Abstract
Introduction Stress and mental health challenges are common among students, and educational campuses can play an important role in promoting mental well-being. Research on preventive and promotive interventions in educational settings highlights the importance of understanding students' perspectives and engaging them as key stakeholders. This study explored the views of urban Indian students on strategies to support mental health, including their involvement in program implementation, the role of peer support, and the use of self-help resources. Methods We conducted a qualitative, exploratory, descriptive study using focus group discussions (FGDs) to examine student perspectives on themes related to the study objectives. Sixty-nine participants were recruited through purposive sampling from five diverse educational institutions representing both public and private institutes catering to students from grade 9 through undergraduate levels (n = 69; five institutions) in the Bengaluru Urban district of Karnataka state in India. FGDs were audio-recorded and supplemented with detailed field notes. Data were thematically analyzed using a hybrid inductive-deductive approach. Results Six themes and 17 subthemes emerged from the analysis of student FGDs. Students reported unmet needs for campus mental health promotion and described stressors including depression, examination-related anxiety, family and societal expectations, bullying, isolation, and difficulty managing negative emotions alongside limited awareness of available help. They called for sensitizing parents and teachers and for training teachers to build connections, recognize distress, and respond supportively. Participants prioritized a supportive campus climate with visible mental health information (e.g., classroom discussions and assemblies), safe spaces, inclusive activities, and dedicated time that reduces academic pressure and enables self-care and skill-building. Students endorsed peer engagement (e.g., training peer champions and strengthening peer support systems) to raise awareness, encourage help-seeking, and support navigation of academic and social challenges. They valued self-help resources but cited barriers to sustained use (e.g., motivation, stigma, and time); they favored interactive, technology-enabled materials and cautious use of social media given risks of distraction and misinformation. Finally, they advocated for formal, easily accessible counseling with clear pathways, strong confidentiality, and individualized care, and expressed mixed views on helplines, balancing the benefits of anonymity against doubts about effectiveness. Conclusions This study found that students view campus-based mental health promotion as a priority and identified several essential components for success: sensitization of parents, teacher preparation to recognize and respond to distress, structured peer support, integration of mental health into the academic schedule, supportive environments that reduce stigma, engaging self-help resources enhanced by technology, and confidential, personalized counseling services. Implementing programs that reflect these priorities can foster earlier recognition of distress, increase help-seeking, and improve well-being, offering a practical and culturally relevant approach to addressing youth mental health in educational settings.