Each fall, campuses across Canada welcome a new wave of students. For many, this transition represents opportunity, growth, and independence. But for a growing number, it also marks the start of stress, social disconnection and loneliness – especially as students leave familiar support systems behind and face academic, financial and social pressures in a new environment.
Youth mental health is under strain, shaped not only by age and stage of life, but by a range of interconnected forces. Pandemic-era disruptions to social development have left many young people underprepared for the demands of adult life. At the same time, the growing reliance on digital technologies has, for some young people, made it harder to foster meaningful, in-person connections. Rising anxiety about climate change and global instability has further contributed to a persistent sense of unease. These pressures are compounded by structural barriers such as housing insecurity, precarious employment, and financial stress, leaving many young people feeling overwhelmed and alone at a critical period of transition and growth.
According to a national snapshot of the 2024 Canadian Campus Wellbeing Survey, 53 per cent of students reported feeling lonely, and 48 per cent experienced low levels of social support, factors closely tied to a sense of social disconnection. More than half reported moderate to severe psychological distress, and over one-third reported severe levels. These numbers are not outliers. They are consistent, widespread, and urgent. That’s why it is critical to rethink how we support student mental health and wellbeing and commit to building systems of care that reflect the full spectrum of student needs.
The challenge is no longer whether support exists, but whether students can access them in meaningful, timely, and personalized ways. Addressing this complexity requires a whole-campus approach to mental health and well-being, one that includes but does not rely solely on clinical care. Clinical mental health services remain essential, and some students will absolutely need to access them. Yet for others, especially those experiencing loneliness, disconnection, and identity-based stress, support may look different. The Okanagan Charter offers a useful framework here, calling on post-secondary institutions to embed health into all aspects of campus culture and to lead health promotion action to meet students where they are, and help them find what matters most.
This is where social prescribing offers promise. Social prescribing is a person-centered approach that connects individuals to non-clinical supports aligned with their interests, identities and goals. What sets it apart from general wellness efforts is that it often begins in the healthcare system. In post-secondary settings, the campus health centre becomes the entry point: a clinician or dedicated link worker (sometimes called a navigator, connector, or peer support specialist) partners with the student to co-create a personalized plan. This process shifts the conversation from “what’s the matter with you?” to “what matters to you?”, acknowledging that student wellbeing is shaped by culture, community and connection.
Social prescribing can link students to supports that already exist on campus, from cultural clubs and volunteer programs to community kitchens and creative workshops, but in more intentional and structured ways. It also provides a non-clinical entry point into care, which can reduce stigma some students experience when seeking help. More importantly, it helps students feel seen- not as anonymous IDs in a system- but as individuals who are noticed, nurtured and needed.
Recognizing this potential, our research team at the University of Toronto is studying how social prescribing can be embedded within campus health systems and student support pathways. In collaboration with students, health staff, and administrators, we are responding to growing demand for more integrated, community-rooted approaches to mental health and wellbeing. Our work is guided by a simple question: What matters to students, and how can campus systems respond in timely and effective ways?
Social prescribing has gained traction in healthcare systems worldwide, particularly in the United Kingdom, where it is now embedded in the National Health Service. In Canada momentum is building. Community health centres, public health units, and non-profit organizations across the country are adopting social prescribing to address upstream factors like social isolation, food insecurity, and disconnection from community life. The Canadian Institute for Social Prescribing (CISP), is helping to lead this movement. Through partnerships, research, and capacity-building, CISP is supporting communities to embed social prescribing into their systems of care. According to a recent report from CISP, every dollar invested in social prescribing returns approximately $4.43 in value, largely through reductions in primary care visits and emergency room use.
This approach aligns with broader shifts in Canada toward integrated, person-centered models of care. In recent years, governments have made significant investments in youth mental health, including the expansion of Integrated Youth Services (IYS). These community-based hubs offer low-barrier access to a range of supports including mental health, primary care, housing, employment, and more, and are often co-designed with youth and embedded in local communities. Social prescribing shares many of the same principles and can complement these efforts by helping young people access the full spectrum of supports that contribute to their wellbeing.
Post-secondary institutions have a vital role to play in this evolving landscape. As anchors in the lives of young people, campuses are uniquely positioned to integrate health promotion and mental health services into daily student life. Yet, many campus systems remain fragmented, with clinical care siloed from the scholastic, cultural, social, and community-based supports students also need. Social prescribing offers a pathway to bridge these divides, to connect students not only across services within campus, but also the communities that surround them. It is not about replacing existing services or adding to overloaded systems, but about strengthening and optimizing what already exists, and improving how navigate and access care.
Importantly, this work is not only being led by institutions and researchers, it is also being championed by students. The Canadian Social Prescribing Student Collective is a growing national network of student leaders who are advancing awareness, advocacy, and implementation of social prescribing on their campuses.
Building the Momentum: Four Steps to Integrate Social Prescribing on Campus
- Co-design with students
Students, especially those from equity-deserving groups, must be at the center of social prescribing efforts. Their lived experience offers crucial insight into what supports are missing or underutilized. Engaging them in design, implementation, and evaluation ensures that systems reflect diverse identities and needs.
- Mapping existing assets
Most campuses already offer a wide range of supports (e.g., student groups, cultural clubs, wellness programs, community partnerships) but many of these supports remain underutilized or disconnected. Mapping these assets can reveal gaps, reduce duplication, and surface informal or culturally grounded resources.
- Strengthen navigation
Social prescribing is only effective if students can access what’s available. Campuses can create or expand peer navigator programs, embed link workers within health services, and train staff and faculty to refer students to non-clinical supports. Even a simple step like adding a resource tab to course platforms can improve visibility and connection.
- Align institutional systems
A whole-campus approach requires cross-department collaboration. That means breaking down silos between student affairs, academic units, health services, and community organizations. Faculty can support by integrating social health themes into coursework, hosting interdisciplinary workshops, or mentoring student-led projects.
As the new academic year is now underway, the pressure on campus mental health systems continues to grow. There is no single solution, but there are meaningful, evidence-informed ways forward. Social prescribing offers one such path. It allows us to expand the definition of support, bridge campus and community, and place student voice at the center of care.
To learn more about social prescribing, see here.
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1 Comments
Great job! Social prescribing should be implemented in all educational institutions.