UNDERSTANDING THE PERCEIVED BARRIERS TO ACCESS MENTAL HEALTH RESOURCES FOR UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF ARIZONA

Abstract

This study explored structural and perceived barriers to mental health care among undergraduate students at the University of Arizona. Using a mixed-methods survey (n = 66), the research examined how logistical challenges, internal beliefs, and social factors influence students' decisions to seek or avoid mental health services. While structural barriers such as scheduling difficulties and insurance limitations were common, perceived barriers"”including internalized stigma, self-reliance, doubts about treatment effectiveness, and beliefs that concerns were not "serious enough" – proved more influential in determining help-seeking behavior. Although 70% of students affirmed the importance of mental health care, only 7.5% reported using the university's Counseling and Psychological Services (CAPS), with most turning to informal support systems instead. Statistically significant associations were found between beliefs, disability status, race/ethnicity, and counseling use. The study recommends integrating mental health literacy into first-year courses to help students recognize struggles earlier and understand that mental health services are not only for crisis care. Additional strategies include improving informational clarity, promoting culturally responsive services, and expanding flexible service delivery. These findings underscore the importance of addressing both perceived and structural barriers to increase mental health service utilization and support student well-being.