Student Well-Being in the Engineering Context

Research Paper Recommended citation: Uddin, M. M., & Johnson, K. (2025). Student Well-Being in the Engineering Context. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631329. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. STUDENT WELL-BEING IN THE ENGINEERING CONTEXT Mohammad Moin Uddin a, 1 , Keith Johnson b a East Tennessee State University, Johnson City, Tennessee, USA b East Tennessee State University, Johnson City, Tennessee, USA Conference Key Areas: Improving higher engineering education through researching engineering education; Diversity, equity and inclusion in our universities Keywords: well-being, mental health, engineering student success ABSTRACT Mental well-being is fundamental to both the academic performance and overall success of engineering students. Given the demanding curricula and high expectations inherent in engineering programs, many students experience significant chronic stress that can hinder their ability to engage fully with their studies and reach their potential. To better understand these challenges, we developed a comprehensive survey instrument and distributed it among engineering students, aiming to delve deeply into their experiences and identify areas where enhanced support could enrich student life within the department. Our survey findings revealed a spectrum of experiences. A majority of participants reported positive interactions with campus resources and conveyed that they felt valued at East Tennessee State University. However, some students also expressed a need for additional support, particularly in areas such as career preparation and mental health services. Furthermore, respondents highlighted external challenges—ranging from financial constraints to the impact of global events—that further affect their mental well-being. These insights underscore the importance of a community-centered approach, one that not only leverages existing resources but also continuously seeks innovative strategies to address emerging challenges. By reinforcing support systems and fostering engagement and dialogue, we can create an environment where every engineering student has the opportunity to thrive both academically and personally. 1 Mohammad Moin Uddin M Uddin [email protected]u. 1 INTRODUCTION Engineering is often seen as one of the most stressful fields of study in higher education (Danowitz & Beddoes, Characterizing mental health and wellness in students across engineering disciplines, 2018). The rigorous demands of the discipline can lead students to view poor mental health as an inevitable part of their college experience (Jensen & Cross, 2019). Studies show that engineering students frequently perceive their mental health and well-being to be worse than that of their peers in other majors (Foster & Spencer, 2003). Additionally, they tend to seek psychological support less often than students in non-engineering fields (Lipson, Zhou, Wagner III, Beck, & Eisenberg, 2016). In this study we define student wellbeing as their overall sense of contentment, satisfaction, and positive functioning (World Health Organization, 2025). Sense of belonging is related to positive mental health and research on sense of belonging seems to indicate that, for the student, the stronger the self-perceived sense of belonging to a campus or community, the greater the likelihood of success (Yeo, Asghar, & Sorby, 2024; Stebleton, Soria, & Huesman Jr, 2014; Tinto, 2012). Therefore, well-being includes overall health, mental health, and students’ sense of belonging and connection to the institution and community. Well-being can be shaped by students’ own behaviors and it can also be influenced by external determinants such as discrimination, financial vulnerability and other sources of stress. The student population in the Department of Engineering, Engineering Technology, and Surveying at East Tennessee State University (ETSU) has grown significantly over the years, boasting a retention rate of over 80%. However, our six-year graduation rate is a mere 50%, which is 10% lower than the U.S. national average (ASEE, 2017). To improve this graduation rate, the department is implementing several initiatives, with mental health and well-being identified as a strategic focus to support student success in the engineering program. Although ETSU offers many services aimed at student well-being and success, the department is particularly interested in understanding the mental health factors that influence our students' experiences. This understanding will help inform plans to enhance their success. The study focuses on three research questions: • What is the status of the engineering students’ sense of belonging at ETSU and what factors do contribute to students’ sense of belonging? • What are sources of mental stressors? • What are the strategies and resources that students use to cope with the above stressors? 