Essex SU Wellbeing Survey "But seriously, how are you?” is sent to all students, twice a year, providing a snapshot of students’ emotional wellbeing.
How the survey works:
- First stage: pulse survey where students can answer the question with the following responses:
- I'm doing good
- I'm doing okay
- I'm not doing so well
- Second stage: students can continue to the next stage where they expand on their answer
RESULTS FROM NOVEMBER 25/26
Responses show a mixed but stable wellbeing landscape. Many students report feeling generally okay or positive (69%), particularly those enjoying the new environment and settling into university life. However, 31% report feeling not okay, with pressures that closely mirror the belonging and satisfaction findings elsewhere in this report.
What’s driving students who are not feeling okay
The most commonly cited factors are:
- Academic Stress
- Mental Health Challenges
- Physical Health
- Financial Pressures
- Feeling Alone
These responses suggest that wellbeing challenges in Term One are less about isolated personal difficulties and more about the intersection of academic pressure and social connection during the transition into full-term study.
What’s supporting students who are doing well
Students who report feeling okay or positive are not free from pressure, but they feel able to cope. Their responses point to a small number of consistent themes:
- Enjoying the new environment Many students describe a sense of excitement about being at university, valuing the campus, independence and the feeling of a fresh start.
- Managing, not avoiding, worries Some students acknowledge concerns but feel these are currently manageable rather than overwhelming.
- Feeling physically well A smaller number cite good physical health as helping them stay positive day to day.
- Study-Life Balance A few students highlight having some sense of balance between study and life, even if it is still developing.
- Mental wellbeing Very few describe good mental health explicitly, suggesting that doing well in Term One is more about context and coping than the absence of stress.
Overall, students who are doing well tend to feel settled enough, supported by optimism, momentum and early belonging rather than a lack of challenge.
Student wellbeing in Term One is closely tied to belonging.
Where students feel socially connected, academically supported and settled into university life, wellbeing is more resilient even when pressures exist. Where academic stress combines with social isolation, wellbeing is more fragile. This reinforces Term One as a critical window of opportunity. Supporting connection, clarity and confidence at this stage can play a significant role in protecting student wellbeing and sustaining positive experience as students move into later terms.