Matthew Mundy joined Torrens University Australia in October 2022. He brings a breadth and depth of academic experience from his previous roles as Academic Director for Monash Online and Education Director for Psychology at Monash University. A cognitive neuroscientist by training, he has built an international reputation for expertise in human learning and memory, as well as in education-focused research on teaching and learning innovation. Prof Mundy’s aim is to infuse research-driven change into tertiary teaching through an understanding of the psychological science behind learning and memory. He is particularly driven to ensure healthy mental health and wellbeing sit alongside effective and engaging learning, ensuring high-quality outcomes for all students. Prof Mundy studied Psychology and Neuroscience (BSc Hons, MSc) at the University of Liverpool (England) and obtained his PhD in Psychology from Cardiff University (Wales).
A system under strain
Anyone working in higher education today can sense that something fundamental has shifted in the way students are experiencing university life. Students are arriving on campus carrying heavier psychological loads than we have seen in previous generations, and the signs of strain are visible everywhere: rising levels of distress, declining confidence, and a growing sense that the path through university has become more complex, more pressured and, for many, more overwhelming.
As a cognitive neuroscientist, I see this reflected not only in national wellbeing data but also in the way stress alters the brain’s capacity to learn. When students are overwhelmed, their ability to absorb, process and retain information is compromised in ways that have real and lasting academic consequences. This is one of the most pressing challenges facing the sector.
How the brain learns
Learning is often described as a matter of motivation or discipline, yet the science tells a more layered and revealing story. Effective learning depends on the brain’s ability to focus, regulate emotion, form memories and sustain effort over time, and these functions rely heavily on the prefrontal cortex and its network of neural connections, which are particularly sensitive to stress.
When a student is experiencing psychological distress, these systems become disrupted: stress hormones interfere with attention, reduce working memory capacity and make decision-making more difficult, meaning the brain simply cannot operate at its full learning potential.
This is why student wellbeing must be understood as an academic priority rather than an optional support service. Research consistently shows a reciprocal relationship between wellbeing and academic performance, with students who have stronger social connections, greater resilience and lower psychological distress achieving better grades and being more likely to complete their degrees, even when accounting for prior achievement and socio-economic backgrounds.
A sector facing high distress
National surveys show that between one quarter and one third of Australian university students report moderate to severe symptoms of depression or anxiety at any given time. The 2024 Uni Student Wellbeing Survey found that 28 per cent of students reported high psychological distress and 30.2 per cent reported low wellbeing, with 42.8 per cent experiencing one or the other and 15.4 per cent experiencing both.
These figures translate directly into academic risk. Among students experiencing both high distress and low wellbeing, just over half feel confident they will complete their degree, compared with more than 80 per cent of all students.
Nearly half rate their university experience as “poor” or “fair,” and more than 40 per cent have seriously considered withdrawing. From a neuroscience perspective, this is exactly what we would expect: chronic stress narrows cognitive bandwidth, making tasks that should be manageable feel overwhelming and eroding the confidence students need to persist.
The scale of this challenge means it can no longer be viewed as an individual issue; it is a structural one that affects retention, equity and the long-term sustainability of the sector.
Why belonging matters
Neuroscience shows that belonging activates reward pathways in the brain, increasing dopamine and strengthening motivation. Students who feel connected -to peers, teachers and their institution – are more likely to engage deeply with their studies and to keep going when challenges arise.
This creates a reinforcing cycle: when students feel they belong, they learn more effectively, and as they learn more effectively, they feel more capable and connected. Universities that invest in belonging are not only improving the student experience; they are strengthening the neural foundations of learning itself, and this is particularly important for students from equity backgrounds who may be navigating additional pressures.
The student support gap
Despite the availability of services, more than half of students experiencing poor mental health are not accessing professional help. Stigma, concerns about confidentiality, limited opening hours, cost and cultural or language barriers all play a role.
Only around half of students feel they receive enough information about mental health and wellbeing, and just over 60 per cent believe they have access to trusted support. Among students with poor mental health, these figures drop sharply.
This is not an issue of individual responsibility; it is a systemic challenge. Universities have built services, but many students still cannot or do not access them, and this gap between provision and uptake remains one of the most significant barriers to improving student outcomes.
What universities can do
A whole of university approach is essential if we are to respond meaningfully to this challenge. Institutions need consistent, validated measures of wellbeing, belonging and engagement, along with regular surveys that inform planning and resource allocation.
Staff capability is equally important. Student facing staff are often the first to notice distress, and mental health literacy, referral skills and cultural competency can make a significant difference in whether a student receives timely support.
Curriculum and pedagogy also play a critical role. Embedding wellbeing into learning design – through flexible assessment, inclusive teaching and explicit instruction in self-regulation – supports both academic and psychological outcomes. This is particularly important for first-year students and those from equity backgrounds, who often face the steepest transition into university life.
Digital mental health and cognitive resilience
Digital mental health interventions are becoming one of the most scalable ways to support students. Online cognitive behavioural therapy, mindfulness programs, virtual clinics, and mental health apps provide evidence-based support for anxiety, depression, and stress.
At Torrens University, Associate Professor Steven McKenzie’s evidence-based research on mindfulness shows consistent improvements in stress, anxiety, depression, emotional regulation and cognitive flexibility – which is a core part of mental health and academic resilience.
We have an Essentials for Wellbeing and Life Success digital module for all new students, and our Practice Wellbeing Centre are low-cost student-run multidisciplinary clinic offering wellbeing support to students and the public.
The path forward
Universities that invest in wellbeing are not only supporting student welfare; they are strengthening the cognitive foundations of learning, improving retention, and building a more resilient student population.