Abstract

Academic dropout is a common occurrence in higher education (i.e. students leaving their academic program before completing a degree). In addition to academic, social, financial, and other factors, psychological symptoms among college students may also contribute to dropout. First-year, full-time students (N = 573) completed a multidimensional self-report measure of psychological symptoms and provided demographic information during their first week of classes. Their enrollment and graduation data were then collected by the university during the following 6 years. In univariate analyses, depression, substance use, and academic distress symptoms were positively associated with academic dropout. Survival analysis indicated that after controlling for demographic correlates of dropout (i.e. first-generation student status and race/ethnicity), academic distress and substance use symptoms uniquely and positively predicted academic dropout. Survival curves suggested that differences in dropout between students with and without elevated symptoms emerged after their first year and increased over time. These results provide evidence for the significant role of student mental health in graduation and retention in higher education. Academic institutions might identify those at risk of dropout through early administration of multidimensional psychological symptom screenings. Support services for students with mental health concerns (e.g. at university counseling centers) are also needed.