A practical blend of comfort and clinical care from the University of Utah offers transferable lessons for Thai universities facing rising student distress. The approach combines informal supports, like campus service animals, with after-hours access to professional counselors, demonstrating a humane, scalable path for improving student wellbeing.
As new students arrive, universities across the United States show how easy access to supportive services can ease homesickness and stress. At Utah, students can spend time with Volley, the campus service dog, or drop in during animal-assisted sessions at busy campus hubs. In addition, the MH1 program provides after-hours access to trained counselors, signaling to students that help is available even when regular offices are closed. This layered model reduces barriers to care and normalises help-seeking among young adults.
For Thai universities, some elements translate immediately, while others require cultural tailoring. Academic pressure, family expectations, and relocation stress are familiar challenges in Thailand. Visible, non-judgemental supports such as animal-assisted interactions, peer navigation, and mobile counselling can lower the psychological cost of asking for help. An after-hours MH1‑style service could be especially valuable in large Thai universities where students study late, live in dormitories, or work part-time.
Thai cultural context matters in how interventions are designed and communicated. Emphasising family roles and social harmony makes outreach more effective. Endorsements from trusted authority figures—senior faculty and respected administrators—can reduce stigma and improve uptake. Integrating mindfulness practices, aligned with Buddhist traditions, alongside practical coping skills, can boost both acceptability and effectiveness. Framing mental health as part of overall wellbeing and academic success aligns with family priorities and makes help-seeking a practical choice.
Historically, Thai universities have expanded counselling in response to crises, but staffing gaps, limited hours, and few after-hours options remain. Utah’s model shows the value of multiple entry points: informal interactions in common spaces, peer support networks trained in basic psychological first aid, and clear routes to professional care. Not every student will go directly to therapy, but many will seek a less clinical first step.
Looking forward, hybrid models that combine in-person support with telehealth hold promise. Telecounselling can reach students in remote provinces, while chat-based triage tools offer immediacy for those hesitant to call or visit a clinic. Thai universities could pilot after-hours telecounselling lines linked to campus clinics and regional health services, ensuring continuity of care when students travel home.
Implementing such programs requires attention to privacy, ethics, and animal welfare. Clear boundaries, consent, hygiene practices and staff training in cultural competence and suicide prevention are essential. Funding remains a practical hurdle; partnerships with government, philanthropy, and cross-sector stakeholders can support scalable pilots and evaluation.
For Thai policymakers and university leaders, a phased plan based on Utah’s example could include: expanding visible wellbeing touchpoints during orientation, introducing guided mindfulness sessions and peer-led welcome groups; piloting animal-assisted visits with strict welfare controls; establishing 24/7 helplines or after-hours responders connected to campus clinics; expanding training for peer responders and faculty in psychological first aid; and engaging families with supportive, stigma-reducing information.
Success should be measured with both numbers and narratives: service usage rates, wait times, self-reported wellbeing, and student and family feedback. Transparent reporting helps secure funding and demonstrates the value of mental-health initiatives to students, communities and stakeholders.
Ultimately, Utah’s approach—combining comforting, accessible support with reliable clinical pathways—offers a pragmatic, adaptable blueprint for Thai higher education. By normalising care, meeting students where they are, and respecting local culture, universities can foster safer, more resilient campuses that support learning and growth.
Actionable recommendations for Thai universities:
- Introduce visible, low-barrier wellbeing activities during orientation and move-in periods.
- Pilot animal-assisted visits where appropriate, with clear welfare and hygiene protocols.
- Establish after-hours helplines or 24/7 responders linked to campus clinics and local services.
- Expand training for peers, staff, and faculty in psychological first aid and culturally sensitive outreach.
- Engage families to support student wellbeing without stigma.
- Use telehealth to extend counselling to remote students and after-hours support.
- Collect and publish outcomes from pilots to build evidence for scale-up and funding.
As Thai higher education communities confront growing demand for mental health services, the Utah model underscores a practical message: normalize support, ensure timely help, and meet students where they are. When care feels visible and trustworthy, uptake rises and campuses become safer spaces for learning and wellbeing.