Stressed Out and Stopping Out:The Mental Health Crisis
in Higher Education

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Introduction
Researchers have long warned of a growing mental health crisis on U.S. college campuses, withstudents increasingly likely to report problems with depression and anxiety1 and demand for
campus counseling services rising past the capacity of many schools to keep up with it.2 The
situation was exacerbated by the COVID-19 pandemic,3 which isolated students at a time whensocial relationships are particularly important to their ability to manage the stress of college life.4
However, results from the Lumina Foundation-Gallup State of Higher Education 2022 study show thateven with pandemic-era restrictions lifted and concerns about COVID-19 receding, students in associate
or bachelor’s degree programs were no less likely in 2022 than they were in 2021 to have consideredstopping their coursework prior to completion. “Emotional stress” remains by far their most commonly
cited reason for thinking of stopping out. Stressed Out and Stopping Out: The Mental Health Crisis inHigher Education draws on data collected in the fall of 2022 for the Lumina Foundation-Gallup State ofHigher Education 2023 report.
12
34Colarossi, J. (2022, April 21). Mental health of college students is getting worse. The Brink. https://www.bu.edu/articles/2022/mental-health-of-collegestudents-is-getting-worse/
Thielking, M. (2017, February 6). A dangerous wait: Colleges can’t meet soaring student needs for mental health care. Stat. https://www.statnews.
com/2017/02/06/mental-health-college-students/

Elharake, J.A., Akbar, F., Malik, A.A., Gilliam, W., & Omer, S.B. (2022). Mental health impact of COVID-19 among children and college students: A systematic
review. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-021-01297-1
Lumpkin, L. (2021, March 30). A mental health crisis was spreading on college campuses. The pandemic has made it worse. The Washington Post.
https://www.washingtonpost.com/education/2021/03/30/college-students-mental-health-pandemic/1

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Findings

Forty-one percent of students currently enrolled in a postsecondary education program, including 36% ofbachelor’s students and 44% of associate degree students, say they have considered “stopping out” in the past
six months. For each group, the current figures represent a slight rise from those seen in 2020 and 2021.
FIGURE 1

In the past six months, have you considered stopping your coursework (that is, withdrawing
from the program for at least one term)?
% “Yes”

All students

Associate degree students

Bachelor’s degree students

Note: “All students” reported in this chart includes students pursuing an associate degree, bachelor’s degree, certificate or certification.
Results for certificate or certification students not shown.

2

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Among students who had considered stopping out, emotional stress surged dramatically as a reason between the
pandemic years of 2020 and 2021. However, though COVID-19 has now fallen sharply as a reason for stopping
out, there has only been a modest decrease in students’ likelihood to cite emotional stress as the reason they haveconsidered stopping their coursework. Among students who have considered stopping out, 55% give emotional
stress as a reason, including nearly seven in 10 bachelor’s students (69%).
FIGURE 2

Which of the following describes why you considered stopping your coursework?
Results among students who say they have considered stopping out in the past six months
2020

2021

2022

Note: “All students” reported in this chart includes students pursuing an associate degree, bachelor’s degree, certificate or certification.
Results for certificate or certification students not shown.

When asked what emotional stress means to them, many students said that coursework can be overwhelming,
particularly if combined with work and caregiving responsibilities or issues in their personal relationships. Somementioned depression and anxiety specifically. Others said concerns about the ability to pay for college broughton emotional stress.

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

For the first time, the Lumina Foundation-Gallup State of Higher Education 2022 study also included “personalmental health reasons” as a possible reason why students considered stopping their coursework. The item wassecond only to emotional stress, with 47% of students, including 59% of bachelor’s degree students, citing it.
Both reasons far exceeded the next most commonly selected reasons, including program cost and difficultyof coursework.5
FIGURE 3

Which of the following describes why you considered stopping your coursework?
% Most commonly cited reasons among students who say they have considered stopping out in the past six months
All students

Associate degree students

Bachelor’s degree students

Note: “All students” reported in this chart includes students pursuing an associate degree, bachelor’s degree, certificate or certification.
Results for certificate or certification students not shown.

5

There is overlap in students who chose “emotional stress” and “personal mental health reasons” as reasons they considered stopping their coursework —about half who chose one also chose the other. Overall, 35% of students cited both reasons, 20% cited emotional stress only, 12% cited personal mental
health reasons only and 33% did not cite either as a reason.

