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.
