A Survey of Student Well-Being in Zimbabwean Tertiary Colleges

Abstract

Student well-being plays a key role in academic success and personal growth, but it has not been widely studied in Zimbabwean tertiary institutions. This paper presents results from a survey of several colleges in Zimbabwe on mental health, social connections, academic satisfaction, and financial stability. The study uses both quantitative surveys and qualitative focus group discussions. Findings show that students face major challenges like financial stress, limited mental health resources, and academic pressure, but also benefit from peer support and involvement with their institutions. The paper ends with recommendations for policymakers and educators to improve student well-being through targeted support and interventions.