Abstract:

Inclusive education at the university level requires ensuring the full participation of students and promoting their socio emotional well-being through an institutional culture based on recognition, fair treatment, and accessible support. Services such as mentoring, counselling, and peer networks are essential. However, many universities struggle to address psychological difficulties that affect academic performance and participation, putting students’ academic continuity at risk. The recent increase in anxiety, depression, and stress among students has intensified the demand for support, revealing the need for safe, sensitive, and responsive university environments.

Within the framework of the eBelong2: Sense of Belonging project (023-1-RO01-KA220-HED-000158ERASMUS+2023K2/JEAN MONNET478), the need emerged to explore how university students perceive the relationship between inclusion, mental health, and the supports available to them. Using a participatory approach, the study aimed to place students’ voices at the centre of the research process, allowing them to define the key questions themselves: how psychological well being influences their sense of belonging, what barriers they encounter to full participation, and what characteristics a university should have in order to genuinely care for their emotional health.

The aim of the study was therefore to analyse these perceptions to inform policies and practices that strengthen inclusion based on students’ lived experiences.
A mixed method approach was used. The quantitative component made it possible to identify perceptions regarding the usefulness of certain resources and effective supports, while the participatory qualitative approach provided deeper insight into students’ experiences.

The process included three phases:
- First phase: a focus group with representatives from the eight faculties and the doctoral program identified structural barriers to psychological support and defined key questions from the student perspective.
- Second phase: an open ended questionnaire designed by the student representatives was disseminated through faculty delegations to gather students’ experiences and proposals.
- Third phase: a structured questionnaire targeting the student was developed to further examine the most relevant supports.

The results showed frequent psychological needs, with anxiety being the most prevalent, followed by difficulties in emotional regulation, depressive symptoms, and suicidal ideation. First year students showed vulnerability reporting anxiety, social phobia, and communication insecurity. Students recognized that their well being directly influenced their performance, motivation, and persistence, and highlighted the importance of socio emotional support, mentoring, and peer support groups. They also noted institutional barriers, such as the lack of information about available support services, and proposed improvements to promote well being and participation.

The design of a mentoring program integrated into the Tutorial Action Plan was launched, developed with student participation from the outset. In addition, a pilot listening and support unit was created in several faculties, with an intervention protocol to address situations of anxiety, panic, unwanted loneliness, and other manifestations of emotional distress in the classroom.

Keywords:

Emotional Well Being, inclusion, higher education, student voices, peer support groups, CIVIS universities.