This chapter explores the unique mental health vulnerabilities experienced by students in performing arts education, highlighting the systemic barriers to care further exacerbated by the COVID-19 pandemic. Drawing on evidence from mental health and performing arts research, we examine the intersection of mental health with social determinants uniquely intersected in student and performing arts populations. We propose community-based, evidence-informed, task-sharing models as scalable, contextually responsive approaches that address the specific needs of performing arts students. Using The New School’s “All for NarWELL” program as a case study, we illustrate how stepped care models and community-based participatory research (CBPR) can be integrated into higher education institutions to expand access to care, train and support faculty and staff, and enhance resilience among arts students in higher education and conservatory settings. Concluding with implications for future research and practice, we emphasize the potential of integrated, community-driven mental health programming in transforming support across the performing arts education landscape.