More than a third of college students report moderate to severe symptoms of anxiety or depression, according to a new survey of more than 100,000 students at nearly 200 universities.

Students struggling with mental health miss out on many of the social and academic experiences college has to offer. In some cases, mental health issues cause students to drop out of college altogether.

More than 20% of students drop out after the first year. Just over six in ten complete a degree within six years. Students cite mental health issues and stress as the top reasons they consider leaving school, according to Gallup research.

Dropping out of college has many downsides for students, from reduced job opportunities and earning potential to loss of community and the prospect of debt without a degree. It’s also a problem for colleges, which need consistent enrollment to stay afloat.

Focusing on student well-being can help institutions keep students in school and working toward their degree.

I have worked with students for more than a decade. I’ve seen firsthand that creating a sense of belonging on campus can have a direct impact on a student’s sense of self and improve mental health. According to the American College Health Association, more than half of college students report feeling lonely. About 30% exhibited suicidal thoughts or behaviors.

These values ​​are scary. These are warning signs for educators, families and institutions that something needs to change.

Stressors on students are increasing. Changes to federal student aid programs have left some wondering if they will get the financial support they expected. Social and political unrest — and university responses to it — have induced anxiety among students across the country.

These new stressors are on top of the social and academic pressures students face on a regular basis.

But in too many cases, universities have not adequately responded to the mental health needs of students. Campus health facilities are overburdened. A student might secure an introductory appointment with an advisor—and then not get another appointment for three months.

Some schools place students on involuntary leave if they report a mental health problem. The decision is not an easy one for schools to make, even when made on the advice of medical professionals. But since it can be difficult to return after such an absence, these policies make students less likely to seek help—especially if they feel pressure to continue their education.

A first step to making students feel more welcome is expanding and restructuring mental health services. For example, on one University of South Florida campus, students who need help don’t just get a 30-minute session with a social worker. They receive what the school calls “comprehensive care,” which includes regular therapy as well as consultations with behavioral, psychiatric and nutritional specialists.

Schools can also foster a sense of belonging and improve mental health by encouraging mentorship and other trusting relationships between students and faculty. Studies have found that students who believed an educator or staff member cared about their well-being had fewer depressive symptoms and were more likely to thrive.

Teachers need more specific training on how to extend student mentoring. Even something as simple as an email signature saying the teacher is available to talk about mental health can help.

Of course, the faculty and staff who open their doors to such conversations are not trained mental health professionals. And often, people of color, women, and members of the LGBTQ+ community are disproportionately sought out by students for this kind of emotional support.

At the same time, colleges must address staff turnover, which ultimately affects students’ ability to foster relationships with mentors. To prevent burnout, administrators should ensure that they allocate time for teachers to both support students and pursue professional development opportunities.

Finally, administrators should consider building more places on campus based on trauma-informed design principles, which can reduce stress. This would help students who have had all kinds of unpleasant experiences – be it a sports injury, a family member’s illness, or a difficult transition to a new culture.

The trauma-informed design includes features such as diffused lighting, sound-absorbing acoustic panels, natural light and open sight lines. An example of this approach in action is Princeton University’s new health center, which was designed with student input to include the outdoors, private waiting rooms and lots of plants. It will open in 2025.

For college administrators, attracting and retaining students may seem like a matter of outdoing the competition or building flashier facilities. But campuses that really want to retain students should focus on mental health and belonging. Students need to know that they don’t have to quit school if they are struggling.

Katie Clark is the higher education market manager at KI, a global furniture manufacturer in Green Bay, Wisconsin. Previously, she spent eight years at Swarthmore College as assistant dean of Integrated Learning and Leadership and founding director of the Center for Innovation and Leadership. She holds a master’s degree in higher education administration from the University of Pennsylvania and a bachelor’s degree from Smith College in Northampton, Massachusetts, where she is an administrator emeritus.