New national data shows universities must rethink the student experience
At a time when universities are under increasing pressure to improve retention and completion rates, new national research from the University of Melbourne’s Faculty of Education offers a clear and confronting insight: student mental health is not a peripheral issue. It is central to whether students stay, succeed and thrive.
The Uni Student Wellbeing (USW) Survey, led by Professor Chi Baik and researchers at the Centre for the Study of Higher Education, represents the most comprehensive dataset of its kind in Australia.
Surveying more than 11,000 undergraduate students across six universities in 2025 and contributing to a broader dataset of around 20,000 students across 17 institutions, the latest findings reveal a consistent and urgent pattern.
One in four students (25.1%) are experiencing high levels of psychological distress, above the national average for young Australians.
Deeper insights that demand attention
For the 14.8% of students identified as experiencing both high distress and low wellbeing, categorised as “Poor MHWB”, the consequences are stark.
These students are:
- Four to five times more likely to have seriously considered dropping out
- Substantially less confident they will complete their degree
- Over three times more likely to be dissatisfied with their course
This is not simply a wellbeing issue, it is a retention issue, a teaching issue, and ultimately, a system-level challenge.
As Professor Baik explains, the findings shift how universities should understand student mental health.
The data is confronting, but it also serves as a clear guide for where universities can target real and meaningful change,” she says. “Student mental health is closely tied to the university experience.
This is a critical reframing
Rather than viewing mental health as external to the institution, something students bring with them, this research highlights how course design, teaching practices, and institutional culture relate to student wellbeing.
One of the most striking findings is the gap between students who need support and those who receive it.
Among students experiencing the poorest mental health:
- 62.4% have not accessed any treatment or therapy
- They are more likely to report not feeling informed about available support
- They are less likely to trust university services
- Many feel they have no one to turn to within their institution
This suggests that the issue is accessibility, visibility and perceived relevance.
These insights challenge universities to rethink where and how support is embedded.
Moving beyond crisis response
Traditionally, universities have approached student mental health through counselling services and crisis intervention. While these remain critical, the data suggests they are not enough.
If most students experiencing significant distress are not accessing these services, then relying on them as the primary response is insufficient.
Instead, the findings point toward a more integrated approach, one that embeds wellbeing into the core of the student experience.
This includes:
- Designing courses that are manageable and well structured, and that help students see the value and relevance of what they’re learning.
- Ensuring teaching practices are inclusive and responsive
- Building a culture of trust and connection
In this model, wellbeing is not an add-on. It is foundational.
A consistent story and a clear path forward
The Centre for the Study of Higher Education has been collecting data on student wellbeing since 2013, and the patterns remain unchanged. This is not a new problem, nor is it one that can be addressed through short-term interventions.
There is also reason for optimism.
“The most hopeful finding is that universities have the power to make a real difference,” Professor Baik notes. “The university experience can contribute to student distress, but it can also be intentionally designed to support and enhance wellbeing.”
This places responsibility and opportunity squarely within the sector.
The message is already clear
Student mental health is not a side issue. It is a defining challenge for higher education and one that demands coordinated, evidence-based action.
If success is measured by completion, satisfaction and long-term outcomes, then student wellbeing should be central to how institutions operate.
This requires a mindset shift to viewing wellbeing as an institutional responsibility and a willingness to rethink established practices.
With the USW Survey set to expand in 2026 to include approximately half of all Australian universities, the evidence base will only grow stronger.