Eloff, IrmaO'Neil, Susanna MariaKanengoni, Herbert2022-01-122023-10I. Eloff, S. O’Neil & H. Kanengoni (2023): Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers, Teaching in Higher Education, 28(7): 177701797, DOI: 10.1080/13562517.2021.1931836.1356-2517 (print)1470-1294 (online)10.1080/13562517.2021.1931836http://hdl.handle.net/2263/83167This qualitative study reports on the role of university lecturers in the well-being of undergraduate students. A sample of undergraduate student participants (n = 335) at a large, urban residential university in the Gauteng Province of South Africa participated in rapid, face-to-face interviews. Interviews were conducted by student fieldworkers during multiple 4-h blocks on all weekdays. Data were analysed by means of thematic analysis. Findings indicate that university lecturers play a substantive role in the well-being of undergraduate students. These findings are significant in that they have emerged from open-ended questioning. Furthermore, the role of university lecturers is frequently unrecognised in terms of the psychological well-being of students and rather articulated in terms of the academic task. The findings present the role of lecturers in student well-being in a multi-faceted way. It is delineated as lecturer support, benevolence, lecturer competence, lecturer availability, interaction, and the lecturer’s attitude towards their work.en© 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in Teaching in Higher Education, vol. 28, no. 7, pp. 1777-1797, 2023. doi : 10.1080/13562517.2021.1931836. Teaching in Higher Education is available online at: http://www.tandfonline.comloi/cthe20.Tertiary educationWell-beingUniversityStudent supportLecturer supportPostprint Article