Rural-Origin Students’ Perceptions of University Support Services for Psychosocial Adjustment

Abstract

Most South African higher education institutions (HEIs) are located in urban centres, requiring rural-origin students to migrate—often disrupting established social networks and posing complex psychosocial adjustment challenges. This study explored the effectiveness of HEIs support services in aiding such students’ transitions. Using a sequential-explanatory mixed methods design, quantitative data were collected from 280 students via an online questionnaire, followed by in-depth interviews with eight self identified rural-origin students. Descriptive statistics and thematic analysis revealed that rural-origin students encounter distinct barriers, including cultural dissonance, technological challenges, difficulties with social connection and navigation, and academic stress. Institutional support services were frequently viewed as misaligned with students’ lived realities, prompting reliance on self-organised peer networks for emotional and academic support. These findings call for more inclusive, context-sensitive support frameworks within South African HEIs. While this study prioritises student perspectives, future research should incorporate institutional viewpoints and larger samples to inform scalable policy interventions that enhance rural students’ adjustment, well-being, and academic success.