Exploring the Factors Influencing the Psychological Well-Being of Hearing-Impaired Students in Higher Education Institutions

Abstract

Hearing-impaired students in higher education face unique challenges that impact their psychological well-being, from communication barriers to social inclusion. Understanding these influences is crucial in creating a more inclusive and supportive learning environment. This study aims to identify the factors influencing their psychological well-being. Using a qualitative approach, this study involved semi-structured interviews with hearing-impaired students from selected Higher Education Institutions (HEIs). A total of three students volunteered comprised of two males and one female. The findings reveal that their psychological well-being is influenced by two main factors: factors that contribute to psychological well-being and factors that hinder it. For factors that contribute to psychological well-being five themes emerged: (1) comfortable and private environment, (2) relaxing activities, (3) social support from friends, (4) space relax and calm down, and (5) hobbies as self-therapy. Meanwhile, for factors that hinder psychological well-being four themes emerged: (1) financial stress, (2) academic and task overload, (3) loneliness and lack of social interaction, and (4) fatigue and physical health. The psychological well-being of students with hearing disabilities in HEIs is shaped by both supportive and challenging factors. Hence, a comprehensive approach involving institutions, the academic community, and the students themselves is essential to sustaining their well-being. The implications of this study highlight the need for more inclusive educational policies and the provision of comprehensive emotional and academic support for hearing-impaired students in HEIs.