Four Ways to Survive Uni as a Fresher

 

We know that transitioning to university can be difficult for many people. Luckily, you’re not alone! Lots of people start university each year with common struggles, so we have compiled a list of four things to help freshers survive (and thrive) at university and maximise wellbeing:

 

Accessing Support

Transitioning to university is an experience foreign to almost all first-years, and the unknown can be scary, which is why it's essential that students are aware of support, and know how to access it. Social support is known to be one of the most important factors in adjusting to university, reducing stress, and improving academic performance (Solberg & Viliarreal, 1997; Mostert & Pienaar, 2020; Buizza et al., 2022). One support service is the peer mentor scheme, in which a current student acts as an older sibling of sorts, and are there to help with any queries. This scheme has been shown to improve students’ wellbeing and integration into university life within the first few weeks of university (Collings et al., 2015). There is also easily-accessible disability-related support available, shown to be helpful in reducing worries about the transition and also increasing the likelihood of completing the entire degree (Newman et al., 2021). It has often been found that students are surprised by the amount, and usefulness, of support available (Benoist, 2019), so being aware of what you have access to, and where to find it, is a great way to make a start to university life.

Healthy eating

Going to university means living away from home for the first time for many. The freedom of having independence includes having to prepare your own meals. Research has shown that first-year university students often gain weight during the first few months of their university life (Finlayson et al., 2012). This is often because of changes in eating behaviours due to, for example, having to shop on a budget meaning that healthy foods (which are often more expensive) are not usually the choice. Some young people initially lack the skills to prepare their own meals so they resort to ready-to-eat and frozen meals instead (Maillet & Grouzet, 2023). This shows that maintaining a balanced and healthy diet during university is important. It can be as little as eating one fruit and vegetable every day to ensure some healthy food can be incorporated into your diet.

 

Physical Activity

Another key aspect that should be considered, is the importance of incorporating physical activity into your weekly routine as a first-year university student. Transitioning to university is a huge step for a vast majority of students, meaning that it can sometimes bring feelings of stress, anxiety or depression (Kahn et al., 2017). One of the ways in which to deal with these feelings can be to participate in some form of physical activity. In combination with decreased physical activity (Bray & Born, 2004), there has also been shown that there is a link between high stress and susceptibility to illness (Brown, 1991); hence it is important to engage in physical activity to avoid negative health implications. Students who undertook sufficient levels of vigorous physical activity were reported to have better psychological well-being and suffered fewer illnesses (Bray & Kwan, 2006); additionally, doing regular exercise will improve fitness and boost the release of endorphins (Harber & Sutton, 1984). These all contribute to improving the psychological well-being of students and reducing stress in the transition to university.

Coping with Stress

Transitioning to university is an exciting, new life experience! However, as stress can be prevalent and damaging, it is important to be clued up on the many different coping strategies (and which ones work best for you). Without an effective strategy, stress could contribute to the development of anxiety or sleep disorders (Choueiry et al., 2016). In fact, Choueiry et al. (2016) found that sleep disorders, such as insomnia, are increasingly becoming more common in young adults. Therefore, it is important to acknowledge and prioritize your well-being. If your reasons for attending university are because you are passionate about your course, positive cognitive reframing is your best bet (Bonneville-Roussy et al., 2017)! This could include ‘reframing’ any struggles in a ‘positive’ light. Examples of this could be taking on constructive feedback or socialising with those who share your learning passions! On the other hand, if your reasons are more driven by external guidance or financial incentive, avoidance-oriented strategies will be your likely strategy (Bonneville-Roussy et al., 2017). Ensure you still have aspects of your life that you feel passionately about – join a society or spend your free-time reading or listening to music!

 

We hope these tips were helpful and we wish you good luck in your transition to university. Education is important – but remember to put yourself first! 😊

 

 

 

 

References

Benoist, F. (2019). Students’ Experiences of Accessing Support at University. The Journal of Inclusive Practice in Further and Higher Education, 11(1), 43-51. https://openresearch.lsbu.ac.uk/item/87v6y

Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28-42. https://doi.org/10.1016/j.cedpsych.2016.08.003

Bray, S. R., & Born, H. A. (2004). Transition to university and vigorous physical activity: implications for health and psychological well-being. Journal of American college health, 52(4), 181-188. https://doi.org/10.3200/JACH.52.4.181-188

Bray, S. R., & Kwan, M. Y. (2006). Physical activity is associated with better health and psychological well-being during transition to university life. Journal of American college health, 55(2), 77-82. https://doi.org/10.3200/JACH.55.2.77-82

Brown, J. D. (1991). Staying fit and staying well: Physical fitness as a moderator of life stress. Journal of Personality and Social Psychology, 60(4), 555-561. https://psycnet.apa.org/doi/10.1037/0022-3514.60.4.555

Buizza, C., Cela, H., Costa, A., & Ghilardi, A. (2022). Coping strategies and mental health in a sample of students accessing a university counselling service. Counselling and Psychotherapy Research, 22(3), 658-666. https://doi.org/10.1002/capr.12519

Choueiry, N., Salamoun, T., Jabbour, H., El Osta, N., Hajj, A., & Rabbaa Khabbaz, L. (2016). Insomnia and relationship with anxiety in university students: A cross-sectional designed study. PloS one, 11(2). https://doi.org/10.1371/journal.pone.0149643

Collings, R., Swanson, V., & Watkins, R. (2015). Peer mentoring during the transition to university: assessing the usage of a formal scheme within the UK. Studies in Higher Education, 41(11), 1995-2010. https://doi.org/10.1080/03075079.2015.1007939

Finlayson, G., Cecil, J., Higgs, S., Hill, A., & Hetherington, M. (2012). Susceptibility to weight gain. Eating behaviour traits and physical activity as predictors of weight gain during the first year of university. Appetite, 58(3), 1091-1098. https://doi.org/10.1016/j.appet.2012.03.003

Harber, V. J., & Sutton, J. R. (1984). Endorphins and exercise. Sports medicine (Auckland, New Zealand), 1(2), 154-171. https://doi.org/10.2165/00007256-198401020-00004

Kahn, J. H., Kasky-Hernández, L., Ambrose, P., & French, S. (2017). Stress, Depression, and Anxiety among Transitioning College Students: The Family as a Protective Factor. Journal of the First-Year Experience & Students in Transition, 29(2), 11-25. https://ir.library.illinoisstate.edu/fppsych/69

Maillet, M. A., & Grouzet, F. M. E. (2023). Understanding changes in eating behaviour during the transition to university from a self-determination theory perspective: a systematic review. Journal of American College Health, 71(2), 422-439. https://doi.org/10.1080/07448481.2021.1891922

Mostert, K., & Pienaar, J. (2020). The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students. Journal of Psychology in Africa, 30(3), 197-202.  https://doi.org/10.1080/14330237.2020.1767928

Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2021). Effect of accessing supports on higher education persistence of students with disabilities. Journal of Diversity in Higher Education, 14(3), 353-363. https://psycnet.apa.org/doi/10.1037/dhe0000170

Solberg, V. S., & Viliarreal, P. (1997). Examination of Self-Efficacy, Social Support, and Stress as Predictors of Pschological and Physical Distress among Hispanic College Students. Hispanic Journal of Behavioural Sciences, 19(2). https://doi.org/10.1177/07399863970192006