Existing literature, primarily from high-income countries, highlights the first year of higher education as a challenging period for students. Academic demands, family expectations, social pressures, and relational difficulties are commonly associated with increased psychological distress during this time. In South Africa, research is mostly quantitative, lacking qualitative insights into the nuanced drivers of distress among first-year students, particularly young, female, and Black-African students. We aimed to explore drivers of psychological distress among Black-African first-year female students in South African universities and examine how they collectively influenced their mental health challenges. Fifty-four Black-African, female students aged 18–30years enrolled at three South African university campuses participated in three focus group discussions led by female researchers. The FGDs explored first-year students’ drivers and experiences of psychological distress while navigating the transition to university and their considerations around utilizing support services. We found that individual, peer, family, relationship, and institutional factors collectively contributed to psychological distress among students. Academic challenges including increased workloads and unfamiliar study methods, combined with struggle to secure residences, and social pressures to conform to peer lifestyles, exacerbated their distress. Financial distress, often intensified by delayed funding and family obligations like “black tax”, forced difficult choices and prioritisations. Additionally, controlling and emotionally abusive relationships, alongside partner infidelity, further undermined the students’ well-being. These interconnected stressors negatively impacted psychological distress which was aggravated by limited access to support services during the critical university transition. Findings suggest that first-year Black-African female students, especially those from low-income households, often experience psychological distress from intersecting academic, social, financial, and relational challenges. To improve wellbeing and academic success, universities must prioritise removing barriers to comprehensive support for first year students. Key actions include ensuring timely financial aid, expanding access to mental health services, academic orientation programmes, and implement initiatives that promote mental health, women’s empowerment and healthy relationships.
Machisa et al. (Thu,) studied this question.