New UW–Madison Study Reframes Community College Student Mental Health as a Driver of Purpose and Career Development

July 1, 2026   |   By Katie Grant, Office of Research & Scholarship Communications

A newly published study by UW–Madison School of Education researchers based at the Wisconsin Center for Education Research (WCER) finds that community college students’ experiences with mental health challenges can shape not only the obstacles they face but also their sense of purpose, empathy, and career direction.

The mixed-methods study, published in The Journal of Higher Education and led by Xueli Wang and a team of collaborators, examines how mental health intersects with career development among community college students. Drawing on interviews, focus groups and survey data, the study explores how students navigate academic and career aspirations while managing stress, burnout and unmet support needs.

According to the study, many students are working to imagine meaningful futures while carrying significant emotional strain. Participants described tensions among their ambitions, well-being and confidence in their ability to achieve career goals. At the same time, the research finds that these lived experiences can foster a deeper sense of empathy and a desire to pursue careers that make a positive impact on others and their communities.

The study highlights that mental health challenges function in complex and sometimes unexpected ways. While such challenges can constrain students’ academic and professional trajectories, they may also foster purpose-driven goals and values that influence career decision-making.

“This research challenges long-standing assumptions about mental health in higher education,” said Wang, the Barbara and Glenn Thompson Endowed Professor in Educational Leadership. “We found that students are not only coping with significant challenges but are also drawing on those experiences to shape who they want to become and how they hope to contribute. If institutions recognize and support this, they can help students turn vulnerability into strength and purpose.”

The research team — Wang, Kelly Wickersham, Nicole Contreras-Garcia, Nadia Aikebaier, and Xiwei Zhu — emphasizes that students’ mental health experiences are deeply intertwined with their educational and career pathways. Rather than viewing mental health solely through a deficit lens, the study calls for a broader understanding that acknowledges both challenges and growth.

A key implication of the study is the need for more integrated support systems within higher education. The findings point to gaps in how those institutions traditionally separate academic advising, career services and mental health resources, even though students experience these areas as closely connected.

The authors argue for educational environments that intentionally align these domains, enabling institutions to better support students’ holistic well-being and long-term success. By integrating mental health support with career and academic guidance, colleges can create conditions that help students sustain both personal and professional development.

The study also underscores the importance of centering student voices in research and practice. Participants shared personal accounts of their struggles, aspirations and hopes for the future, offering insight into how they make meaning of their experiences and translate them into career goals.

In doing so, the research reframes mental health challenges not only as barriers, but also as meaningful influences that shape identity, motivation and life direction.

The authors note that community colleges, which serve a large and diverse student population, are uniquely positioned to lead efforts to develop more holistic and integrated approaches to student support.

The full journal article is available to read in The Journal of Higher Education.

About the Researcher

• Dr. Xueli Wang (pronounced similar to “Shoo-lee Wong”) is the Barbara and Glenn Thompson Endowed Professor in Educational Leadership at the University of Wisconsin–Madison.
• Dr. Kelly Wickersham is a Research Scientist in the Wisconsin Center for Education Research at the University of Wisconsin–Madison.
• Dr. Nicole Contreras-Garcia is an Assistant Professor of Higher Education Leadership at Florida Atlantic University.
• Nadia Aikebaier, M.S., is a Research Assistant and PhD student in the Educational Leadership and Policy Analysis Program at the University of Wisconsin–Madison.
• Dr. Xiwei Zhu is an Assistant Professor in the Department of Administration, Rehabilitation, and Postsecondary Education at San Diego State University.

About the Wisconsin Center for Education Research (WCER)

WCER at UW–Madison’s #1-ranked School of Education is one of the world’s oldest and most productive education research centers. WCER has supported researchers and scholars in developing, submitting, conducting and sharing grant-funded education research for over 60 years. Visit wcer.wisc.edu for more information.