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Almost half of bachelor’s
students “frequently” experienceemotional stress
Forty percent of all students say they frequently experienceemotional stress while attending college, and 46% say they do sooccasionally. Almost half of bachelor’s students (48%) say they feelsuch stress “frequently,” as do more than one-third of associatedegree students (36%).
FIGURE 4

How often do you experience emotional stresswhile attending college?
% Frequently% Occasionally% Rarely% Never

Note: “All students” reported in this chart includes students pursuing an associatedegree, bachelor’s degree, certificate or certification. Results for certificate orcertification students not shown.

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

As might be expected, reports of emotional stress are substantially higher among students who have consideredstopping their coursework (53% say they experience emotional stress frequently) and those who have considered
quitting school because of personal mental health reasons (67%) or emotional stress (64%).
Female students and those from low-income households are most likely to say they frequently experienceemotional stress.

GenderAmong the most evident differences in those who experience emotional stressis the gap between female and male students. Close to half of female students(47%) say they frequently experience emotional stress, compared with 30%
of male students. This finding is consistent with other recent studies showing
gender gaps in mental health incidence among young people.6,7 Whether womenare more likely to experience emotional stress than men, or are just more likely toacknowledge it, is unclear.

Socioeconomic background

About half of students (49%, including 66% of bachelor’s students) who
say their family was poor and often struggled to pay monthly bills say theyfrequently experience emotional stress. In contrast, 38% of students from
more financially secure socioeconomic groups say they feel emotional stressthat often.

Race and ethnicity

Non-Hispanic white students are most likely to say they frequently
experience emotional stress in their programs, at 44%, followed by Hispanic(38%), Black (31%) and Asian (30%) students. However, between 80% and
87% of students of each racial and ethnic group say they feel stressed at leastoccasionally. Perceived stigma, and differences in the way racial and ethnic
groups define and recognize mental health challenges, may disproportionately
influence the willingness of students from some racial/ethnic groups to be open
about mental health struggles. Prior studies have shown that Black and Asianstudents who experience mental health issues are less likely than white students
to discuss or seek treatment for such issues.8,9

Age

Younger students, defined as those of the traditional college ages of 18 to
24, are much more likely to indicate they are frequently stressed, with 43%
saying they experience stress this often, compared with 29% of students
aged 25 and older. As is the case for men and women and people of different
racial and ethnic backgrounds, younger students may have a different orientation
to mental health struggles than older students do.
6789Geiger, A.W, & Davis, L. (2019, July 12). A growing number of American teenagers — particularly girls — are facing depression. Pew Research Center.
https://www.pewresearch.org/fact-tank/2019/07/12/a-growing-number-of-american-teenagers-particularly-girls-are-facing-depression/
Fink, S. (2021, March 29). 5 tips to improve women’s mental health in college. TimelyMD. https://timely.md/blog/womens-mental-health-in-college/

Younghans, J. (2018, September 10). College stress: Study finds 1 in 5 students surveyed reported thoughts of suicide in last year. Harvard Medical School.
https://hms.harvard.edu/news/college-stress
Russell, T. (2021, June 17). What to know about depression in Black college students. PsychCentral. https://psychcentral.com/depression/what-to-knowabout-depression-in-black-college-students

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education“I don’t know whatever else they had [in terms of school resources/support] because I’mtelling her [my professor] my situation, and you would have thought she would have said, ‘Oh,
well you need to go see this person …’ She just kept saying, ‘You have to make that program
work in order to get your degree.’ She just kept saying that. And, ‘I can’t help you with that.’”– Brenda J., Black woman, 45-59

FIGURE 5

How often do you experience emotional stress while attending college — frequently,
occasionally, rarely or never?
% “Frequently” among postsecondary students

7

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Frequent stress less common among bachelor’s
students with positive on-campus relationships
Bachelor’s students are more likely than other students to say they experience emotional
stress at college. But those who report having positive relationships with faculty members,
mentors and peers are much less likely to report frequent emotional stress than students
without such supportive relationships. These findings are only apparent among bachelor’s
students; among all postsecondary students more generally, supportive relationships havelittle effect on reports of stress.
Most notably, 44% of bachelors’ students who agree that they are treated with respect
by faculty members say they frequently experience emotional stress, vs. 63% among
those who do not agree. Also, bachelor’s students who agree that they have a mentor who
encourages them, that their professors care about them, and that they are treated withrespect by fellow students are also less likely than those who do not agree to frequently
experience emotional stress.
FIGURE 6

Bachelor’s students who feel supported by faculty, mentors and peers
less likely to frequently experience emotional stress

AG R E E *% Frequently experience emotional
stress among bachelor’s students
who [agree/do not agree] ...

