Author ORCID Identifier
https://orcid.org/0009-0003-9987-9253
Abstract
This qualitative study examines how the organization of campus mental health services—integrated, co-located care versus standalone counseling centers—shapes college students’ awareness, access, stigma/privacy, and engagement. Semi-structured interviews with five Midwestern undergraduate women (n = 5) explored perceptions of visibility, ease of use, barriers, and improvement ideas. Transcripts were analyzed using reflexive thematic analysis. Themes included confusion about entry pathways, visibility-related stigma, and the salience of faculty/peer bridges to services. Students generally preferred integrated models, citing privacy through co-location, normalization, and easier warm handoffs; some noted that standalone centers can feel more specialized yet risk heightened visibility depending on location. Findings clarify leadership-controllable levers: (1) service design (co-location, stepped-care menus) primarily influences access and engagement; (2) communication (orientation touchpoints, consistent cross-channel reminders) drives awareness; and (3) resource allocation (evening/weekend/summer hours, number of free sessions, staffing mix) affects engagement and continuity. Implications include expanding integrated delivery, increasing flexible hours and no-cost sessions, clarifying counselor roles/qualifications, and activating faculty/peer networks as referral bridges. Given the small, convenience sample, future research should use diverse, mixed-methods designs to test generalizability and outcomes.
Recommended Citation
Strand, T. Q. (2026). Models of Care in Higher Education: Comparing Integrated and Standalone Approaches to Student Mental Health. The Interactive Journal of Global Leadership and Learning, 4(2). https://doi.org/10.55354/2692-3394.1071
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Higher Education Commons, Leadership Studies Commons, Online and Distance Education Commons
