College campuses are unique ecosystems where faculty, staff and students from all walks of life converge—each carrying their own set of values, belief systems and lived experiences. While this diversity strengthens the overall learning environment, students from marginalized or intersecting identities often face unique barriers. To truly be inclusive, campus support systems must consider how culture and identity intersect with mental health.
Understanding mental health through a cultural lens
Culture deeply shapes how individuals perceive and experience mental health—including how symptoms are expressed and how help is sought. Global views of mental health are not uniform. In many non-Western cultures, psychological distress is often expressed through physical symptoms like pain or fatigue. Mental illness may not be openly acknowledged or accepted due to shame, stigma or cultural norms, and traditional Western approaches of support, such as counseling or psychiatric care, can feel irrelevant or alienating to students from these backgrounds (Sue et al. 2019).
Even within Western culture, students from historically marginalized groups, including BIPOC (Black, Indigenous, and People of Color), LGBTQ+ individuals, people with disabilities, and children of immigrants often face systemic and interpersonal challenges such as racism, homophobia, xenophobia, and discrimination. These experiences can manifest as racial trauma, microaggressions and systemic inequities that compound stress and erode psychological safety (Pieterse et al., 2010; Nadal et al., 2014). The National Academies of Sciences emphasize these cultural and identity-based stressors must be acknowledged, and campus leadership must develop mental health strategies as well as treat students’ mental well-being as integral, not ancillary, to the educational mission.
Identity, belonging and mental health
A strong sense of identity and belonging is foundational to student mental health. However, many students experience “identity dissonance,” making them feel they need to suppress or fragment fundamental elements of their identity (Goode et al. 2020). For instance, international students may feel compelled to conform to dominant cultural norms, while students of color may experience invisibility within predominantly white institutions.
A disconnection from identity can contribute to anxiety, depression and disengagement. A sense of belonging is key to providing students with clarity of thought, emotional resilience and personal growth, essential outcomes that higher education institutions must prioritize.
Supporting mental health across campus
Historically, college mental health services have centered on Western clinical models such as therapy and diagnosis, which may not resonate with all students. Institutions are increasingly embracing culturally responsive and community-based supports like peer counseling, healing circles and advocacy groups.
Campus-wide initiatives are also key to providing comprehensive support. Inclusive orientation programming, mental health first aid training for faculty and staff, and peer support networks are just a few examples of how campuses can reduce stigma and create early points of intervention. Effective support requires cultural humility—an intentional practice of self-reflection, empathy, and centering the needs of those seeking help. It means setting aside assumptions and engaging across cultural lines with openness and respect.
A meaningful shift requires collective responsibility. Faculty, staff, administrators and students all play a role in creating a campus culture that prioritizes mental health. This includes training staff to recognize cultural expressions of distress, fostering inclusive learning environments and involving students in shaping relevant, identity-affirming programs that reflect their lived experiences.
Moving forward: Inclusion as prevention
To truly support student well-being, colleges must view social identity as a source of strength, not a complication. This includes investing in diverse mental health professionals, offering multilingual and culturally adaptive services, and embedding cultural humility across campus systems. This approach should be rooted in openness and self-awareness when working with culturally diverse populations.
Equally important is involving students in the co-creation of mental health services, ensuring programs are relevant, affirming and grounded in the realities of those they serve. Every student deserves the opportunity to thrive, and inclusion must be seen not just as a value, but as a proactive strategy for well-being.
Other references:
- Goode, J. R., Radovic-Fanta, J., & Cipra, A. (2020). Dissonance, detachment and college student identity: An exploration of identity gaps in the emerging majority student. Qualitative Research Reports in Communication. DOI: 10.1080/17459435.2020.1853205
- Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health. Counseling Psychologist, 42(2), 193–213.
- Pieterse, A. L., Todd, N. R., Neville, H. A., & Carter, R. T. (2010). Perceived racism and mental health among Black American adults: A meta-analytic review. Journal of Counseling Psychology, 57(1), 1–9.
- Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). John Wiley & Sons.
Written by Kyle Fontaine
Kyle is the education program coordinator for the Illinois Campus Cares Technical Assistance Center and the Illinois Behavioral Health Workforce Center at SIU School of Medicine. Before stepping into this role, Kyle was a high school teacher supporting young adults who thrived in nontraditional learning environments. His passion for creating inclusive, supportive spaces carries into his current work. As a certified Mental Health First Aid Instructor, Kyle partners with colleagues to break down the stigma around behavioral health, empowering others to listen, offer support and respond confidently when someone is struggling.