2 MENTAL HEALTH FACTORS UNIQUE TO ENGINEERING PROGRAMS Engineering students often face unique challenges that can significantly impact their well-being and mental health. The rigorous academic demands, including complex problem-solving tasks, tight deadlines, and high expectations, can lead to elevated levels of stress and anxiety (Armitage, Bourne, Di Simone, Jones, & Neave, 2020) (Costabile, 2024) . Additionally, the competitive nature of engineering programs can exacerbate feelings of pressure and inadequacy among students, contributing to mental health issues such as depression and anxiety. A significant challenge for engineering students is managing the heavy workload spending long hours on assignments, projects, and exams while maintaining academic performance and mental health (Tait, Alexander, Hancock, & Bisset, 2024). This workload imbalance not only affects academic outcomes but also contributes to mental fatigue and reduced well-being. Poor mental health can significantly impact engineering students in various ways. Academically, it can lead to lower grades and decreased retention of information, making it difficult for students to succeed in their studies (Wyatt, Oswalt, & Ochoa, 2017). The intense pressure and stress may also result in higher dropout rates, as students struggle to cope with the demands of their programs (Andrews, Clark, & Phull, 2020). Physically, chronic stress can cause sleep disturbances, fatigue, and increased susceptibility to illnesses (Russell & Lightman, 2019). Socially, the demanding nature of engineering studies often leads to isolation and loneliness, exacerbating mental health issues. Additionally, engineering students may be less likely to seek psychological support due to stigma and the perception that they should handle stress independently. These challenges can have long-term career impacts, affecting students' performance in internships, job interviews, and professional settings. Addressing these issues requires a comprehensive approach, including providing mental health resources, fostering a supportive environment, and promoting a culture of well-being and resilience among engineering students. As research accumulates, it becomes increasingly clear that addressing the well-being of engineering students is not just a moral imperative but a strategic necessity for the future of the profession. 3 METHODOLOGY AND RESEARCH DESIGN The purpose of this study is to expand our understanding of the challenges facing students in our engineering department, especially those related to inclusion and belonging, overall health and well-being. Our goal is to identify opportunities for new or enhanced efforts to support student wellbeing in the department. The study design involves several steps: 1. Design and administration of the survey instrument 2. Data analysis and synthesis 3. Develop an action plan for Fall semester implementation 3.1 Survey Instrument A well-being survey was developed by the authors. The survey was partially adapted from the study of Mitchell, Bernitz, Ferdschneider, & Mellins (2021) of Columbia University and adjusted to reflect ETSU student needs and resources. ETSU's Institutional Review Board (IRB) approved the survey and its procedures. The survey instrument was coded in Qualtrics and administered online by the authors to all engineering students In the Department of Engineering, Engineering Technology and Surveying at ETSU during the 2025 Spring Semester. Survey recipients were invited to participate by email with two subsequent email reminders. Students completed the survey anonymously without names or identifying information, and authors did not receive any identifying information about individual participant. The survey consisted of 12 questions addressing three main topics: 1. Engineering students’ connection and belonging 2. Overall health and mental health, including stress, coping and resilience, and sources of support 3. Awareness and use of ETSU resources and services The survey was completed by 33 students, representing a response rate of approximately 30%. A small number of comments were received for the single openended question, but these were not included in this paper. 3.2 Student Survey Participant Demographics Several studies documented mental health disparities based on race, gender, firstgeneration and several other demographic parameters (Danowitz & Beddoes, Mental health in engineering education: Identifying population and intersectional variation, 2022; Asher BlackDeer, Patterson Silver Wolf, Maguin, & Beeler-Stinn, 2023; Lipson, et al., 2022). This survey requested some of those important demographic parameters which are summarized in Fig. 1. Most respondents identified as White (73%), with smaller proportions identifying as Black or African American, Asian, or Hispanic. In terms of academic level, freshmen comprised the largest group at 39%, with sophomores and juniors each representing 24% of the survey participants; only four seniors completed the survey. Additionally, about 67% of the respondents identified as male, and one third (33%) reported being first-generation college students. A majority (61%) of the students were between 18 and 20 years old, and 79% were enrolled as full-time students. Fig. 1. Demographic information of the survey participants 4 DATA ANALYSIS AND DISCUSSIONS The results in this section summarize based on the responses only student survey participants in the engineering program at ETSU and structure around our research questions. Even though our sample size is small, the data capture a diverse range of experiences and backgrounds, and thus provide important insight into engineering student well-being. 