Abstract:
Students' well-being in Higher Education (HE) is foundational to their academic success. However, recent studies show a notable and concerning decline in mental health and well-being among university students in different scientific disciplines. This study specifically focused on undergraduate law students at a university in the Gauteng province, South Africa. It aimed to explore what well-being means to them, and how university factors contribute to their subjective well-being experience.
The research was anchored in the constructivist paradigm, and theoretically grounded in the PACES model of student well-being. Utilising a qualitative research approach, the study employed purposive sampling for an online survey with participants (n=167), and snowball sampling to recruit participants (n=4) for a focus group discussion. The two data sets were analysed simultaneously, following Braun and Clarke’s thematic analysis guidelines. Throughout the research process, ethical standards were strictly adhered to.
The findings of this study revealed that undergraduate law students’ well-being comprised a combination of a variety of features influenced by many factors and experiences. Social support, a supportive academic environment, academic engagement, and a balanced lifestyle were identified as key contributors to student well-being by the participants. However, hindrances to well-being among undergraduate law students included academic pressures, unhealthy coping mechanisms such as substance abuse, and personal challenges like anxiety
and stress.
Key words: law, law students, undergraduate student, well-being
