10th U6+ Consortium of African Universities International Conference

Mental health and wellbeing have become a concern for university students in Kenya. Cases of anxiety, depression and social distress have been reported comprising 30% of the challenges. Academic pressure, financial hardship, and limited coping mechanisms are cited as the main culprits. Traditional support structures such as religious institutions have diminished in influence, creating a gap in moral and emotional guidance. This study investigated the role of structured mentoring and life skills training in fostering resilience and holistic well-being among students. A cross-sectional mixed-methods design was employed across six universities. An online survey questionnaire was administered to students, lecturers, and staff directly involved in student mentorship, complemented by focus group discussions and key informant interviews. The results revealed that 60% of the respondents reported academic pressure as the biggest stressor, followed by financial stress at 50%. Similarly, 20% of the respondents reported use of alcohol and other drugs. Life skills training and mentoring revealed a positive impact on student well-being. 65% of the respondents agreed life skills training improved communication, 60% agreed training helped them manage stress, 55% reported improvement in self-awareness and 50% reported that the training improved optimism enabling them to have a positive outlook of life. Significant associations between demographic factors and stressors were also apparent. The year of study was significantly related to academic stress (p < 0.01). Senior students reported higher severity. Gender differences were also significant (p < 0.05). Female students experiencing greater stress from relationships compared to males. Additionally, students who participated in life skills training reported significantly lower stress from loneliness (p < 0.01). ANOVA results demonstrated that the number of training sessions attended was significantly associated with reduced academic stress (p < 0.01). Correlation analysis revealed moderate positive relationships between academic and financial stress (r = 0.41, p < 0.01) and loneliness and relationship stress (r = 0.52, p < 0.001). These findings highlight the interconnected nature of student stressors and the mitigating role of structured life skills training. The results demonstrate that mentoring and life skills training significantly enhanced students’ emotional regulation, peer relationships, and decision-making capacity, while reducing risky behaviors. The study concludes that structured mentoring and life skills programs are effective and scalable interventions for promoting student well-being. We recommend the strengthening of targeted interventions to be implemented by the universities on self-awareness, interpersonal communication, critical thinking, financial management, and drug and substance abuse prevention. Additionally, there is need for institutionalization of such programs within university frameworks, integrating them into curricula, and leveraging peer mentorship to sustain long-term impact. By strengthening resilience and adaptive skills, universities can proactively address mental health concerns, contributing to the broader goal of sustainable transformation under the Fifth Industrial Revolution.