Student belonging, mental wellbeing, and help-seeking at Durham University

Abstract

Previous research suggests there is a positive correlation between belonging and mental wellbeing, and that among students, belonging is associated with improved academic performance and positive experiences at university. This mixed methods research explores relationships between and experiences of students’ sense of belonging, mental wellbeing, and help-seeking at Durham University. Durham is commonly referred to as an ‘elite’ institution, with a predominantly White student population, a relatively low number of international students compared to other Russell Group universities, and bad publicity around reports of inequality and lack of inclusivity. An online survey was completed by students (n=119) and semi-structured interviews were carried out with students (n=9) and staff involved in support provision (n=3). A range of theoretical and conceptual lenses are explored, with theories of structural violence, cultural/social capital and habitus, and broad understandings of mental wellbeing being especially relevant when assessing the findings. A key finding is that belonging was found to be a significant predictor of mental wellbeing. Several aspects of university life were seen to impact belonging, mental wellbeing, and help-seeking. The research contributes some detailed insight into student wellbeing and makes suggestions for improvement and further study.