Beyond Academics: Understanding the Well-Being Crisis in Brazilian Higher Education

Abstract

Brazilian higher education faces a deepening well-being crisis among its student population, marked not only by psychological distress but also by entrenched socio-economic inequalities and institutional governance dynamics. Despite extensive documentation of mental health challenges among Brazilian university students, a critical research gap remains: existing studies focus predominantly on prevalence rates and individual risk factors while neglecting the institutional and governance mechanisms that mediate these outcomes. This paper explores how socio-economic vulnerabilities, beyond individual psychological factors, shape undergraduate student well-being and analyses the mediating role of institutional arrangements and governance practices. Framed by contemporary literature on student mental health, socio-economic inequality, and higher education governance, the analysis synthesizes recent empirical and theoretical findings from Brazilian and international contexts. The discussion is anchored in a governance perspective, examining how decision-making structures, resource allocation, accountability mechanisms, and organizational culture interact with persistent inequalities to shape well-being outcomes. The paper concludes with specific policy recommendations aimed at institutional reform, resource redistribution, and governance strategies to promote equity and improve student well-being across Brazil’s higher education system.