Across the UK, artificial intelligence is no longer a future concept in mental health support – it is already part of everyday life. More than one in three adults (37%) say they have used an AI chatbot to support their mental health or wellbeing. For educators working in higher education (HE) and further education (FE), this should be a wake-up call.
Students are already turning to chatbots, often quietly and independently, to cope with stress, anxiety and emotional distress. The question is no longer if this is happening, but whether education providers are prepared to respond responsibly.
A rapidly growing but uneven landscape
New polling commissioned by Mental Health UK shows just how quickly chatbot use has grown. Uptake is highest among 25–34-year-olds (64%) an age group that overlaps heavily with postgraduate students, early-career learners and those returning to education. Even among those aged 55 and over, 15% report having used AI chatbots for mental health support.
The data also highlights gender differences: men (42%) are more likely than women (33%) to use chatbots. Given that men have traditionally been less likely to seek help through formal mental health services, this suggests AI may be lowering barriers for groups who might otherwise struggle in silence. In FE and HE settings, where male students are often under-represented in counselling services, this is particularly significant.
At the same time, almost two in five adults (37%) say they would not consider using AI for mental health support in the future. Trust, safety and credibility clearly remain major concerns – concerns that educational institutions cannot afford to ignore.
Why are students turning to chatbots?
For many learners, the appeal of AI chatbots is wide-ranging and there are many examples of their applications in an educational context. This includes support for writing assignments, studying, coding, problem-solving, creative tasks, and so much more.
The research by Mental Health UK shows that people are using them primarily because they are:
- Easy to access (41%)
- A response to long waiting times for mental health services (24%)
- A way to talk about mental health without involving friends or family (24%)
These reasons will resonate with anyone working with students. University and college counselling services are under immense pressure, waiting lists are long, and students often worry about stigma or burdening others. Chatbots offer anonymity, immediacy and a sense of control – qualities that can feel especially valuable during moments of academic pressure, financial stress or social isolation.
Among those who had used chatbots, two-thirds (66%) found them beneficial. Over a quarter said the technology helped them feel less alone, while others reported support with managing difficult emotions, avoiding a potential mental health crisis, or finding information about suicidal thoughts and helplines. For students studying late at night, living away from home, or juggling work and caring responsibilities, this kind of “always on” support can feel like a lifeline.
The hidden risks
However, the same research reveals serious risks. A minority, but a significant one, reported harm:
- 11% said chatbot use triggered or worsened symptoms of psychosis
- 11% reported receiving harmful information about suicide
- 9% said it triggered self-harm or suicidal thoughts
- 11% felt more anxious or depressed after using a chatbot
Perhaps most concerning is that most users (66%) relied on general purpose chatbots, such as Chat GPT, Claude and Meta AI, rather than tools designed specifically for mental health, such as Wysa or Limbic. These systems are not therapists, are not clinically validated, and may draw on unreliable or inappropriate sources unless carefully designed and governed.
Researchers at Keele university have been quick to respond to this issue by developing a new emotion-aware psychological first-aid (PFA) chatbot, which integrates an emotional distress detection system trained on Google’s BERT language model and fine-tuned on OpenAI’s GPT model.
For students in vulnerable moments, the difference between a reputable mental health website and an unregulated conversational system can be profound. As Mental Health UK warns, chatbots can slip into the role of a “quasi-therapist” without the safeguards, boundaries or accountability that human-led services require.
What does this mean for higher and further education?
Students are already using AI for mental health support – often without staff knowing and without clear guidance. This creates both a responsibility and an opportunity for education providers.
First, there is an urgent need for awareness. Digital wellbeing and AI literacy should be part of induction, study skills and pastoral support conversations. Students need to understand what chatbots can and cannot do, when they might be helpful, and when human support is essential.
Second, institutions should be actively signposting safe, reputable sources of support. If students are going to use AI anyway, they should be encouraged to rely on tools that draw from trusted sources such as the NHS and established mental health charities, rather than generic systems with no mental health governance.
Third, staff need support too. Personal tutors, learning support teams and student services staff increasingly encounter learners who reference advice they have received from AI. Training is needed so staff can respond confidently, without dismissing the student’s experience but also without endorsing unsafe practices.
Reflections
The pace of change has been extraordinary, but education must move just as quickly to respond. Colleges and universities sit at the intersection of learning, wellbeing and digital innovation. They are uniquely placed to raise awareness, promote safe practice and ensure that students are not navigating this new landscape alone.
Chatbots may indeed become a valuable part of the mental health support ecosystem, particularly for students who struggle to reach out through traditional routes. But without clear safeguards, guidance and education, they also carry real risks.
Supporting student mental health in the age of AI is not about banning technology or embracing it uncritically. It is about informed, ethical and compassionate use – and about ensuring that, even in a digital age, students always have access to understanding, trustworthy and human support when they need it most.
