achievement and adjusting to a new social environment� (Mental Health on College Campuses: Investments, Accommodations Needed to Address Student Needs, 2017, p. 21). At the same time, we are seeing a rise in enrollment of students with pre-existing mental health conditions – conditions that emerged before they started college. College enrollment rates are up overall, and this means that more people with and without mental illness are more likely to go to college. Also, because high school students with mental illness are receiving more sophisticated and impactful supports during their high school careers, these students are now more likely than they were in the past to complete high school and enroll in college. Finally, college enrollment rates of individuals from marginalized groups, including LGBTQ students, foster youth, and firstgeneration youth, are on the rise (Scobey, 2016). This is a wonderful development, as it represents increased access to higher education for groups that have traditionally been excluded from opportunities for economic and social advancement. But since people from these groups have extensive experience with marginalization, they are at heightened risk for mental illness. They arrive to college in need of support. Unfortunately, more often than not, college students do not receive this essential support. As noted previously, current estimates suggest that there is one mental health clinician for every 1000 to 2000 students among schools with fewer than ten thousand students, and one clinician for every 2000 to 3500 students among larger schools (Beresin, 2017). One third of undergraduate students experience depression during the course of a school year. If there is one clinician for every 3500 students, and one third of these students require support, that means that there is one clinician for every 1166 students in need. Clearly, the infrastructure of support services is not sufficient to address the growing need.
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