tertiary interventions have been tested to promote or improve mental-health and
well-being?
Study Inclusion Criteria
Inclusion Criteria & Outcomes of Interest:
Publication Type: Peer-reviewed publication
Language: English We will limit our review to articles written in English
Study Design: Randomized controlled trial design
Population: Students enrolled in a college or university. We anticipate the that the populations may either
be healthy populations OR populations with an underlying condition (e.g., depression, anxiety) that puts
them at higher risk for experiencing negative outcomes.
Intervention: Primary, secondary, or tertiary interventions to promote or improve mental health and/or well-being. We will exclude any studies that report solely on the impact of the intervention on educational outcomes (e.g., GPA, ability to learn or complete a new task or skill) or outcomes that relate to performance in a course or class (e.g., anxiety during a procedural task such as practicing surgical skills). We will exclude studies that focus satisfaction with a course (e.g., how course was delivered
or the related course materials). We will exclude interventions (or studies) whose focus is limited to the
treatment of Feeding and Eating Disorders, Sleep-Wake Disorders, Premenstrual Dysmorphic Disorder or PMS, Neurodevelopmental Disorders, Schizophrenia Spectrum and Other Psychotic Disorders, Bipolar and Related Disorders, Obsessive-Compulsive and Related Disorders, Trauma- Related Disorders, Specific Phobias, or interventions focused exclusively on treating anxiety symptoms related to exams or test-taking, dating, public speaking, appearance, choosing career or vocation, statistics, computers, foreign language, writing or others. We will also exclude situations where the researcher artificially induced mental health symptoms in a health group of students in a laboratory setting and then tested the impact of an intervention on symptoms. Finally, we will exclude studies that reported solely on physiologic measures of stress.
Outcomes: We will require that the study assesses any of the following: 1) anxiety, 2) depression, 3) psychological distress/stress, 4) quality of life, 5) happiness, 6) wellbeing, 7) life satisfaction, 8) resilience, 9) measures of substance use/addiction, and/or 10) suicide-related outcomes. Note: We accepted studies that reported any one of these outcomes as a primary or secondary outcome if a goal of the intervention was to address mental health and/or well-being. We anticipate that studies will report on outcomes using self-report or standardized scales or diagnostic/structured clinical interviews in some cases. Studies may also use a variety of terms to refer to certain outcomes such as resilience (e.g., growth mindset, self-efficacy).
Search Strategy
Databases:
We will search the following databases for our review including Medline (via Ovid),
PsycINFO, Cochrane Library (all sections) and Education Resources Information Center
(ERIC). We will run our search from inception of each of these databases through
November 2023. We will use Rayyan to facilitate the screening process.26
Search terms:
We will use exploded MeSH terms and key words to generate the following themes:
college students, mental health and well-being, and randomized trials. We will then use
apply this approach during our search of the Medline database and then modify our
approach as necessary to search the other databases. Note the search strategy was
developed in collaboration with a Dartmouth College Librarian.
Limits:
None
Special Strategies:
We will apply a highly sensitive search strategy for locating randomized controlled trials
in electronic databases. We made this decision because otherwise the number of
references to search by hand in the databases yielded an unwieldy amount (i.e., >20,000).
Results of Search Strategy:
Details of the structure and findings of our various search strategies are provided in the Appendix..
Additional Search methods:
None.
Analysis Methods
We plan to use a descriptive approach to report on our findings. We anticipate that we
will report on variables such as population type, region/location of trials, and intervention types.
The results of this current review will provide important insights on current research as well as
future directions for research.
References
1. Palfreyman, D. and P. Temple (2017). University and colleges: a very short introduction. Oxford, Oxford University Press.
2. Marginson, S. (2016). "The worldwide trend to high participation higher education:
dynamics of social stratification in inclusive systems." Higher Education 72(4): 413-434.
3. Martinez-Acosta, V. G. and C. B. Favero (2018). "A Discussion of Diversity and
Inclusivity at the Institutional Level: The Need for a Strategic Plan." J Undergrad
Neurosci Educ 16(3): A252-a260.
4. Baum, S., et al. (2013). "An overview of American higher education." Future Child
23(1): 17-39.
