Abstract
Introduction
College students worldwide face increasing mental health challenges. In the Philippines, there is limited understanding of how mental health status, attitudes toward mental health services, and perceived social support influence service utilization in higher education settings.
Purpose
This study examined the mental health status, attitudes toward mental health services, levels of social support, and actual utilization and barriers to service use among college students at a university in Zamboanga City, Philippines. It also explored whether mental health status, attitudes, and social support were associated with service utilization.
Methodology
An institution-based, cross-sectional survey was conducted among 332 randomly selected students using stratified sampling. Data were collected from July to November 2024 using validated tools: the Depression Anxiety Stress Scales (DASS-21), Attitudes Toward Mental Health Services Scale (ATMHSS), Perceived Social Support Scale (PSSS), and questions on service utilization. Data were analysed using descriptive statistics, chi-square tests, ANOVA, Spearman correlation and logistic regression via SPSS.
Results
A high prevalence of mental health concerns was found: 86% of respondents reported symptoms of depression, 80% anxiety, and 35% stress. However, only 12% accessed campus-based mental health services, and 9% sought external support. While most students expressed moderately positive attitudes toward seeking help and showed low concern for stigma, only 10% reported strong social support. Notably, social support significantly predicted service use, especially in reducing stigma and enhancing help-seeking attitudes. Major barriers to service use included reluctance and uncertainty about where to seek help.
Conclusion
Despite widespread mental health concerns, service utilization remains low. Social support plays a critical role in promoting help-seeking behaviour. Higher education institutions should strengthen support systems, improve mental health awareness, train faculty to respond to student needs, and engage families and communities to build a more supportive mental health environment.