The Effectiveness of Digital Tools to Reduce College Student Anxiety and Depression

Madrid-Cagigal, A., Kealy, C., Potts, C., Mulvenna, M. D., Byrne, M., Barry, M. M., & Donohoe, G. (2025). Digital Mental Health Interventions for University Students With Mental Health Difficulties: A Systematic Review and Meta-Analysis. Early Intervention in Psychiatry, 19, e12345.

Introduction

College life can be an exhilarating yet stressful experience. For many students, this stress takes a toll on their mental health. Madrid-Cagigal and colleagues (2025) conducted a systematic review and meta-analysis to assess how well digital mental health interventions (DMHIs) support students struggling with anxiety and depression.

The authors highlight a concerning reality: up to 60% of young adults meet the criteria for depression or anxiety. With demand for mental health services exceeding supply, long wait times and limited access to professional support have become major barriers to care. This has fueled interest in DMHIs, which offer a promising, scalable, and cost-effective solution. 

However, engagement remains a challenge, particularly among college students. The study explores how guided interventions compare to fully automated ones and emphasizes the need for further research to optimize these tools for student populations.

Methods

To conduct their analysis, the authors followed PRISMA guidelines and searched multiple databases—including PubMed, EBSCOhost, and Web of Science—for studies published between 2018 and 2024. They focused on research involving university students with mental health difficulties and only included studies that featured a control group. 

The meta-analysis applied a random-effects model, with subgroup analyses comparing the effectiveness of guided and fully automated interventions.

Results

The final review included 34 studies, with 21 randomized controlled trials (RCTs) making it into the meta-analysis. These studies covered diverse locations, sample sizes, and age ranges. The results were promising—digital interventions showed a moderate positive effect on both depression and anxiety. Interestingly, fully automated interventions appeared to work better for anxiety, while guided interventions were more beneficial for depression.

Discussion

These findings suggest that DMHIs can be a valuable tool for college students dealing with mental health challenges. The authors note that fully automated interventions might be particularly effective for managing anxiety, whereas guided programs offer stronger support for those experiencing depression. However, they also indicate key limitations, such as variability in study methodologies, a strong emphasis on CBT-based interventions, and limited data on long-term outcomes. 

Implications for Mentoring Programs

Mentors can play an essential role in encouraging students to use DMHIs and guiding them toward interventions that best suit their needs. For students struggling with anxiety, mentors can support engagement with fully automated interventions, while those with depressive symptoms may benefit from more structured, guided approaches. By fostering awareness and providing encouragement, mentors can help bridge the gap between students and the digital tools designed to support their well-being.

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