As new students arrived for the fall term, the University of Utah rolled out a suite of mental-health supports designed to ease stress, loneliness and homesickness — from scheduled visits with a campus service dog to an after‑hours Mental Health First Responders (MH1) programme that connects students to counsellors when regular offices are closed. The initiative is notable not for a single dramatic cure but for layering low‑barrier, familiar interventions with professional care, a model that carries practical lessons for Thai universities grappling with rising student distress and demand for accessible mental health services.
Transition moments such as moving away from home, beginning classes and building new social networks are universal stressors for young adults, and universities are often the frontline for early detection and support. At the University of Utah, students described how the start of the academic year heightened anxiety and homesickness; staff responded by making supports visible and approachable. Students can schedule one‑on‑one time with Volley, a campus service dog, or drop in during regular animal‑assisted visits held at high‑traffic locations across campus. The university also promotes MH1, an after‑hours contact system that ensures a trained counsellor can be reached outside normal office hours, signalling to students that help is available when the pressures of study and life intensify.
This combination of informal, comforting interventions and formal clinical access matters because many students first respond to stress with social withdrawal or uncertainty about where to turn. A service dog or short, on‑site pet interaction reduces immediate physiological arousal for many students and creates an inviting entry point to broader services. Meanwhile, an after‑hours responder programme like MH1 reduces the barrier of downtime — evenings and weekends — when students most commonly experience loneliness and crisis but find regular campus offices closed. Together, these approaches acknowledge that mental‑health care on campus must be both timely and psychologically safe for young adults who may be reluctant to seek formal therapy.
Key developments at the University of Utah illustrate an operational blueprint that other institutions can adapt. First, the campus normalises help‑seeking through visible, non‑clinical activities: scheduled canine visits in common spaces where students can “hang out” without an appointment. Second, outreach teams proactively promote these services during high‑stress moments such as move‑in weekend, when families and students are already present and anxious. Third, the MH1 programme provides continuity of care by linking students after hours to professional counsellors who can assess risk, provide immediate coping strategies and arrange follow‑up. Staff described the combined message to students as simple and direct: you are safe here, and we have your back.
Voices from the campus underline why those messages matter. One incoming student described feeling overwhelmed by the social and academic upheaval of starting university, missing home and struggling to imagine how to make new friends. The associate director of outreach and programming explained that scheduled time with the service dog is often a student’s first tangible contact with campus wellbeing resources. The programme manager for MH1 emphasised the importance of reassurance, saying the initiative is designed so students know help is available when they need it most.
For Thai universities, the Utah model offers several immediately transferable elements and some areas that need cultural tailoring. Thailand has its own patterns of student stress — academic pressure, family expectations, competitive entrance systems and the social dislocation of relocating for study — and many Thai students still face stigma when seeking mental‑health care. 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 particularly valuable in Thailand’s large universities, where students often study late, return home to dormitories, or juggle part‑time work with classes and need access to timely support outside office hours.
Cultural context matters in how interventions are designed and communicated. Thai society’s strong family ties and the cultural value placed on maintaining social harmony mean that outreach will be most effective when it acknowledges family roles and leverages community‑based approaches. For many Thai students, the endorsement of trusted authority figures — senior faculty, university administrators and respected community leaders — reduces stigma and encourages uptake. Integrating mindfulness practices, which resonate with Buddhist traditions familiar to many Thai families, alongside practical coping skills can increase both acceptability and efficacy. Equally, framing mental health as part of overall wellbeing and academic success aligns with family priorities and can make help‑seeking a pragmatic rather than moral choice.
Historically, Thai universities have expanded counselling services in response to visible student crises, but uneven staffing, short clinic hours and limited after‑hours options remain common complaints. The Utah example highlights the importance of creating multiple pathways into care: informal touchpoints like pet visits or wellbeing booths, peer support networks trained in basic psychological first aid, and reliable escalation routes to professional clinicians. These layered pathways respect the reality that not every student will go directly to formal counselling — many will look for a quieter, less clinical first step.
