Undergraduate student wellbeing: The lived experience in higher education

The wellbeing of undergraduate students in Higher Education (HE) is often associated with the student experience. Previous research has shown that measuring wellbeing is problematic because of its complexity. Moreover, the lived experiences of students are often missing from the equation of measuring wellbeing. This article explores the perceptions of students’ wellbeing pre-COVID19 and their lived experiences both inside and outside of HE; and the relationships between students’ characteristics. This study increases our understanding of student’s lived experiences and student wellbeing in HE.

A survey was used to identify the perceptions of undergraduate students (n=105) of wellbeing. The findings indicated that student recognise the importance of access to library systems on and off campus (m=4.44, S.D.=0.752), module tutor (m=4.37, S.D.=0.657), computers on campus (M= 4.17, S.D.=0.902), photocopying and printing (m=4.11, S.D.=0.926) for student wellbeing in HE. In their personal lives, students believed that access to study facilities where they live (m=4.30, S.D.=0.876), friends (m=4.22, SD=0.734), health (m=4.18, SD=0.948) and their wider family (m=4.07, S.D.=1.129) were critical elements for their wellbeing. The most popular activities outside university life that improve student wellbeing were talking to peers and friends (98%), sleeping and resting (86%). Sports activities (16%) and counselling (12%) ranked lower. Student’s perceptions of wellbeing were not associated with notions of “medicalised” mental health. This study concludes that student wellbeing in their academic and personal lived experiences revolves around access to resources and relationships that helps them get on with their studies while at university, and where they live.