Our Impact

FSU Student Well-Being Initiative

Executive Summary | Focus Group Findings (May 2026)

Purpose

The purpose of this study is to explore students’ perspectives on well-being at FSU to inform campus-wide strategies that support the well-being of individuals, the campus environment, and the broader community.

Methods

  • Focus Groups: 10 focus groups conducted (January-April 2026)
  • Participants: 84 participants
  • Framework: Deductive coding using FSU’s 9 Dimensions of Wellness
  • Analysis: Conducted using Dedoose and a framework analysis approach

Key Insight

Student well-being is shaped by the interaction between competing demands, system navigation, and connection to campus.

Key Findings

1. Wellness Trade-Offs Shape Student Decision Making

Students described situations where they must sacrifice aspects of their well-being (emotional health, financial stability, or rest) to meet academic, work, and personal demands.

The trade-offs can occur at both:

  • Individual level: prioritization, guilt, time management
  • Institutional level: academic expectations and policies
NCHA Benchmark: Sleep, stress, anxiety, depression, and ADHD/ADD were reported as the top academic impediments among students. (FSU NCHA 2026)
Key Takeaway: Well-being is something students compete for rather than embed into their environment.

2. Students Navigate a Complex Resource Landscape

Students recognize that valuable campus resources exist, but access depends on how resources are communicated, navigated, and experienced.

Challenges include:

  • Complex systems
  • Reliance on peers, faculty, and staff to find resources

Positive experiences occur when:

  • Staff are proactive and approachable
  • Resources are connected through trusted relationships
Key Takeaway: The focus is not on the lack of resources, but on how resources are designed to be accessible and serve as points of connection.

3. Connection to Campus Shapes Student Well-Being

Students described connections to campus emerging through physical spaces, institutional culture, and social relationships, each of which contributes to their sense of belonging, engagement, and overall well-being.

Key components:

  • Physical spaces: student-led and third spaces
  • Social connection: peer groups, mentorships, and student involvement
  • Academic environment: faculty tone and classroom culture
  • Campus norms: social expectations and limited connection

Populations of note: Transfer, out-of-state, graduate, and international students require more intentional support to build connections.

NCHA Benchmark: Psychological well-being and loneliness scores reported on the number of students who feel they belong on campus, are safe in their spaces, and have connections to others. (FSU NCHA 2026)
Key Takeaway: Connection should be intentionally designed and supported.

Implications for Practice

1

Focus on systems-level approaches

Well-being is shaped by institutional structures, policies, and environment.

2

Reduce the burden on students to navigate systems

Design systems that are easy to find and focus on connection.

3

Position people as pathways to resources

Faculty, staff, and peers play a critical role in connection and support.

4

Design intentional connection points throughout the student lifecycle

Prioritize small groups, peer interactions, and student-led spaces.

5

Integrate well-being into the academic experience

Increase flexibility in policies and embed well-being into the classroom.