D O N O T A G R E E **44

You are treated with respect byfaculty members at [school name].

63

40

You have a mentor at [school name]who encourages you to pursue yourgoals and dreams.

55

44

Your professors at [school name]care about you as a person.

57

45

You are treated with respect by otherstudents at [school name].

57* Students

indicate agreement with a rating of “4” or “5” on 5-point scale where 1=strongly disagree and
5=strongly agree.
** S tudents indicate lack of agreement with a rating of “1,” “2” or “3” on the same 5-point agreement scale.

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Most students rate their college’s
mental health resources
positively — but ratings are lower
among students facing mental
health issues
Many colleges and universities have struggled to provide
effective and accessible counseling services amid the risingnumber of students seeking help. In recent years, students at
many institutions have been forced to wait weeks or months
for appointments,10,11 and universities have struggled tohire new counselors amid a nationwide shortage of mental
health professionals.12“A problem that we have at my university, which I guess kind ofgoes for other universities too, is that they need more access tomental health resources. ... Someone there [counseling office] ...
guided me a bit in this [accommodations application process].
He said, ‘You just submit your document, and they should getback to you in a couple of weeks.’”– Tony Y., Asian man, 18-29

10 Thielking, M. (2017, February 6). A dangerous wait: Colleges can’t meet soaring student
needs for mental health care. Stat. https://www.statnews.com/2017/02/06/mentalhealth-college-students/
11 Abrams, Z. (2022, October 12). Student mental health is in crisis. Campuses are
rethinking their approach. Monitor on Psychology, 53(7). https://www.apa.org/
monitor/2022/10/mental-health-campus-care

12 Kreidler, M. (2022, January 31). Colleges struggle to recruit therapists for students incrisis. California Healthline. https://californiahealthline.org/news/article/college-studentmental-health-therapist-shortage/

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

About seven in 10 postsecondary students rate their college’s resources for helping students deal with mental
health issues as “excellent” or “good.” The ratings were similar in three specific aspects of mental health services
measured in the survey: ease of accessing resources, having different types of resources and services available,
and the quality of resources provided. Further, the ratings of mental health resources were similar among college
students by type of degree program.
However, students who have considered stopping out for mental health reasons — who may be most likely toneed such resources — are significantly less likely to give positive ratings. About 55% of students who say they
have considered stopping out for personal mental health reasons rate their school’s resources positively in all
three areas, compared with more than 70% who haven’t considered stopping their studies because of mental
health concerns.
FIGURE 7

How would you rate your college or institution’s resources for helping students deal withemotional stress or other mental health issues in each of the following areas — excellent,good, fair or poor?
% “Excellent” or “good” among postsecondary students
All students

Students who have considered stopping out for personal mental health reasonsStudents who have not considered stopping out for personal mental health reasons“I think a lot of kids get burned out or they feel stressed out. But I think they [colleges/
universities] need to help more people to cope with their anxiety or cope with their stressor cope with their workload. I know a lot of kids that go to school and they end up having a
nervous breakdown because it’s so much that they’re trying to do at the same time just toachieve their goal.”– Danamarie E., Black woman, 30-44
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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Emotional stress in degree programs also common among
younger adults who stopped out
Younger adults (those of the traditional college ages of 18 to 24) who have discontinued their studies commonly
say they experienced emotional stress while in college. Forty-three percent of this group felt emotional stressfrequently, and 33% did so occasionally. That compares with 53% frequent stress among currently enrolled
students who have considered stopping out and 40% of all currently enrolled students.
Likely reflecting both the effects of the pandemic and greater awareness of the importance of mental health,younger people who stopped their studies are much more likely than older people who left school to say theyfrequently experienced emotional stress while in college. Reports of frequent stress while in college fall to 29%
among those aged 25 to 29 and 20% among those 30 or older.
FIGURE 8

How often did you experience emotional stress while attending college or a postsecondary
credential program?
% “Frequently” among adults who have stopped out of postsecondary education programs