5. National Center for education Statistics. (2023). "Fast Facts: Hispanic heritage month.
ere%20were,Hispanic%2FLatino%20(source).".
6. Snyder, T. D., et al. (2016). "Digest of education statistics 2014 (NCES 2016-006)
Washington, DC: National Center for Education Statistics, Institute of Education
Sciences, U.S. Department of Education; 2016.".
7. Auerbach RP, Alonso J, Axinn WG, Cuijpers P, Ebert DD, Green JG, Hwang I, Kessler
RC, Liu H, Mortier P, Nock MK, Pinder-Amaker S, Sampson NA, Aguilar-Gaxiola S,
Al-Hamzawi A, Andrade LH, Benjet C, Caldas-de-Almeida JM, Desmytteneaere K,
Florescu S, de Girolamo G, et al. Mental disorders among college students in the World
Health Organization World Mental Health Surveys. Psychol Med 2016; 46(14): 2955-70.
8. Lipson SK, Zhou S, Abelson S, Heinze J, Jirsa M, Morigney J, Patterson A, Singh M,
Eisenberg D. Trends in college student mental health and help-seeking by race/ethnicity:
Findings from the national health minds study. J Affect Disord 2022; 306: 138-147.
9. Chi T, Cheng L, Zhang Z. Global prevalence and trend of anxiety among graduate
students: A systematic review and meta-analysis. Brain Behav 2023; 13(4): e2909.
10. Ochnik D, Rogowoska AM, Kusnierz C, et al. Mental health prevalence and predictors
among university students in nine countries during the COVID-19 pandemic: A crossnational
study. Sci Rep 2021; 11: 18644.
11. Wiley. The student mental health landscape: Mental health challenges, evolving
preferences, and the need for more support. 2024.
69c0ace0355535f4601a7c.pdf?recId=@mu+ee3nINwkgflN1709FCIm+sBHdgvs5732Yju
H+77zLGcH6RjC2OkMokXspJv30&cid=DM140596&bid=438f68b7-c44a-4e4c-99dfece62524661a&
utm_campaign=991363&utm_source=adobeEmail&utm_medium=Email
&utm_term=361806-ACAT-Academic-Art_Down-LRNStudentMentalHealthReport&
utm_content=361806-ACAT-Academic-Art_Down-LRNStudentMentalHealthReport
12. WHO (2021). World Health Organization (WHO). Fact Sheet: Mental Health of
Adolescents. 2021. https://www.who.int/news-room/fact-sheets/detail/adolescent-mentalhealth.
13. DeAngelis, T. (2019). "College students' mental health is a higher priority." APA
Monitor on Psychology 50(11): 80.
14. Education, A. C. o. (2023). "Associations urge administration to prioritize mental health
care for college students. https://www.acenet.edu/News-Room/Pages/Admin-Urged-to-
Prioritize-College-Mental-Health.aspx."
15. Education, A. C. o. (2023). "ACE. Comments on DOL/IRS/HHS NPRM REG RIN
1210-AC11 Requirements Related to the Mental Health Parity and Addiction Equity Act https://www.acenet.edu/Documents/Comments-DOL-IRS-HHS-Mental-Health-
NPRM-100423.pdf."
16. Gong, X.-G., et al. (2023). "Effects of online mindfulness-based interventions on the
mental health of university students: A systematic review and meta-analysis." Frontiers in
Psychology 14: 1073647.
17. Johnson, B. T., et al. (2023). "Mental and physical health impacts of mindfulness training
for college undergraduates: A systematic review and meta-analysis of randomized
controlled trials." Mindfulness 14(9): 2077-2096.
18. Ma, L., et al. (2022). "Mindfulness-informed (ACT) and Mindfulness-based Programs
(MBSR/MBCT) applied for college students to reduce symptoms of depression and
anxiety." Journal of Behavioral and Cognitive Therapy 32(4): 271-289.
19. Couteur, J. L. (2022). An exploration of factors that may influence the subjective wellbeing
of students, ProQuest Information & Learning. 83.
20. Dawson, A. F., et al. (2020). "Mindfulness-Based Interventions for University Students:
A Systematic Review and Meta-Analysis of Randomised Controlled Trials." Applied
psychology. Health and well-being 12(2): 384-410.
