ABSTRACT Objectives This study explored how university students perceive and experience online mental health resources, and the extent to which such resources support their mental well‐being and help‐seeking behaviours. Design A qualitative, exploratory research design was used to gain rich, in‐depth insights into students' lived experiences and evaluations of digital mental health support. Method Ten university students across the UK participated in semi‐structured interviews. Participants were recruited through convenience and snowball sampling methods to ensure variation in gender, ethnicity, and subject area. The data were analysed using Braun and Clarke's reflexive thematic analysis, allowing for a detailed examination of recurring patterns and individual perspectives. Results Six overarching themes were identified: (1) Empowerment through Digital Access reflected how online tools offered autonomy, convenience, and a sense of agency; (2) Personal Growth and Skill Development captured the educational value of these resources; (3) Balancing Academic Pressures and Mental Well‐being revealed how digital tools helped manage stress amidst academic demands; (4) The Double‐Edged Sword of Online Anonymity explored both safety and disconnection in anonymous platforms; (5) Technological Challenges and Adaptations highlighted usability issues and platform fatigue; and (6) The Evolution of Help‐Seeking Behaviours addressed how digital tools influenced when and how students reached out for further support. Conclusion Online mental health resources offer accessible, non‐intimidating avenues for support, especially during early stages of distress. However, their limitations suggest the need for thoughtful integration with in‐person services and greater emphasis on emotional depth and interactivity in digital interventions.
Rakshita Singh (Mon,) studied this question.