Universities are facing the challenge of providing individual support for students with developmental disabilities ever since the implementation of the Discrimination Elimination Law, which added “support for students with disabilities” based on the social model. To address this issue, the author analyzed practical cases of support for students with developmental disabilities at a medium-sized university over a period of eight years and examined how to improve it. Results showed that the supporting institution played a role in institutionalizing support based on the social model within the university organization, working in various ways with university members and strengthening inter-organizational cooperation. This led to a shift in the support system for students with developmental disorders from a system centered around the supporting institution to a system of universal support within the whole university organization. Additionally, as the learning environment for students with developmental disorders was developed, it became possible to provide multi-layered support that could be applied universally through the combination of counseling and coordination with other functions of the supporting institution.

College students are at high risk of developing mental illness, and graduate students, in particular, experience anxiety and depression about six times more than the general population. However, there are few opportunities for psychological education in higher education settings such as universities, and there are few mental health training programs catering to the needs of university students. Therefore, in this study, we created case studies based on the needs of undergraduate and graduate students, conducted training using educational content focused on mental health care literacy to generate caring behavior, and examined the usefulness of this training. The results showed that the training program helped undergraduate and graduate students “make mental health a personal matter” and strengthened their intention to seek consultation. However, the study showed that it was difficult for the students to understand their role in supporting people with mental health problems and the training failed to enhance their understanding.