Promoting a Culture of Care for College Students with Marginalized Identities Using an Embedded Prevention Navigation Model

Abstract

ABSTRACT College students are at risk for mental and physical health concerns such as depression, anxiety, substance use, HIV, and other sexually transmitted infections, creating greater demands for timely and responsive services. However, students from marginalized groups often face greater challenges accessing physical and behavioral health services due to historic and systemic barriers. One unique and economical approach to helping students access care is to train peers to provide psychoeducation and timely and responsive linkages to behavioral and physical health resources and embed them in spaces where students naturally congregate. This approach has proven effective in reducing engagement in high-risk behaviors and encouraging resource utilization in community settings, but little research exists on using an embedded prevention navigator approach in college settings. The present study describes the development, implementation, and evaluation of such an approach piloted among 88 undergraduates, the majority of whom identified as students of color and first-generation college students. Findings support the feasibility of using a peer-delivered prevention navigation approach to provide students with mental health, substance use, and sexual health education and referrals to relevant resources. Lessons learned and recommendations for college mental health professionals are discussed.