Looking ahead, the potential for hybrid models that combine in‑person compassionate interventions with telehealth and digital mental‑health tools is substantial. Telecounselling platforms can extend reach to students in remote provinces, while chat‑based triage tools can offer immediacy for students hesitant to call or visit a clinic. Universities in Thailand could pilot after‑hours telecounselling lines staffed by trained responders who use standard risk‑assessment protocols and can connect students to local emergency services when necessary. Partnerships between university health services and regional public health units would help ensure continuity of care when students are off campus or travel home.
There are operational and ethical considerations to address. Animal‑assisted interventions require attention to animal welfare, allergies and cultural attitudes toward animals in public spaces. Staff and students must be informed about boundaries, consent and hygiene. After‑hours responder programmes must have clear protocols for confidentiality, escalation and integration with existing medical and psychiatric services. Training for peer responders and administrative staff should emphasise cultural competence, suicide prevention, and pathways for urgent referral. Funding is a practical hurdle too; universities should explore government grants, private philanthropy and cross‑sector partnerships to pilot and evaluate scalable programmes.
For Thai higher‑education policymakers and university leaders seeking concrete steps, the University of Utah experience suggests a phased approach that balances low‑cost, high‑visibility interventions with strengthening professional capacity. Start by expanding visible wellbeing touchpoints during orientation and move‑in periods, using culturally resonant activities such as guided mindfulness sessions and peer‑led welcome groups. Pilot animal‑assisted visits in controlled settings where appropriate and welcomed. Establish a 24/7 helpline or after‑hours responder network, ideally linked to existing campus clinics and regional health services. Invest in training more counsellors and peer responders, and use data from pilots to refine outreach, triage and referral systems. Promote family engagement through materials that explain how parents can support student wellbeing without increasing stigma or shame.
To evaluate success, universities should collect both quantitative and qualitative data: rates of service utilisation, wait times for appointments, student self‑reported wellbeing scores, and narrative feedback from students and families. Transparent reporting on outcomes helps build institutional buy‑in, attracts funding and demonstrates to parents and communities that mental‑health initiatives are effective components of educational quality and student safety.
In sum, the University of Utah’s layered approach — pairing comforting, approachable interventions like scheduled service‑dog visits with an accessible, after‑hours clinical response — is not a one‑size‑fits‑all solution but offers practical, adaptable lessons for Thai institutions seeking to make mental‑health support more immediate, humane and destigmatised. For Thailand, where family ties and community values are central, combining culturally sensitive outreach, peer networks, and reliable clinical pathways can create a campus climate where students feel both supported and safe. Universities that make help visible and easy to access during the most vulnerable moments will not only reduce immediate harm but also foster resilience, academic success and a stronger, more compassionate campus culture.
Actionable recommendations for Thai universities and policymakers:
- Introduce visible, low‑barrier wellbeing activities during orientation and move‑in week, such as mindfulness sessions, wellbeing booths and peer welcome groups.
- Pilot animal‑assisted visits where culturally appropriate and logistically feasible, with clear animal welfare and hygiene protocols.
- Establish after‑hours responder services or 24/7 helplines that link to trained counsellors and local emergency services.
- Expand training for peer responders, administrative staff and faculty in psychological first aid and culturally competent outreach.
- Integrate family engagement strategies that frame mental health as part of student success and safety.
- Use telehealth to extend counselling reach to students in remote areas and to provide immediate support outside clinic hours.
- Collect and publish outcome data from pilots to build evidence for scale‑up and secure sustainable funding.
As universities in Thailand and across the region confront a mounting demand for student mental health services, the pragmatic message from Utah is clear: normalise support, make help timely and meet students where they are. When help is both visible and trustworthy, students are more likely to use it — and campuses become safer places for learning, growth and wellbeing.