Mind Over Marks: Emotional Well-Being and Academic Success Among First-Generation University Students in Higher Education

Abstract

This study explores the impact of emotional well-being on the academic success of first-generation university students, with a particular focus on their lived experiences and coping strategies in higher education. Using a qualitative phenomenological design, semi-structured interviews were conducted with twelve purposively selected participants to capture the depth of their experiences. Findings reveal that first-generation students frequently encounter impostor syndrome, anxiety, self-doubt, financial strain, family expectations, social isolation, and a lack of belonging within academic settings. These challenges often hinder their emotional well-being, thereby affecting their academic success and overall university experience. However, the study also highlights resilience factors that contribute to student success, including social and institutional support, effective coping mechanisms, academic engagement, and mentorship opportunities. Such resources play a pivotal role in enhancing confidence, fostering a sense of belongingness, and improving academic outcomes. Furthermore, the research identifies institutional barriers that continue to limit access to adequate support for first-generation and financially disadvantaged students. By emphasising the interplay between emotional well-being and academic success, this study highlights the importance of comprehensive institutional interventions such as structured mentorship programmes, tailored counselling services, academic advising, and accessible research opportunities. The findings contribute to higher education policy and practice by offering insights into how universities can create inclusive environments that address the unique challenges of first-generation students while empowering them to thrive academically and emotionally.