This study sought to identify trends and incidence levels of college student depression, anxiety disorder, and suicide at United States colleges and universities. A public health approach was employed to ascertain if institutional and social determinants of mental illness are acting upon students. Once specific underlying factors were identified, a set of institutional interventions were developed to inform colleges and universities about strategies that can be implemented to mitigate student mental illness. This work has determined that there are numerous initiatives that institutions of higher education can implement to mitigate student mental illness. A one-person systematic review was undertaken to assess and determine the current state of scholarship within this topic area. Scholarship on this topic has primarily been focused on individual pathology and access to care. The reviewed research relates to access to campus counseling resources, counseling center models of care, risk identification, risk stratification, and intervention modalities. However, there is a dearth of literature on how institutional factors may be affecting student mental health. College students are at significant risk of mental illness, with 46.2% of college students reporting debilitating depression and 66.4% of college students feeling overwhelming anxiety in the 2018 to 2019 academic year (ACHA-NCHA). Of significant concern is the fact that 36.9% of students reported serious suicidal ideation and 10.9% of students attempted suicide in the 2018 to 2019 academic year (CCMH). Approximately 1,100 students die by suicide each year (Fernandez Rodriguez and Huertas, 2013). A concurrent triangulation mixed methods approach was employed. Quantitative research included the collection and analysis of secondary data from valid sources. Qualitative research factors were explored through Key Informant interviews of Counseling Center Directors and Deans of Students to explore hypothesized underlying factors. Results were utilized to develop an institutional plan of action that can be implemented on a college-by-college basis. A modified sequential intercept model will be employed to inform implementation. Action plan steps include pedagogical modifications, policy changes related to FERPA, eliminating barriers to help-seeking behavior, and creating collaborative campus cultures, among others. The end goal is to create supportive and transparent campus communities where students can thrive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]