Strengthening Mental Health Support in Cypriot Higher Education – Findings from National Research

Our recent national study in Cyprus, conducted as part of the MindGuard project, examined mental health support in the country’s higher education institutions (HEIs). Despite national initiatives and the presence of institutional counselling services, our research revealed significant gaps between policy intentions and practical implementation, highlighting a critical need for structured, proactive, and inclusive mental health strategies across universities.

Current Landscape of Mental Health Support in Cypriot HEIs

Cyprus is home to eight universities—three public and five private—serving approximately 75,000 students and more than 3,000 academic staff. Each institution has established its own counselling centres, providing free services such as individual counselling, crisis support, and assistance for students with additional needs. These centres also offer awareness campaigns, self-help materials, and information on national helplines.

However, despite these resources, support remains underutilised. Stigma, lack of awareness, and unclear access procedures often discourage students and staff from seeking help. Counselling services tend to operate reactively, addressing issues after they arise rather than preventing them. Similarly, Mental Health First Aid (MHFA) programs, designed to equip staff and students with skills to identify and respond to mental distress, are sporadic, voluntary, and not systematically integrated into institutional policies.

Emerging Best Practices

The research highlighted several promising initiatives:

1. Peer Supervision Groups: At the University of Cyprus, faculty participate in non-hierarchical peer groups facilitated by mental health professionals. These spaces allow staff to reflect on student behaviour, receive guidance, and build mutual support, reducing emotional strain.
2. Proactive Counselling Outreach: Psychologists and counsellors visit faculties regularly to offer consultations, workshops, and small group discussions. This approach increases visibility, reduces stigma, and encourages early engagement with mental health services.
3. Digital Toolkits and Workshops: Universities are piloting digital resources containing guides, crisis protocols, referral procedures, and contact lists. Delivered alongside workshops, these tools provide accessible information to staff and students when facing mental health concerns.

Additionally, the study revealed positive attitudes towards technological tools such as virtual reality simulations and AI-driven chatbots. Participants viewed these tools as safe, engaging, and effective complements to traditional services—particularly for reducing stigma and introducing complex topics to students.

Challenges Identified

Despite these promising practices, several challenges persist:

• Stigma and Isolation: Students reported fear of judgement and academic consequences, deterring them from seeking help.
• Faculty Unpreparedness: Staff often lack formal training in mental health, leaving them uncertain about how to respond in emergencies.
• Limited Training and Awareness: Over two-thirds of respondents had not received any MHFA training, highlighting gaps in capacity building and institutional preparedness.
• Structural Barriers: High workloads, unclear policies, and inconsistent service promotion hinder effective support.

Recommendations for the Future

Based on the integration of desk research, surveys, and focus groups, our study recommends a multi-layered approach to improve mental health support in HEIs:

1. Institutionalise MHFA Training: Provide structured, mandatory training for staff and students, incorporating small group workshops, VR simulations, and role-play scenarios.
2. Reduce Stigma: Launch peer-led campaigns, integrate mental health topics into curricula, and provide incentives such as academic credits or recognition.
3. Decentralise Support: Embed trained counsellors and peer mentors in faculties to increase access and visibility.
4. Leverage Technology Responsibly: Use digital tools as complementary aids, not replacements for human interaction, ensuring accessibility and anonymity.
5. Establish Clear Protocols: Develop institutional policies outlining referral pathways, emergency procedures, and confidentiality measures to guide staff and students in crisis situations.

Conclusion

Cypriot HEIs have taken important steps to support mental health, but significant gaps remain. Our research underscores the urgent need for structured, sustainable, and inclusive programs that combine human-centred support with technological innovation. By institutionalising MHFA training, fostering proactive engagement, and addressing stigma, universities in Cyprus can build a resilient academic environment where the mental well-being of every student and staff member is prioritised.