Mental health challenges have been steadily increasing around college campuses, with consistent findings pointing to ethnic minorities and low socioeconomic groups adversely affected and needing more support than their counterparts. On the other end, physical activity (PA) has consistently been associated with positive mental health outcomes. Therefore, further understanding the relationship among race, socioeconomic status, and PA, as well as college students personal experiences on campuses, is of great importance to improve college student well-being. This two-study dissertation sought to address these relationships. Study 1 evaluated differences in mental health across race, parental education (proxy for SES) and PA. Student obstacles to using on-campus mental health and PA resources were examined in a mixed methods design. Most of the data was collected prior to the establishment of COVID-19 restrictions at a large Midwest university. Mental health levels were anticipated to vary between the variables of race, parental education, and PA, which was partially supported. Results showed that low SES participants had significantly higher levels of depression, while PA was associated with lower levels of anxiety and stress. Study 2 sought to replicate findings of study 1 and test the relationships within the context of a diathesis-stress model that includes PA using an expanded sample of students drawn from a large Midwest university and a smaller East Coast university. In addition to replicating study 1 findings, study 2 yielded several themes that revealed common obstacles of college students and how they overcome those obstacles. The hypothesized relationship among race, SES, PA and mental health was partially supported. Specifically, participants whose parents or guardians had lower levels of education reported higher levels of anxiety, while there were significant differences in mental health across different levels of PA. The other goal of this study was to map the above relationship onto a PA moderating model, including variables of race, parental education, depression, stress, and anxiety, based on an adapted diathesis-stress model. This relationship was not supported by the data. Free response answers revealed interesting themes related to the college student experience and campus resources. Focus groups added to this through discussions on topics like the COVID-19 pandemic, mental health, and advice for future students. Data from study 2 was collected while COVID-19 pandemic restrictions were in place. Overall results expanded knowledge on the experience of COVID-19 on college campus and the interconnection between race, parental education, PA, and mental health. Further social relations were important for student wellbeing. Students' also shared obstacles they faced with the use of on campus mental health and other resources.
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