From pressure to perspective: Longitudinally Monitoring Student Well-being and Academic Experience in Dutch Higher Education

Abstract

Student well-being is an increasing concern in higher education, yet longitudinal insight into students’ own evaluations
and needs remains limited. Using an annual Well-being Monitor at a Dutch university of applied sciences (2021–2024;
N = 7,689), this study examined trends in well-being and academic experience, reported concerns, help-seeking, and
student-defined needs. Analysis of variance (ANOVA) and chi-square analyses showed gradual improvements in
emotional, social, and financial well-being across cohorts, while concerns about mental health and finances persisted
for a substantial group. Students predominantly sought support through informal networks rather than formal services.
In open-ended responses, students consistently called for personal attention, social cohesion, clear communication,
meaningful and relevant education, and reduced study pressure. The findings indicate partial post-pandemic recovery
alongside continuing vulnerabilities, pointing to the need for integrated, student-centred approaches.