ABSTRACT
Since many universities invest heavily in online mental health supports as possible mental health interventions, we designed an empirical research study to explore how students respond to mental health messaging found within online tools. Results from our student focus groups suggest that students engage more readily when online tools are introduced with human guidance. The ways students are introduced to and reminded about university mental health supports can shape how students engage with online mental health support tools throughout their time at the university. We highlight how narratives and definitions as framing devices to mental health tools, or within tools, can impact students’ understanding of mental health definitions and options for mental health help-seeking behaviors.
