Psychological distress negatively impacts academic success and increases the risk of attrition, while also adversely affecting other aspects of students' lives [Andrews & Wilding, 2004; Bruffaerts et al., 2018]. The prevalence of psychological distress among university students [Ochnik et al., 2021] and the need for institution-wide interventions have been widely acknowledged, as evidenced by various national initiatives (e.g., Healthy University, The Australian University Mental Health Framework) and university-level programs (e.g., U-Flourish, Nurture-U). Despite the growing body of research on individual interventions, there remains a lack of comprehensive understanding regarding the full spectrum of mental health and well-being practices implemented in higher education. Developing such an overview could facilitate a more systematic and strategic approach to student well-being, including within European universities.

This study aims to provide a structured overview of institutional practices supporting students' mental health and well-being. We analyze publicly available information from highly ranked universities worldwide and review scholarly literature on psychological interventions in higher education.

Our literature review identified three primary categories of interventions: psychotherapeutic interventions, psychoeducational programs, and digital interventions. Most interventions across these categories draw upon established therapeutic frameworks, including Acceptance and Commitment Therapy (ACT), Cognitive Behavioral Therapy (CBT), mindfulness practices, and Positive Psychological Interventions (PPI).

University-based psychotherapeutic interventions primarily address common psychological disorders (CPD), with depression, anxiety, and stress being the most prevalent. These interventions are typically administered by dedicated psychological support centers and have demonstrated efficacy even without substantial adaptation to the higher education setting [van Agteren et al., 2021; Hobbs et al., 2022; Worsley et al., 2022].

Contemporary psychoeducational programs target multiple dimensions of psychological well-being and often incorporate practical skill-building components. Commonly addressed skills include self-regulation [Wolters et al., 2023], time management [Wolters & Brady, 2021], emotion regulation [Schoeps et al., 2020], communication [Hobbs et al., 2022], self-compassion [Póka et al., 2023], and goal setting (e.g., Zurich Resource Model) [Schmiedl & Kauffeld, 2023].

Digital interventions leverage web-based resources, mobile applications, email, and social media. While these interventions yield statistically significant but modest effects on psychological well-being and mental health symptoms (e.g., depression, stress, eating disorders) [Harith et al., 2022; Ferrari et al., 2022], they represent a scalable and accessible form of support.

An analysis of university websites corroborated the findings from the literature review, revealing a predominant focus on CPD interventions, the central role of psychological support centers, and the widespread adoption of CBT, mindfulness, ACT, and PPI approaches. Additionally, our research highlighted key trends: the most prevalent interventions include direct psychological practices (e.g., mindfulness and resilience workshops, self-help strategies, support groups), followed by psychoeducational programs (primarily delivered online), and peer-to-peer psychological support, which is typically conducted in face-to-face settings under the supervision of psychological support centers.

Most universities adopt a holistic perspective on well-being, offering resources that address multiple life domains, including financial, mental, physical, and social well-being. Some institutions have begun to develop comprehensive theoretical models to guide their well-being initiatives, which are usually holistic too. At the same time, the majority of interventions focus on one domain of wellbeing and rarely on one instrument for different domains.

Universities also tend to prioritize support for at-risk groups, such as racial minorities, individuals with psychological disorders, LGBTQ+ students, and international students. Targeted interventions for these populations often take the form of support groups, self-help resources, and specialized workshops.

Beyond conventional therapeutic approaches, universities implement a variety of alternative interventions, including pet therapy, designated wellness spaces (e.g., art therapy rooms), and coaching programs.

To examine university-led interventions for students' psychological well-being, we conducted a systematic review of scholarly publications using keywords such as "well-being," "mental health," "students," "interventions," and "higher education," with a particular focus on systematic reviews and meta-analyses. Additionally, we performed an open-source analysis of the 100 universities with the highest-ranked psychology departments according to the QS World University Rankings. Data collection involved Google searches using university names in combination with keywords related to well-being and mental health. Official university websites were systematically examined, including sitemaps and pages categorized under "students," "facilities," and "well-being." Information was categorized based on the objectives of interventions, responsible stakeholders, delivery formats, and intervention types. Data analysis utilized descriptive statistics and contingency tables for independent samples.

Our findings indicate that university interventions predominantly draw from ACT, CBT, mindfulness practices, and PPI. Despite this common foundation, the range of psychological interventions in higher education remains diverse. Psychotherapeutic interventions primarily address common psychological disorders, while contemporary psychoeducational programs focus on cultivating skills relevant to well-being. Universities typically provide interventions through dedicated psychological support centers, with the most common approaches including direct psychological practices (e.g., workshops), psychoeducational programs (e.g., online or in-person courses), and peer-to-peer support initiatives. A holistic approach to well-being is increasingly emphasized, with universities extending support beyond mental health to encompass financial, physical, and social well-being. Special attention is given to at-risk student populations through targeted interventions. Overall, our findings suggest that leading universities have established relatively robust psychological well-being support systems. By utilizing evidence-based approaches and prioritizing prevention through psychoeducational programs, universities can reduce the burden on psychotherapeutic services. Peer-to-peer support further complements institutional interventions, enhancing accessibility while maintaining oversight through psychological support centers. While further refinement and development are needed, the existing framework of interventions presents a model that could be adapted and implemented in a broader range of universities, contributing to improved student psychological well-being on a larger scale.

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