A quantitative studies systematic review with narrative synthesis was conducted to explore the risk and protective factors among Latinx college students’ mental health. This systematic review also aimed to identify the relevant demographic variability to the mental health of Latinx college students, and the relationship between mental health and academic performance within this population. Data was collected from four electronic databases and included peer-reviewed articles published between 2000 and 2022, conducted within the United States, participants over the age of 17, and samples comprised of or including Latinx college students. Studies utilizing quantitative designs, and quantitative portions of mixed method designs were included for analysis. Sixty studies were identified as providing information on risk factors and protective factors for mental health, and academic performance variables. A wide array of risk factors were identified and categorized into four main themes: identity and culture, college/work, social interactions, and stressors. Protective factors were identified and categorized within four main themes: identity and culture, college/ work, social interactions, and coping. A total of 58 mental health outcomes were examined and categorized within the following themes: Academics/college, symptoms, stress, belonging, coping, and suicide. Differences within the demographic variability of the samples included entirely Latinx versus mixed samples, and gender. Lastly, risk factors, protective factors, and mental health outcomes, were found to be related to academic performance variables. Risk and protective factors among Latinx college students’ mental health highlights the nuances of context. Meanwhile, the number of mental health outcomes and the categories in which they fall demonstrate the uncoordinated plethora of research foci. This diversity indicated that the demographic variability relevant to mental health of Latinx college students was limited to broader observations. Yet, utilizing the surplus of variables emphasized the need to expand upon our understanding of academic performance to capture how mental health and additional variables either worsen or improve academic performance. Academia is called to take this niche topic out of obscurity and into the forefront of research to encourage colleges and universities to provide well-funded services and programs aimed at supporting these students’ mental health, academic performance, and personhood.

Library of Congress Subject Headings

College students—Hispanic Americans--Mental health

Date of Award


School Affiliation

Graduate School of Education and Psychology



Degree Type


Degree Name


Faculty Advisor

Thema Bryant

Included in

Psychology Commons