Understanding culturally responsive therapy:

A guide for practitioners

The Therapy Group of DC’s guide on culturally responsive therapy emphasizes the importance of integrating clients’ cultural identities, beliefs and lived experiences into mental health care. It promotes cultural awareness, humility and tailored therapeutic approaches to build trust and improve outcomes. This model is especially relevant in Illinois and across U.S. higher education, where multicultural student populations require inclusive, affirming mental health services that recognize diverse cultural narratives and reduce barriers to care in increasingly globalized campus environments.

The significance of culturally responsive approaches to mental health in higher education

Mental health challenges affect all students but are intensified for those with marginalized identities due to systemic barriers and under-resourced services. Colleges must involve students in creating culturally responsive, inclusive support systems that reflect diverse experiences, ensuring access, representation and safety in mental health care across campus communities.

Mental health resources for international students: Where to seek help

Joy Mental Fitness outlines key mental health resources for international students facing cultural adjustment, academic stress and social isolation. Most universities offer free or low-cost counseling, culturally sensitive therapy and peer support groups. International student offices also guide students to on-campus services. Online therapy and mental health apps provide additional support options.

Providing mental health support for BIPOC students

Emily Fournier’s article on Workplace Options highlights the growing mental health challenges faced by BIPOC (Black, Indigenous, and People of Color) students in higher education. Drawing from the Healthy Minds Study, she notes that BIPOC students experience significantly higher rates of depression, anxiety and suicidal ideation compared to their white peers. These disparities stem from both external factors—like systemic racism, economic hardship and health care inequities—and internal campus issues such as stigma and lack of culturally competent support. Fournier urges institutions to assess these risk factors, educate campus communities and implement inclusive, targeted mental health strategies.

Additionally, explore Mental Health America’s BIPOC Mental Health page for culturally responsive tools, stories and strategies that empower BIPOC students to navigate mental health challenges and thrive in higher education. This resource hub offers insights, personal narratives and community-based solutions to address the unique mental health needs of BIPOC individuals, emphasizing cultural identity and systemic change.

Nontraditional students are the new college majority

Forbes just noted that nontraditional students now constitute what a recent report is calling the “new majority" of higher education learners in the United States. The emergence of the new majority learner in higher education presents challenges and opportunities. Using data from the National College for Education Statistics, Integrated Postsecondary Education Data System, and the National Postsecondary Student Aid Study, The New Majority Learner Report 2025 describes the multiple, intersecting characteristics of nontraditional students. The study found 40.2% of today’s students in higher education are older than age 22. The report also explores the special needs and unique learning challenges faced by this group.

According to the report, the ”typical” college student is not enrolled full-time and is not a recent high school graduate. Instead, the following three characteristics capture the changing picture of today’s college students.



1. They are often what the report terms “time poor," requiring them to multitask in several areas of their lives, including taking courses while they are working and forcing them to juggle family responsibilities, career demands and financial challenges while studying. Almost 7 in 10 (69.3%) are working while taking college courses, and 1 in 5 (19.2%) have children. Part-time students also constitute 39.2% of the learner population.
2. They tend to be academically underprepared for college-level work. Included in this group are first-generation college students, international learners who are new to America’s higher education culture, veterans and individuals from underrepresented communities.
3. Many face individual barriers such as being physically disabled, neurodiverse or needing to learn English as a second language.

The study was prepared by Genio, a provider of its popular Genio Notes and other education support tools and technology geared toward helping students deal with different kinds of learning challenges. The information in this article is provided for informational purposes only and should not be construed as being recommended or required.

Campus culture

Colleges and universities need campus-wide culture change to better support students’ well-being and address mental health problems

A 2021 report from the National Academies calls for a campus-wide culture shift in U.S. colleges to better support student mental health and well-being. With increasing rates of mental health and substance-use issues—worsened by the pandemic, economic stress and racial injustice—student success is at risk. The report urges campus leaders to prioritize well-being, train faculty to recognize mental health concerns, incorporate wellness into student orientation, and improve access to diverse, high-quality mental health services through campus and telehealth options. Sustained support requires financial investment, flexible leave policies and a long-term commitment to student wellness across all campus systems.

Upcoming ICC TAC trainings

"Supporting Student Mental Health Through Community Resource Navigation:

How to Build a Resource Base in Your Service Region" | August 5, 2025, 10 a.m. - Noon

Join us for the remaining summer Solution-Focused Brief Therapy (SFBT) coaching sessions. This free, virtual event is designed for higher education professionals and offers practical tools to support student mental health, focusing on relevant campus populations and needs. No prior SFBT experience is required. Continuing Education Units (CEUs) are available to participants. To learn more about the full series and individual session details, click here. 

"Solution-Focused Advising: Turning Academic Setbacks into Growth" | August 14, 2025, 9 - 11 a.m. | Audience: Academic Advisors & Career Service Staff

"Solution-Focused Tools for Campus Collaboration and Crisis Navigation" | September 25, 2025, 9 a.m. - Noon | Audience: Any staff supporting student mental health

NAMI Illinois QPR Trainings

"QPR Suicide Prevention Gatekeeper Training for Youth and Young Adults" | August 12, 2025, held from 11 a.m. - noon | Audience: High School and College Aged Students [no cost to attend]

Please note:

• ICC TAC is providing these announcements for informational purposes only.
• No specific vendor is being endorsed or required.

Institutions must follow their own procurement policies and protocols when choosing to use any announcement services or attend any events.

Verifying information

With numerous stories circulating and constantly changing in our world today, it’s crucial to confirm the accuracy of any information you come across. Check multiple reliable sources like the Office of the Illinois Attorney General or AAMC’s page on Executive Actions.

EXPLORE THE BLOG

College campuses are unique ecosystems where faculty, staff and students from all walks of life converge—each carrying their own set of values, belief systems and lived experiences. While this diversity strengthens the overall learning environment, students from marginalized or intersecting identities often face unique barriers. To truly be inclusive, campus support systems must consider how culture and identity intersect with mental health.

ICC TAC Directors

Questions? Contact us at icctac@siumed.edu | Visit us at icctac.org