12% 9% 6% 73% Race/Ethnicity African American Asian Hispanic White 10 22 1 0% 20% 40% 60% 80% Female Male Prefer not to say Gender 0% 20% 40% 60% 80% No Yes Are you a first-generation college student? 13 8 8 4 0% 10% 20% 30% 40% 50% Freshman Sophomore Junior Senior I am a 4.1 Engineering Students Sense of Belonging A strong sense of belonging is essential for engineering students as it significantly influences their academic performance, retention rates, and overall well-being (Ménard, Pitre, Milidrag, & Chittle, 2024; Patrick, et al., 2023; Strayhorn, 2018). When students feel connected to their peers, faculty, and the broader academic community, they are more likely to engage actively in their studies, participate in collaborative projects, and seek support when needed. In our survey, nearly twothirds (64%) of the participants reported that they strongly felt a sense of belonging at ETSU (Fig. 2). Additionally, 67% indicated that they felt valued as individuals at ETSU and had access to programs and resources that foster their success. Notably, the students who disagreed with these positive sentiments tended to be White, transfer students, and first-generation college students. This suggests that while many engineering students experience a supportive and connected academic environment, specific subgroups may require additional attention. Targeted interventions for these groups could enhance their sense of belonging and, in turn, significantly contribute to improving their overall mental well-being. Fig. 2. Students’ self-reported sense of belonging to the ETSU community Many factors contribute to students’ sense of belonging at ETSU (Fig. 3). Most students indicated that their friendships (57%) have the greatest impact on their sense of belonging, followed by academic classes and projects (33%) and being a member or leader of a student organization or team (30%). This indicates positive student engagement is key for the engineering student well-being. Fig.3. Factors contribute students’ sense of belonging 4.2 Engineering Students Sources of Stress High levels of stress are associated with increased anxiety, depression, and burnout, which can hinder academic performance and overall quality of life. Studies have shown that perceived and prolonged stress negatively correlates with mental wellbeing, highlighting the need for effective coping strategies and support systems to mitigate these effects (Slimmen, Timmermans, Mikolajczak-Degrauwe, & Oenema, 2022) (Shankar & Park, 2016).For this survey, students were asked to assess their levels of stress for 8 commonly reported student-related stressors. Students reported being most stressed about their future employment prospects, with 88% indicating moderate to severe stress in this area [Table 1]. Mental health and overall well-being followed closely, with 64% of respondents reporting significant stress, while concerns about the current financial situation affected 61%. Although these stressors varied by academic level, sophomores and juniors were notably more anxious about job prospects, whereas freshmen and seniors experienced greater stress related to mental health, well-being, and finances. Additional stress factors were also identified in the survey. Sixty-one percent of students reported feeling stressed about the health of their loved ones, 52% were troubled by national and global events, and 18% felt the impact of climate change. It appears that sophomores, in particular, are more affected by these external challenges. Moreover, a large majority (94%) reported no incidents of bias or discrimination at ETSU, with only 6% indicating otherwise. This outcome underscores ETSU’s commitment to fostering an academic community where individuals are valued, treated with dignity and respect, and empowered to achieve their full potential. Table 1: Stressors students reported at moderate to severe levels How much anxiety/stress/distress do you currently have in relation to each of the following Total F SO J SN Future employment/getting a job 88% 77% 100% 100% 75% Your mental health and well-being 64% 69% 50% 63% 75% Your current financial situation 61% 46% 75% 63% 75% The health of your loved ones or other problems experienced by your loved ones 61% 54% 50% 63% 100% National/world events 52% 54% 63% 50% 25% Climate change 40% 38% 63% 38% 0% Bias or discrimination incidents that you have read or heard about in the news or experienced outside of ETSU 18% 15% 13% 38% 0% Bias or discrimination incidents that you have experienced at ETSU 6% 8% 0% 0% 25% Note: F: Freshman, SO: Sophomore, J: Junior, SN: Senior 4.3 Use of Campus Resources and Impact on Well-Being ETSU offers services and provides resources specifically for student success and well-being. Students were asked about their use of various campus resources and the impact on their well-being. There is variability in students’ use of campus resources, which is to be expected as some of these resources are designed to support more targeted student needs, such as the disability service or Sexual Violence Response. In general, most students reported they have not used many of the well-being and student success services offered at ETSU (similar trend among engineering students as identified in previous research). Many factors may contribute for students not using these services, but the department can do more by either advertising these services to the students frequently or even bringing these services to the department for easy access. Students who do make use of campus resources often noted the positive impact on their well-being, as seen in Fig. 4. Consistently, students reported that campus recreation/CPA (70%), office hours or other activities with faculty (48%), tutoring and peer mentorship programs (33%) are the most-used campus resources that positively impact students’ well-being. Fig. 4. Percent of students reported using the well-being and student success services offered at ETSU and had positive impact. Students also reported some of these resources that they have tried but did not positively improve their well-being. Four students reported career services, three students reported Multicultural Center events, seminars and community services, and one student each for office hours or other activities with faculty, tutoring and peer mentorship programs, and university compliance office was not helpful. Further investigation is required to identify why these services failed to provide the students the needed well-being support. 5 ACTION PLAN Supporting student well-being in the Department of Engineering, Engineering Technology and Surveying at ETSU is crucial given the rigorous coursework and high-pressure environment that students are in. Based on the survey finds, here are some practices that will be implemented by the department. 1. Provide Personalized Mental Health Support: The department will partner with the student success center and campus counseling services to provide workshops on mental health and related areas. In addition, offer confidential counselling sessions tailored to engineering students and create peer support groups where students can share experiences and advice. 2. Improve Communication with Mentors: The department will establish a mentorship program to guide students academically and personally and offer regular check-ins with academic advisors to discuss progress and challenges. In addition, the department will encourage open-door policies where students can seek help without hesitation. 3. Establish a Sense of Community: The department will encourage the establishment of organize study groups, social events and networking opportunities and encourage teamwork and collaboration rather that excessive competition. 4. Reduce Stigma Around Seeking Help: The department in conjunction with campus partners, will provide workshops for faculty and students on mental health awareness. In addition, the department will provide a platform that will allow alums who have sought support to share testimonials and success stories and create an environment where seeking help is seen as a sign of strength rather than weakness. The authors believe that by implementing these practices among others the department can create a heathier and more supportive environment where students can strive both academically and personally. 6 CONCLUSIONS In this paper, we presented a quantitative study examining well-being and mental health among engineering students at ETSU, with the goal of informing and improving our collective efforts to enhance student well-being both within the engineering department and across the University. Our study identified three primary themes: first, a strong sense of belonging within the ETSU community positively contributes to students’ overall well-being; second, engineering students face both internal and external stressors that significantly challenge their mental health; and third, while the use of well-being services varied, those who accessed campus resources frequently reported positive impacts on their well-being. These findings carry important implications for the engineering education community. They call for a cultural shift where high stress and suboptimal mental health are no longer viewed as inherent to the undergraduate engineering experience. By understanding students’ perceptions of stressors and mental health which can vary across university campuses, and how these factors influence help-seeking behavior, we can devise proactive interventions to support student wellness. Furthermore, exploring how campus culture shapes help-seeking decisions—and identifying the barriers that impede access to support—will be crucial for developing future mental health, stress management, and wellness initiatives. Ultimately, transforming the norms and expectations around stress and mental health can pave the way for enhanced personal and professional success for engineering students. 7 REFERENCES Andrews, J., Clark, R., & Phull, S. (2020). 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