The demand for university counseling centers has been increasing recently, which could be due to factors related to increased rates of diagnosis of mental health conditions and reduced mental health stigma. 

There is a high dropout rate for college students with psychiatric disabilities. These students are especially at risk for dropping out of students and are in need of extra support services to promote retention. 

LeViness (2024) conducted a literature review of five studies to assess the association between university counseling centers and student retention. They found that university counseling centers retained a higher rate of students than a control group. This shows a high positive impact of university counseling centers on retention rates. 

LeViness (2024) College counseling centers and student retention rates 

Brunner et al. (2014) analyze university counseling centers and university student populations to understand how university counseling centers can better serve students. They emphasize that one size does not fit all when it comes to university counseling centers, and all counseling centers are different. They review recent research that shows an increasing rate of mental health concerns and substance use issues among university students, leading to higher usage of university mental health services. 

They emphasize that university counseling centers utilize collaborative approaches, collaborating with other campus departments as well as community supports to provide support to students. They provide evidence that university counseling centers promote student retention. They also analyze the top issues that university counseling center directors noted were addressed by university counseling centers. Suicide prevention was among these issues. 

Brunner et al. (2014) - College counseling centers and university student populations  


University counseling centers are instrumental in providing services to students in the college population. These centers provide necessary services to support the health and well-being of college students. 

Grand Valley State University

Also referred to as post-secondary and tertiary education, it is usually taught at universities, academies, conservatories, and institutes of technology. 
Trends in Literature:
- Digital and Technology Inequities 
- Increased Mental Health Resources from Higher Ed Institutions
- Changes in Examination Methods
- Undergraduate Student Perspectives
- Graduate Student Perspectives
- Decreased Enrollment

Higher Education

Higher Education References

The COVID-19 pandemic affected higher education. Nodes for deeper study on the topic include:
- Higher Education Challenges during Pandemic: A Case Study
- The Balance of Roles: Graduate Student Perspectives during the COVID-19 Pandemic
- Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context
- Covid-19 and Medical Students
- Longtitudinal Study on the  effects of COVID-19 on first year college students' mental health
- Reimagining higher education during and post-COVID-19: Challenges and opportunities

Effects of the COVID-19 pandemic on Higher Education

This paper discusses how the dissolution of university campuses as a result of COVID-19 has affected student support networks, and proposes a number of recommendations for university staff to consider in order to develop effective student support. 

The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice


Incoming students to higher education institutions often have false expectations of university life. These false expectations make the transition difficult for incoming students, and may result in delays in academic achievement. Staff and instructors also have beliefs and expectations that don’t align with the beliefs and expectations of their students, resulting in some dissonance. 

Expectation Issues Students & Instructors Face When Transferring to Universities or Colleges, or Receiving Transferring Students

Walden & Cowen (2024) discuss the prospect of changing the narrative on mental health and mental health support services for university counseling centers. 

The authors recognize the systems change perspective, which involves interconnected support systems and institutional factors in addressing students mental health. For example, the theory would suggest that rather than counseling centers taking on the sole role of providing mental health services for college students, that these services be spread out across departments so that students have more than one avenue to access services. 

The authors advocate for integrating multiple support systems together, such as multiple campus departments collaborating to provide support to students. This shift in paradigm calls for a change in attitude surrounding college students mental health and university counseling centers provision of services. 

Learn Before

Related

Learn After