Former students who left before completing their degree or credential program are not very positive about
the mental health resources offered at their former institution. Forty-three percent rate the ease of accessing
resources as having been excellent or good, 44% say the same about the variety of resources available and 43%
about the quality of resources provided.
To some degree these ratings are influenced by former students who attended their program many years ago
when there was less attention to mental health and colleges were less likely to provide extensive mental healthresources. But younger students, who would have been in school more recently, give ratings barely better thanthe overall ratings. Between 45% and 47% of 18- to 24-year-old adults who no longer attend postsecondary
education rate the access, variety and quality of mental health resources at their former institution positively.
It is unclear from the survey how many of these former students may have been able to remain enrolled if
their institution had better mental health support. However, 74% of traditional college-age young adults who
are no longer enrolled say personal mental health reasons are a very (46%) or moderately (28%) importantreason why they are not currently enrolled, and 82% say emotional stress is a very (48%) or moderately (34%)
important reason.
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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Most adults aged 18 to 24 who have never enrolled in
postsecondary education cite emotional stress and personalmental health as important reasons
Adults who never enrolled in a degree or credential program are most likely to regard three items related to financial
considerations — cost, affordability due to inflation and the need to work — as “very” or “moderately” importantreasons for not currently being enrolled.
Emotional stress also presents a barrier to entry to postsecondary education for some adults who have neverpursued it. In fact, 63% of never-enrolled adults say emotional stress is a very (31%) or moderately (32%) importantreason they are not currently enrolled, and 55% say the same about personal mental health reasons.
FIGURE 9

Thinking now about some reasons why people may not enroll in a degree or certificate
program, how important are each of the following?
% “Very important” or “moderately important” among those who have never enrolled in a postsecondary
certificate or degree program
All never-enrolled adults

12

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Among the never-enrolled population, women (71%) and young adults aged 18 to 24 (77%) are particularly likely
to say emotional stress is a very or moderately important reason for not enrolling in postsecondary education. For
young adults, emotional stress is on par with rising costs due to inflation and work considerations among the top
barriers to enrolling. Young adults are also particularly likely to say personal mental health reasons are an importantfactor in why people may choose not to enroll, at 73%.
TA B L E 1

Thinking now about some reasons why people may not enroll in a degree or certificate
program, how important are each of the following?
% “Very important” or “moderately important” among those who have never enrolled in a postsecondary
certificate or degree program

GE NDE R

AGE

Women

Men

Ages
18 to 24

Ages 25and older

The cost of the degree/credential program

85

79

84

81

Inflation makes it less affordable

80

74

79

77

Work conflicts/Need to work

67

70

72

68

Emotional stress

71

57

77

60

Would take too long to get a degree
or certificate

62

60

63

61

Favorable job market (easy to find a good job)

61

60

58

61

Lack of interest in getting further education

58

57

58

57

A degree or credential is not needed
for your job/career

56

55

55

56

Personal mental health reasons

61

49

73

51

Lack of remote learning options

58

50

60

52

56

53

62

53

Personal physical health reasons

54

50

54

52

You don’t see value in getting further education

48

53

50

51

Care for an adult family member or friend

48

49

52

47

Child care responsibilities

48

40

45

43

Concerns about getting COVID-19

41

38

40

39

36

39

41

37

Don’t feel prior schoolwork prepared you wellfor further education

Degree or credential doesn’t fit with yourpersonal beliefs, values or cultural preferences

