The first year of college is a transformative experience, filled with opportunities, challenges, and personal growth. For first-generation and/or limited-income (FGLI) students, this transition can be particularly overwhelming due to financial stress, imposter syndrome, and being the first in their family to navigate higher education. At U-Thrive Educational Services®, we believe in proactively supporting FGLI students by integrating mental wellness skill-building into their college journey. By fostering resilience, promoting belonging, and addressing key barriers to success, we equip students to excel both academically and personally.
Fostering a Sense of Belonging
A strong sense of belonging is critical for student retention and success. FGLI students often feel disconnected from peers and campus communities, leading to anxiety and disengagement. Institutions can promote belonging through mentorship programs, inclusive student organizations, and faculty engagement. Creating environments where students feel seen and valued fosters persistence and academic excellence.
Family Engagement & Boundary Setting
FGLI students often experience pressure to support their families financially or emotionally. Setting healthy boundaries can be challenging due to feelings of guilt or obligation. Itzel Hayward, a key contributor at U-Thrive®, explains that a major challenge in setting boundaries is dealing with feelings of guilt, shame, and the pressure of what you “should” be doing. Marshall Rosenberg’s Nonviolent Communication, a method focused on expressing feelings and needs with empathy and clarity, offers a powerful approach to overcoming this challenge. Institutions can support students by providing workshops on family communication and offering resources that help students navigate these responsibilities while prioritizing their academic success and personal well-being.
Building Networks & Mentorship Opportunities
For many FGLI students, higher education represents uncharted territory. Without established networks to rely on for guidance, they may struggle to navigate academic and career development opportunities. Structured mentorship programs, peer networking events, and faculty-led discussions can help bridge this gap. When students have access to mentors who understand their experiences and challenges, they gain confidence, insight, and a stronger support system that fosters long-term success.
Mindfulness as a Tool for Success
Mindfulness—the practice of being present and managing stress in the moment—can be a powerful tool for FGLI students who often face heightened levels of anxiety. Introducing mindfulness practices such as guided meditation, deep breathing exercises, and stress-reduction workshops can help students build resilience and maintain focus amidst the pressures of college life. Encouraging students to incorporate mindfulness into their daily routines can improve emotional regulation and overall mental health. For more ideas, download the U-Thrive® Mindful Communication Guide for Academic Affairs Professionals.
Financial Literacy: Empowering Students Through Knowledge
Financial insecurity is a major stressor for many FGLI students, impacting their mental well-being and academic performance. Many students enter college without the necessary financial literacy skills to manage budgets, loans, and scholarships effectively. Universities can play a proactive role by offering financial literacy workshops, providing access to financial aid advisors, and creating emergency relief funds. Equipping students with financial knowledge empowers them to make informed decisions and alleviates the anxiety surrounding money management.
Practicing Self-Compassion
FGLI students often grapple with imposter syndrome, self-doubt, and a fear of failure. These feelings can be exacerbated by negative self-talk and unrealistic expectations. Teaching students how to practice self-compassion—by treating themselves with kindness, recognizing their achievements, and reframing setbacks as growth opportunities—can have a profound impact on their confidence and persistence. Institutions can integrate self-compassion education into academic classes, peer-led activities, student success programs, and advising sessions, in addition to counseling services.
Addressing Stereotype Threat
Stereotype threat—the fear of confirming negative stereotypes about one’s social group—can significantly impact FGLI students’ academic performance and sense of self-worth. When students believe they are being judged based on their background rather than their abilities, they may disengage or underperform. This can cause them to internalize these perceived judgments and develop feelings of inadequacy or imposter syndrome–the persistent belief that they don’t belong or that their achievements are undeserved. Institutions should actively work to dismantle these psychological barriers by fostering inclusive learning environments, challenging deficit narratives, and promoting success stories of FGLI students who have excelled. Learning to reframe and challenge these thoughts can lead to personal agency and increased confidence.
Developing Resilience & Managing Stress
Resilience is the ability to adapt and thrive despite adversity—a skill that FGLI students often develop through life experiences. However, college presents new and unfamiliar challenges that require intentional support. Universities can help students build resilience by offering stress management resources, promoting mental health awareness, and normalizing conversations around seeking help. Encouraging students to develop coping strategies and maintain a balanced approach to academics and personal well-being can set them up for long-term success.
Prioritizing Well-Being Beyond Academics
Success in college is not solely determined by academic performance—it also depends on a student’s ability to maintain physical, emotional, and mental well-being. FGLI students, who often face compounded pressures, may neglect self-care in pursuit of academic excellence or other responsibilities. Institutions must promote a holistic approach to well-being by offering accessible mental health services, wellness programs, and resources that encourage a balanced lifestyle. Recognizing that cultural stigmas may prevent some FGLI students from seeking mental health support, one effective way to support them is by integrating proactive mental and emotional wellness skills into the spaces where they already feel comfortable and connected, such as summer bridge programs, 1:1 mentoring sessions, or affinity groups. At U-Thrive Educational Services®, we are committed to helping students unlock their full potential through holistic support and empowerment.
Contact U-Thrive Educational Services today to learn more about how to support FGLI students on your campus.
