Mental health difficulties are increasingly recognised as a major global public health concern, particularly among young people (Madrid‐Cagigal, 2025). Evidence suggests that up to 60% of young adults may meet diagnostic criteria for depression or anxiety at some point during early adulthood (McGorry et al., 2024). This trend appears to have intensified in recent years. In the United States, approximately 75% of young people have reported a deterioration in their mental health since the onset of the COVID-19 pandemic (Bell et al., 2023).
Universities therefore represent a key context for mental health support. Longitudinal research indicates that around one-third of first-year undergraduate students begin university with clinically significant symptoms of depression or anxiety (Duffy et al., 2020). This early onset and high prevalence create substantial demand for campus-based counselling and psychological services, many of which are already operating under resource constraints.
Digital mental health interventions (DMHIs) have emerged as one such approach. These interventions offer the potential to increase accessibility while reducing pressure on university counselling services (Schueller & Torous, 2020). Because digital platforms can be delivered at scale and often require fewer personnel resources, they are particularly well suited to student populations where demand frequently exceeds capacity.
DMHIs can be delivered in different formats. Broadly, they fall into two categories: fully automated interventions and programs that incorporate human support, such as therapist or peer guidance (Madrid‐Cagigal, 2025). Within guided models, support may be asynchronous or synchronous, involving real-time interaction through phone or video sessions (Philippe et al., 2022).
In terms of therapeutic orientation, cognitive behavioural therapy (CBT) remains the most widely implemented model within digital mental health interventions (Balcombe & De Leo, 2022). Internet-based CBT (iCBT) has been associated with significant reductions in psychological symptoms among university students. Acceptance and Commitment Therapy (ACT) has also been successfully adapted for digital delivery, with evidence supporting its effectiveness in reducing anxiety and depressive symptoms in higher education populations.
Evidence from meta-analyses further supports the role of digital interventions in university settings. Ferrari et al. (2022) reported small-to-moderate improvements in psychological wellbeing among students engaging with DMHIs. Notably, CBT-based interventions demonstrated stronger effects in reducing symptoms of depression and anxiety compared to other therapeutic approaches.
Taken together, the evidence suggests that digital mental health interventions represent a promising and scalable response to the growing mental health needs of university students. By integrating digital interventions — especially those incorporating targeted guidance — universities may enhance accessibility, efficiency, and overall capacity within student mental health services.