Student stress and mental health continue to be a concern for higher education institutions following the height of the COVID-19 pandemic and resulting campus closures and emergency remote teaching. Research has shown that elevated stress levels negatively impact student mental health and academic performance. Community colleges providing 8-to-24-month certificate and diploma programs, accessible through a variety of delivery modalities, attract a diverse student body with complex stress experiences. The stressors students experience in their everyday lives can also be critical motivators for engaging in academic misconduct. Reducing stress to support mental health and academic integrity requires critically assessing the fabric of our organizations. In this chapter, we argue that the structure of community colleges may heighten student and instructor stress and pose significant barriers to creating supportive academic integrity communities. We propose that locating academic misconduct within the theoretical model of the stress process shifts attention from stress as an individual problem to how student stress can be understood in the context of the structural environment. The chapter concludes with recommendations for how community colleges may address stress and mental health using the 4M framework and apply principles of Universal Design for Learning (UDL) with consideration of equity, diversity, and inclusion (EDI) toward creating healthy, supportive, and ethical spaces for learning.