13

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Implications

Though COVID-19 undoubtedly added to the stress facing U.S. college students, it only
exacerbated a longer-term trend among teens and young adults. A 2019 study using
data from the National Survey on Drug Use and Health found that “serious psychologicaldistress” increased 71% among Americans aged 18 to 25 between 2008 and 2017. The
authors posit that certain cultural trends during that period — including possible negative
effects of smartphone and digital media use and declines in sleep duration — are likely tohave had disproportionately large effects on young people.13
Regardless of the causes, findings from Stressed Out and Stopping Out: The Mental
Health Crisis in Higher Education underscore the urgency of the issue by highlighting thefrequency with which college students — particularly those in bachelor’s programs —report experiencing emotional stress and the extent to which issues related to mental
health dominate students’ reasons for potentially stopping their coursework.
In August 2022, U.S. Surgeon General Vivek Murthy called on college leaders to ramp
up support for students through additional counseling services and programs that allow
students to support one another.14 Facing limited one-to-one counseling resources,
some institutions are adopting approaches such as group therapy and peer counselingwhile better equipping faculty and staff to support students in distress.15 Moreover,recent research points to the important role higher education has in preparing young
adults mentally and emotionally for the workforce. More than one-third of recent college
graduates who are employed said their college did not prepare them well, mentally or
emotionally, for the challenging transition to the workplace.16
Given the lower incidence of emotional stress among bachelor’s students who feel they
have supportive, respectful relationships with faculty and peers, such strategies forbolstering students’ support networks may be effective supplements or alternatives to
traditional counseling services at four-year colleges.
Finally, the frequency with which adults aged 18 to 24 who have never enrolled in college
say emotional stress is an important reason for not doing so suggests the rising incidenceof mental health issues among this age cohort may be a factor in their declining overall
enrollment rates.17 Further research that includes adolescents’ experiences with mental
health issues as a potential influence on their decision to pursue postsecondary education
may lead to a better understanding of the problem.

13 Twenge, J.M., Cooper, A.B, Joiner, T.E., Duffy, M.E., & Binau, S.G. (2019). Age, period, and cohort trends in mood disorderindicators and suicide-related outcomes in a nationally representative dataset, 2005-2017. Journal of Abnormal
Psychology, 128(3), 185-199. https://doi.org/10.1037/abn0000410

14 Adedoyin, O. (2022, August 30). As more stressed-out students consider dropping out, Surgeon General pushes college
leaders to ramp up support. The Chronicle of Higher Education. https://www.chronicle.com/article/as-stressed-outstudents-consider-dropping-out-u-s-surgeon-general-pushes-college-leaders-to-ramp-up-support
15 Abrams, Z. (2022, October 12). Student mental health is in crisis. Campuses are rethinking their approach. Monitor on
Psychology, 53(7). https://www.apa.org/monitor/2022/10/mental-health-campus-care
16 Mary Christie Institute. (2023, January 11). The mental health and wellbeing of young professionals.
https://marychristieinstitute.org/reports/the-mental-health-and-wellbeing-of-young-professionals/

17 Gallup. (2022). The State of Higher Education 2022 Report. https://www.gallup.com/analytics/391829/state-of-highereducation-2022.aspx

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

Methodology Statement

Results for this report are derived from the Lumina Foundation-Gallup State of Higher
Education 2022 study. The study was conducted via web surveys on Oct. 26 to Nov. 17,
2022, with U.S. adults aged 18 to 59 who have a high school degree/diploma or equivalentand have not yet completed an associate or bachelor’s degree. Gallup surveyed 12,015
total U.S. adults, including 3,949 who were currently enrolled in an associate or bachelor’s
degree program, 2,059 who were enrolled in a certificate or certification program, 3,004
who have some college experience but no degree and are not currently enrolled, and 3,003
individuals who have never enrolled in higher education. Respondents were interviewed via
Dynata’s web-based panel.
The data are weighted to match national demographics of gender, age, race, Hispanic
ethnicity, education and region. Demographic weighting targets are based on the mostrecent American Community Survey figures for the aged 18 to 59 U.S. population.

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Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education

About Gallup
Gallup delivers analytics and advice to help leaders and organizations solve their mostpressing problems. Combining more than 80 years of experience with its global reach,Gallup knows more about the attitudes and behaviors of employees, customers, students
and citizens than any other organization in the world. Gallup has served more than 1,000
education organizations with advice and analytics based on over 85 years of research,
including nearly half a million interviews with education leaders and their teams about
their workplace experiences and the perspectives of more than 6 million students andalumni captured by the Gallup Student Poll and Gallup Alumni Survey. Gallup assists
districts, schools, universities and institutions nationwide with research-based strategies
to provide a culture shift in education to help students on their path toward great careersand great lives.

About Lumina Foundation
Lumina Foundation is an independent, private foundation in Indianapolis that iscommitted to making opportunities for learning beyond high school available to all.
We envision a system that is easy to navigate, delivers fair results, and meets the nation’s
need for talent through a broad range of credentials. Lumina Foundation works withgovernmental, nonprofit, and private-sector organizations to bring about change. We rely
on communications outreach, meetings and events that engage and mobilize people, stateand federal policy outreach, investments in proven and promising practices, and targeted
efforts to measure and evaluate progress.

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