21. Cuijpers, P., et al. (2021). "Prevention and treatment of mental health and psychosocial
problems in college students: An umbrella review of meta-analyses." Clinical
Psychology: Science and Practice 28(3): 229-244.
22. Amanvermez, Y., et al. (2022). "Effects of self-guided stress management interventions
in college students: A systematic review and meta-analysis." Internet interventions 28:
100503.
23. Chiodelli, R., et al. (2022). "Mindfulness-based interventions in undergraduate students: a
systematic review." Journal of American college health : J of ACH 70(3): 791-800.
24. Niu, Y., et al. (2023). "Effects of blended learning on undergraduate nursing students'
knowledge, skills, critical thinking ability and mental health: A systematic review and
meta-analysis." Nurse education in practice 72: 103786.
25. Malinauskas, R. and V. Malinauskiene (2022). "Meta-Analysis of Psychological
Interventions for Reducing Stress, Anxiety, and Depression among University Students
during the COVID-19 Pandemic." International journal of environmental research and
public health 19(15).
26. Mourad Ouzzani, Hossam Hammady, Zbys Fedorowicz, and Ahmed
Elmagarmid. Rayyan a web and mobile app for systematic reviews. Systematic
Reviews (2016) 5:210, DOI: 10.1186/s13643-016-0384-4.
27. Lefebvre C, Glanville J, Briscoe S, Featherstone R, Littlewood A, Marshall C, Metzendorf
M-I, Noel-Storr A, Paynter R, Rader T, Thomas J, Wieland LS. Technical Supplement to Chapter 4: Searching for and selecting studies. In: Higgins JPT, Thomas J, Chandler J, Cumpston MS, Li T, Page MJ,
Welch VA (eds). Cochrane Handbook for Systematic Reviews of Interventions Version 6.3 (updated February 2022). Cochrane,2022. Available from: www.training.cochrane.org/handbook.
28. Watson RJ, Richardson PH. Identifying randomized controlled trials of cognitive
therapy for depression: comparing the efficiency of Embase, Medline and
PsycINFO bibliographic databases. Br J Med Psychol. 1999 Dec;72 ( Pt 4):535-42
Appendix
Ovid MEDLINE(R) ALL <1946 to November 14, 2023>
1 randomized controlled trial.pt. 603276
2 controlled clinical trial.pt. 95456
3 randomized.ab. 624630
4 placebo.ab. 243177
5 drug therapy.fs. 2639974
6 randomly.ab. 420921
7 trial.ab. 672656
8 groups.ab. 2596644
9 1 or 2 or 3 or 4 or 5 or 6 or 7 or 8 5804906
10 exp animals/ not humans.sh. 5170652
11 9 not 10 5071505
12 exp Personal Satisfaction/ 25005
13 exp Happiness/ 5619
14 exp Resilience, Psychological/ 8508
15 exp "Quality of Life"/ 276591
16 "quality of life".ti,ab. 382228
17 QoL.ti,ab. 53512
18 "well-being".ti,ab. 115067
19 resilience.ti,ab. 46578
20 happiness.ti,ab. 9670
21 wellbeing.ti,ab. 30258
22 "life satisfaction".ti,ab. 11239
23 12 or 13 or 14 or 15 or 16 or 17 or 18 or 19 or 20 or 21 or 22 635120
24 (college adj3 student*).ti,ab. 30222
25 (college adj3 fresh*).ti,ab. 755
26 (college adj3 senior).ti,ab. 122
27 (college adj3 sophomore).ti,ab. 36
28 (college adj3 junior).ti,ab. 502
29 (college adj3 athlete*).ti,ab. 1188
30 (college adj3 women).ti,ab. 3107
31 (college adj3 men).ti,ab. 1226
32 collegiate.ti,ab. 6243
33 (Universit* adj3 student*).ti,ab. 31169
34 Undergrad*.ti,ab. 54173
35 24 or 25 or 26 or 27 or 28 or 29 or 30 or 31 or 32 or 33 or 34 115835
