Introduction

Mental health is a shared struggle for college students. Things like academic pressure, imposter syndrome, and stress plague everyday experiences. On our University of Maryland campus, I was inspired by a wall of sticky notes in a women’s bathroom in Kirwan Hall. Messages like “Your grades do NOT define your worth” and “You got this” stood out to me. Even during a class I dreaded, I found myself looking forward to reading those notes. This anonymous support from my peers felt genuine, and it led me to wonder how I could bring that kind of experience to more people on campus.

Literature Review

Mental health issues among college students have been rising, especially since the Covid-19 pandemic. Many students experience anxiety and depression but avoid seeking formal help (Macskill, 2012; Storrie et al., 2010). This has led researchers and institutions to explore more accessible and alternative ways to support students.

Studies show that mindfulness and cognitive-behavioral techniques can be effective in reducing stress, anxiety, and depression (Bamber & Schneider, 2016; O’Driscoll et al., 2017; Regehr, 2013). More recently, creative and peer-supported approaches have also shown strong results. Huang et al. (2018) found that art and peer support can be just as effective as more traditional methods in improving mental health outcomes.

My project also draws from the Kindness Rocks Project, a public art movement where painted rocks with uplifting messages were placed around in shared spaces. Its success demonstrates how small, creative gestures can positively influence mood and foster connection. The project’s Facebook bio, “1 message at just the right moment can change someone’s entire day, outlook, or life”, reflects the power of well-timed encouragement, which is my goal.

There is also evidence that our physical environment matters. Zhang, Jin, and Liang (2024) found that positive campus environments are linked to better student attitudes. Adding small, creative elements like art make shared spaces feel more welcoming and supportive.

Methods

I will be painting and placing rocks (approximately 150) with positive messages and visuals around the UMD campus. Each rock will have its own design and message that is short, clear, and visually eye-catching. I will use a clear sealer to help protect the designs from the weather.

Alongside the physical project, I will run an Instagram page (@UMDROCKS) to share photos of the rocks, mental health advice, and campus mental health resources. This adds a digital dimension to the project and helps my project reach people who may not find a rock in person.

Audience & Impact

This project is for UMD students, especially those dealing with stress or feeling disconnected. I aim to offer small and encouraging interventions that might disrupt the overwhelming feelings that come with being a college student. Whether it makes someone pause, smile, or feel more connected to others on campus, my hope is that it has a quiet but meaningful impact.

This project gives me the opportunity to combine creative work with something purposeful. It allows me to explore how small acts of art and kindness can affect shared space and mental health on campus.

References

He, Y., Li, X., & Zhong, K. (2024). Small Changes Make a Big Difference: The Impact of Visual Symbol Color Lightness on Destination Image. Journal of Travel Research, 63(4), 1013-1028. https://doi.org/10.1177/00472875231170218

Kuang, S., Wang, W., Yan, S. et al. Psychological resilience and depression among college students during the COVID-19 pandemic: The mediating role of self-forgiveness and the moderating role of isolation. Curr Psychol 43, 23320–23330 (2024). https://doi.org/10.1007/s12144-024-05701-6

Moskow, D. M., Lipson, S. K., & Tompson, M. C. (2022). Anxiety and suicidality in the college student population. Journal of American College Health, 72(3), 881–888. https://doi.org/10.1080/07448481.2022.2060042

Sona Dave, Michelle Jaffe, Debra O'Shea, Navigating college campuses: The impact of stress on mental health and substance use in the post COVID-19 era, Current Problems in Pediatric and Adolescent Health Care, Volume 54, Issue 5, 2024, 101585, ISSN 1538-5442, https://doi.org/10.1016/j.cppeds.2024.101585.

Wilson-Barnao, C., & Collie, N. (2024). Art rocks: Atmospheres of connection and everyday creativity in hybrid public space. International Journal of Cultural Studies, 27(3), 405-427. https://doi.org/10.1177/13678779231219016

Worsley, Joanne, Andy Pennington, and Rhiannon Corcoran. "What interventions improve college and university students’ mental health and wellbeing? A review of review-level evidence." National Grey Literature Collection (2020): 1-54.

Zhang, J., Jin, J., & Liang, Y. (2024). The Impact of Green Space on University Students’ Mental Health: The Mediating Roles of Solitude Competence and Perceptual Restoration. Sustainability, 16(2), 707. https://doi.org/10.3390/su16020707

Zhang, Z., Wang, J., Wang, H. et al. Relationships between students’ perceived campus walkability, mental health, and life satisfaction during COVID-19. Sci Rep 14, 14333 (2024). https://doi.org/10.1038/s41598-024-65116-y

Acknowledgments

Thank you to all of the Arts Scholars Faculty Advisors for pushing and encouraging my research and creativity with this project. My capstone would not be the same without the support offered by Heather, Irene, and Harold. A special thanks to my roommates who allowed 150 rocks to sit in our living room for months.