Educational Pressure and Well-Being among College Students: A Mediation Role of Inclusive Culture

Abstract

Educational stress remains a concern for student psychological well-being in higher education. This study examined whether inclusive culture mediates the association between educational pressure and college students’ well-being. Using a non-experimental, quantitative mediation design, data were collected from 169 students selected through stratified random sampling. Results indicated that inclusive culture significantly accounted for the relationship between educational pressure and well-being, with the direct association becoming non-significant when inclusivity was considered. Interpreted through Bronfenbrenner’s Social-Ecological Systems Theory, the findings highlight the importance of institutional context in shaping students’ responses to academic demands. Strengthening inclusive practices may support student well-being and sustainable academic success.