36 exp Stress, Psychological/ 154160
37 exp Psychological Distress/ 7021
38 exp Anxiety/ 114011
39 exp Anxiety Disorders/ 91503
40 exp Depression/ 153374
41 exp Mental Health/ 63729
42 "mental health".ti,ab. 217801
43 depress*.ti,ab. 569074
44 anx*.ti,ab. 290330
45 "psychological distress".ti,ab. 28306
46 stress.ti,ab. 971187
47 36 or 37 or 38 or 39 or 40 or 41 or 42 or 43 or 44 or 45 or 46 1884198
48 23 or 47 2357819
49 11 and 35 and 48 5467
Records identified: 5,467
PsycINFO <1946 to November 15, 2023>
S1 - ( (((((((((((((((((((DE "Academic Stress") OR (DE "Perceived Stress")) OR (DE "Chronic
Stress")) OR (DE "Anxiety Sensitivity")) OR (DE "Health Anxiety")) OR (DE "Mathematics
Anxiety")) OR (DE "Performance Anxiety")) OR (DE "Social Anxiety")) OR (DE "Speech
Anxiety")) OR (DE "Test Anxiety")) OR (DE "Computer Anxiety")) OR (DE "Generalized
Anxiety Disorder")) OR (DE "Panic Attack")) OR (DE "Panic Disorder")) OR (DE "Phobias"))
OR (DE "Depression (Emotion)")) OR (DE "Major Depression")) OR (DE "Sadness")) OR (DE
"Emotional Adjustment")) OR (DE "Emotional Health") ) OR TI depress* OR AB depress* OR
TI anx* OR AB anx*
535,402
S2 - ( ((((((DE "Happiness") OR (DE "Quality of Life")) OR (DE "Subjective Well Being")) OR
(DE "Life Satisfaction")) OR (DE "Self-Perception")) OR (DE "Academic Self Concept")) OR
(DE "Resilience (Psychological)") ) OR TI happiness OR AB happiness OR TI resilience OR
AB resilience OR TI well-being OR AB well-being OR TI "life satisfaction" OR AB "life
satisfaction"
248,720
S3- ((((DE "College Athletes") OR (DE "College Environment")) OR (DE "College
Students")) OR (DE "Colleges")) OR (DE "Higher Education")
129,680
S4 (SU.EXACT( Treatment Effectiveness Evaluation ) OR
SU.EXACT.EXPLODE( Treatment Outcomes ) OR SU.EXACT( Placebo ) OR
SU.EXACT( Followup Studies ) OR placebo* OR random* OR comparative stud*
OR clinical NEAR/3 trial* OR research NEAR/3 design OR evaluat* NEAR/3 stud* OR
prospective* NEAR/3 stud* OR (singl* OR doubl* OR trebl* OR tripl*) NEAR/3 (blind* OR
mask*)) NOT ( (Animals NOT Humans) )
283,108
S5 - S1 OR S2
733,421
S6 S3 AND S4 AND S5
1,233
Records identified: 1,233
ERIC <<1946 to November 15, 2023>
S1 - (MAINSUBJECT.EXACT.EXPLODE("Test Anxiety") OR
MAINSUBJECT.EXACT("Anxiety") OR MAINSUBJECT.EXACT.EXPLODE("Anxiety
Disorders") OR MAINSUBJECT.EXACT.EXPLODE("Mathematics Anxiety")) OR
(MAINSUBJECT.EXACT.EXPLODE("Depression (Psychology)") OR
MAINSUBJECT.EXACT.EXPLODE("Mental Health")) OR abstract(stress) OR title(distress)
OR abstract(distress) OR title(anx*) OR abstract(anx*) OR title(depress*) OR abstract(depress*)
OR title(stress) OR MAINSUBJECT.EXACT.EXPLODE("Writing Apprehension")
74,770
S2 (MAINSUBJECT.EXACT.EXPLODE("Wellness") OR
MAINSUBJECT.EXACT.EXPLODE("Student Welfare") OR
MAINSUBJECT.EXACT.EXPLODE("Sense of Community") OR
MAINSUBJECT.EXACT.EXPLODE("Resilience (Psychology)") OR
MAINSUBJECT.EXACT("Quality of Life") OR MAINSUBJECT.EXACT.EXPLODE("Life
Satisfaction")) OR abstract(resilience) OR title(resilience) OR abstract(life satisfaction) OR
title(life satisfaction) OR MAINSUBJECT.EXACT.EXPLODE("Student Satisfaction") OR
title(happiness) OR abstract(happiness) OR abstract(well-being) OR title(well-being)
39,042
S3 - S1 OR S2
106,063
