10th U6+ Consortium of African Universities International Conference

The institutions of higher learning in Kenya continue to face challenges related to management of student well-being and welfare during their academic life. The students in face not only mental health challenges but also pressing social concerns which include strained peer relationships, financial pressures, family conflicts leading to exposure to risky behaviors. Traditional support structures, including religious institutions, have declined in influence, leaving a gap in moral and emotional guidance. This study examined how structured mentorship and life skills training programs are impeded by institutional gaps. A cross-sectional mixed-methods design was employed across six universities, combining online survey questionnaires administered to students, lecturers, and staff involved in student mentorship, with focus group discussions and key informant interviews. The results showed that there is low frequency of training in universities. 70% of the respondents’ reported attending only 1 or 2 sessions of training. Students who attended more training sessions reported significant reduction in stress (F 2,197 = 5.87, p < 0.01) showing that low frequency of training undermines effectiveness. Additionally, the training did not address the core issues affecting students such as academic performance (60%), financial pressures (50%) and future uncertainty (45%), but put more emphasis on communication and conflict resolution.
Academic performance and financial stress (r = 0.41, p < 0.01) demonstrate that stressors cluster together, showing that training must address multiple dimensions in order to be effective. Loneliness and relationship stress (r = 0.52, p < 0.001) showed a strong co-occurrence, highlighting the need for mentorship and peer support structures. There is weak and low-quality mentorship and facilitation quality. In adequate resources both financial, human and infrastructural emerged as the key impediments. The results also point to the fact that some respondents suggested that rather than being optional, the training should be integrated in the curriculum. We recommend the need for adequate mentorship structures such as friendly peer counselling units. Universities should embed life skills training programs into curricula, expand peer-led mentorship initiatives, and aligning interventions with national education and health strategies. By proactively addressing social concerns, universities can create supportive environments that enhance student success and contribute to sustainable transformation under the Fifth Industrial Revolution.