Psycho-social difficulties experienced by first-entering students with their academic progress at higher education institutions: case study of a rural-based university

Abstract

Psycho-social difficulties may significantly influence the day-to-day learning experiences and academic performance of first-year students in higher education institutions. It is widely acknowledged that the transition from secondary to tertiary education presents numerous challenges, particularly for young students entering a university for the first time. The absence of structured guidance and support during this transition often results in students grappling with emotional stress, social isolation, and adaptation difficulties. Using a qualitative case study approach, this study aimed to explore the psycho-social difficulties experienced by first-year students and how these can affect their academic progress. These challenges are particularly pronounced in rural universities, where students often come from disadvantaged backgrounds and have limited exposure to diverse academic and social environments. A qualitative research methodology was adopted to gain in-depth insights into students’ lived experiences. Data were collected through individual interviews and focus-group discussions, enabling the researcher to capture personal narratives and group dynamics that reflect the shared struggles and coping mechanisms of these students. The study population consisted of ten purposively-selected first-year Bachelor of Education students enrolled in the Foundation Phase, Senior Phase, and Further Education and Training (FET) programmes. Purposive sampling ensured that participants had relevant and rich experiences related to the research focus. The findings reveal that many of these students experience various psycho-social challenges, including anxiety, homesickness, social alienation, and cultural adjustment difficulties. These issues collectively hinder their academic engagement, concentration, and overall performance. Based on the data collected and analysed, the study makes several recommendations aimed at improving institutional support systems, such as the integration of mental health services, the implementation of inclusive teaching strategies, and the promotion of social integration initiatives. Addressing these psycho-social difficulties is critical to enhancing student retention, academic success, and overall well-being, within rural higher education contexts.