S4 - (MAINSUBJECT.EXACT.EXPLODE("Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("College Students") OR
MAINSUBJECT.EXACT.EXPLODE("Single Sex Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("First Generation College Students") OR
MAINSUBJECT.EXACT.EXPLODE("College Athletics") OR
MAINSUBJECT.EXACT.EXPLODE("College Seniors") OR
MAINSUBJECT.EXACT.EXPLODE("College Curriculum") OR
MAINSUBJECT.EXACT.EXPLODE("State Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("Multicampus Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("College Freshmen") OR
MAINSUBJECT.EXACT.EXPLODE("College Environment") OR
MAINSUBJECT.EXACT.EXPLODE("Student College Relationship") OR
MAINSUBJECT.EXACT.EXPLODE("Small Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("Religious Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("Private Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("Public Colleges") OR
MAINSUBJECT.EXACT.EXPLODE("Noncampus Colleges")) OR
MAINSUBJECT.EXACT.EXPLODE("Higher Education")
544,429
S5 - ("randomized controlled trial" OR "controlled clinical trial" OR "randomized" OR "placebo" OR "drug therapy" OR "randomly" OR "trial" OR "groups")
396,206
S6 - S3 AND S4 AND S5
7,632
S7 - Limit S6 to peer reviewed & scholarly journals
5,145
Records identified: 5,145
Cochrane Library
Date Run: 15/11/2023 21:42:15
ID Search Hits
#1 MeSH descriptor: [Stress, Psychological] explode all trees 8039
#2 MeSH descriptor: [Psychological Distress] explode all trees 431
#3 MeSH descriptor: [Anxiety] explode all trees 13324
#4 MeSH descriptor: [Anxiety Disorders] explode all trees 9234
#5 MeSH descriptor: [Depression] explode all trees 18751
#6 MeSH descriptor: [Mental Health] explode all trees 3635
#7 ("mental health"):ti 4850
#8 ("mental health"):ab 23560
#9 (depress*):ti 36546
#10 (depress*):ab 91948
#11 (anx*):ab 63239
#12 (anx*):ti 19083
#13 ("psychological distress"):ti 710
#14 ("psychological distress"):ab 4438
#15 (stress):ti 21852
#16 (stress):ab 60591
#17 #1 OR #2 OR #3 OR #4 OR #5 OR #6 OR #7 OR #8 OR #9 OR #10 OR #11 OR #12 OR
#13 OR #14 OR #15 OR #16 199693
#18 MeSH descriptor: [Personal Satisfaction] explode all trees 1614
#19 MeSH descriptor: [Happiness] explode all trees 320
#20 MeSH descriptor: [Resilience, Psychological] explode all trees 389
#21 MeSH descriptor: [Quality of Life] explode all trees 44343
#22 ("quality of life"):ti 23602
#23 ("quality of life"):ab 129428
#24 ("QoL"):ti 991
#25 ("QoL"):ab 26392
#26 ("well-being"):ti 2779
#27 ("well-being"):ab 16776
#28 (resilience):ti 1179
#29 (resilience):ab 2986
#30 (happiness):ti 275
#31 (happiness):ab 1166
#32 (wellbeing):ti 3527
#33 (wellbeing):ab 19998
#34 ("life satisfaction"):ti 165
#35 ("life satisfaction"):ab 1464
#36 #18 OR #19 OR #20 OR #21 OR #22 OR #23 OR #24 OR #25 OR #26 OR #27 OR #28
OR #29 OR #30 OR #31 OR #32 OR #33 OR #34 OR #35 165506
#37 (college NEAR/3 student):ti 148
#38 (college NEAR/3 student):ab 347
#39 (college NEAR/3 freshman):ti 7
#40 (college NEAR/3 freshman):ab 25
#41 (college NEAR/3 senior):ti 1
#42 (college NEAR/3 senior):ab 4
#43 (college NEAR/3 sophomore):ti 1
#44 (college NEAR/3 sophomore):ab 4
#45 (college NEAR/3 junior):ti 6
#46 (college NEAR/3 junior):ab 41
#47 (college NEAR/3 athlete):ti 1
#48 (college NEAR/3 athlete):ab 2
