Student mental health has become one of the defining Challenges Universities are facing around the world. In South Africa, these concerns often persist reports Which point towards anxiety, irritation and academic pressure. comes with call out For expanded student counseling and crisis services.
These concerns are important. Of earlier Research University students in South Africa have been shown to face mental health challenges due to financial strain, inequality, academic pressure and social stressors. Studies conducted during and after the COVID-19 pandemic have also shown how Solitude and loss of Help The mental health and well-being of students was affected.
But mental health It is not just the absence of distress or illness. It is also the presence of well-being: feeling connected to others, being satisfied with one's life overall, and having the ability to manage everyday challenges and participate meaningfully in one's community.
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our recent Study Suggests that this broader approach matters. As psychologists and researchers, we wanted to better understand the factors that help students progress to university.
We surveyed 1,366 students at a public, out-of-touch South African university to investigate what impact it has on students' mental health and well-being. We looked at structural factors such as socioeconomic status, food security, financial stress and living conditions. We also examined academic pressures and psychosocial factors. These include life satisfaction, loneliness, sexual well-being, and health-related social support (help from friends, family, and others to maintain a person's physical and mental health).
The findings show that when students experience both physical security and psychosocial support, including greater life satisfaction, stronger social support for their health, and lower levels of loneliness, they are more likely to thrive.
Coping, but not all are thriving
Most students in our study were not depressed, a condition characterized by low levels of well-being and feelings of disconnection, stagnation, or lack of purpose. But many people were not like that FlourishingWhich refers to higher levels of emotional, psychological and social well-being.
Nearly two-thirds (66%) of the participants were classified as having moderate mental health. Just over a quarter (28%) were thriving, while about 6% were languishing.
This matters because students with moderate mental health may appear to struggle with this. They can attend class, complete assignments and continue their studies. But coping Doesn't equate to being prosperous.
Read more: Words about mental health need to align with people's understanding of well-being
This distinction is important because flourishing has been associated with stronger psychological functioningbetter social relationshipsimproved academic engagement even bigger resilience When faced with life's challenges.
For universities, this means student mental health strategies must consider not only how to address and mitigate distress, but also what enables students to thrive.
Two different student profiles
One of the clearest findings from our study was that students fell into two broad profiles.
The first group, which we called “stressed and stressed,” was characterized by greater financial stress, poor food security, lower life satisfaction, weaker social support for health, and higher loneliness.
The second group, which we call “resourced and supported,” had greater material security, stronger psychosocial resources, more health-related social support, and higher life satisfaction. These students also reported better mental health outcomes and were less lonely.
This highlights an important reality for South African universities: student well-being is shaped by both material circumstances and psychosocial resources. Financial stress, food insecurity and unstable living conditions matter, but also social connections, support, life satisfaction and the ability to manage one's health.
In other words, the mental health of the student is both physical and relational Issue.
Why connections matter
Psychosocial factors showed the strongest association with mental health in our study. Students who reported better life satisfaction and social support for health also reported better mental health. Loneliness was associated with poor health.
This is consistent with previous research showing social relations And not related are central to student well-being.
This does not mean that universities should stop investing in counseling and psychological services. These services are essential, especially for students experiencing extreme distress.
But counseling services alone cannot bear the entire burden of student well-being. Universities also need to create environments in which students can form meaningful relationships and experience a sense of not related.
This could be through the promotion of peer mentoring programmes, student societies, residence-based support, orientation programs that extend beyond the first few weeks of university, and structured opportunities for students to connect across academic and social spaces.
The overlooked role of sexual wellness
One finding stood out because it is rarely discussed in South African higher education research: students who reported higher sexual health also reported better mental health.
sexual wellness It does not simply mean the absence of disease, dysfunction or risk. This includes feeling safe, respected, comfortable, and being able to exercise agency in intimate relationships.
Read more: South African students still do not feel safe on campus: how safety can be increased
This is important because the majority of South African research on student sexuality focuses on sexual violence And risk. These remain urgent issues.
But our findings suggest that universities should also consider positive dimensions of sexual well-being as part of overall student health. A student's sense of safety, respect, and autonomy in their intimate life may be linked to their broader well-being.
This does not mean that sexual wellness should take the place of risk-prevention work. Rather, it suggests that student well-being programs should be comprehensive enough to address both protection from harm and the conditions that allow students to experience dignity, agency, and well-being.
What can universities do
The findings highlight three priorities.
First, universities must continue to address the structural barriers that shape student well-being, in collaboration with government and other relevant agencies. Financial scarcity, food insecurity And living conditions There remains serious pressure. Support systems like food programs, housing assistance, and educational flexibility are not peripheral to mental health. They are part of the conditions that make well-being possible.
Read more: South African universities need to pay more attention to student hunger
Second, universities should invest in and support social networking interventions that build sustainable social connections among their student communities. students are feeling better Loneliness More likely to report poor mental health. This means that belonging should not be considered an optional aspect of university life. It is central to the well-being of young adults.
Third, universities should adopt and implement a comprehensive approach to student welfare targeted support interventions Which promote multiple dimensions of well-being. Our findings support a “Whole-university” approach For health promotion. It integrates student welfare into the university ecosystem. Mental health, belonging, academic success, as well as physical and sexual well-being, cannot be addressed through disconnected health and support services.
Read more: Family, community, and university support help gay students thrive
Student mental health is often discussed in the context of crisis. Our findings suggest that universities should focus equally on the conditions that help students thrive.
For South African universities, this means combining structural support with psychosocial care to create environments where students can thrive – not just survive, but participate fully in university life and realize their potential.
Jared H MartinSenior Lecturer in Clinical Psychology, University of Pretoria
Jacomian MullerLecturer in Psychology, University of Pretoria
joliz joubert van appelLecturer in Psychology, University of Pretoria
Sonja Nicolene MostertSenior Lecturer, University of Pretoria