#49 (college NEAR/3 women):ti 138
#50 (college NEAR/3 women):ab 349
#51 (college NEAR/3 men):ti 45
#52 (college NEAR/3 men):ab 176
#53 (collegiate):ti 242
#54 (collegiate):ab 477
#55 (University NEAR/3 student):ti 30
#56 (University NEAR/3 student):ab 283
#57 (Undergrad*):ti 765
#58 (Undergrad*):ab 3731
#59 (college NEAR/3 freshmen):ti 27
#60 (college NEAR/3 freshmen):ab 50
#61 (college NEAR/3 athletes):ti 59
#62 (college NEAR/3 athletes):ab 97
#63 (University NEAR/3 students):ti 1027
#64 (University NEAR/3 students):ab 2791
#65 (Universities NEAR/3 student):ti 0
#66 (Universities NEAR/3 student):ab 10
#67 (Universities NEAR/3 students):ti 10
#68 (Universities NEAR/3 students):ab 136
#69 #37 OR #38 OR #39 OR #40 OR #41 OR #42 OR #43 OR #44 OR #45 OR #46 OR #47
OR #48 OR #49 OR #50 OR #51 OR #52 OR #53 OR #54 OR #55 OR #56 OR #57 OR #58 OR
#59 OR #60 OR #61 OR #62 OR #63 OR #64 OR #65 OR #66 OR #67 OR #68 8795
#70 #17 OR #36 322159
#71 #69 AND #70 2471
Cochrane Reviews 3 (note: none were relevant to topic)
Protocols 0
Trials 2,468
Editorials 0
Special Collections 0
Clinical Answers - 0
Protocol references
1. Palfreyman, D. and P. Temple (2017). University and colleges: a very short introduction. Oxford, Oxford University Press.
2. Marginson, S. (2016). "The worldwide trend to high participation higher education:
dynamics of social stratification in inclusive systems." Higher Education 72(4): 413-434.
3. Martinez-Acosta, V. G. and C. B. Favero (2018). "A Discussion of Diversity and
Inclusivity at the Institutional Level: The Need for a Strategic Plan." J Undergrad
Neurosci Educ 16(3): A252-a260.
4. Baum, S., et al. (2013). "An overview of American higher education." Future Child
23(1): 17-39.
5. National Center for education Statistics. (2023). "Fast Facts: Hispanic heritage month.
ere%20were,Hispanic%2FLatino%20(source).".
6. Snyder, T. D., et al. (2016). "Digest of education statistics 2014 (NCES 2016-006)
Washington, DC: National Center for Education Statistics, Institute of Education
Sciences, U.S. Department of Education; 2016.".
7. Auerbach RP, Alonso J, Axinn WG, Cuijpers P, Ebert DD, Green JG, Hwang I, Kessler
RC, Liu H, Mortier P, Nock MK, Pinder-Amaker S, Sampson NA, Aguilar-Gaxiola S,
Al-Hamzawi A, Andrade LH, Benjet C, Caldas-de-Almeida JM, Desmytteneaere K,
Florescu S, de Girolamo G, et al. Mental disorders among college students in the World
Health Organization World Mental Health Surveys. Psychol Med 2016; 46(14): 2955-70.
8. Lipson SK, Zhou S, Abelson S, Heinze J, Jirsa M, Morigney J, Patterson A, Singh M,
Eisenberg D. Trends in college student mental health and help-seeking by race/ethnicity:
Findings from the national health minds study. J Affect Disord 2022; 306: 138-147.
9. Chi T, Cheng L, Zhang Z. Global prevalence and trend of anxiety among graduate
students: A systematic review and meta-analysis. Brain Behav 2023; 13(4): e2909.
10. Ochnik D, Rogowoska AM, Kusnierz C, et al. Mental health prevalence and predictors
among university students in nine countries during the COVID-19 pandemic: A crossnational
study. Sci Rep 2021; 11: 18644.
11. Wiley. The student mental health landscape: Mental health challenges, evolving
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