The survey, completed by approximately 16,000 students and weighted to reflect the national student population, offers valuable insight into who our students are, how they access higher education, and how they experience it in practice. Covering areas such as access routes, learning conditions, finances, accommodation, employment, well-being and discrimination, the report provides a robust and timely evidence base to inform policy development at both national and institutional level. From a system-wide perspective, several findings stand out. First, the report confirms the continued expansion and diversification of Irish higher education. Participation has increased steadily in recent years, and while the traditional school-to-higher-education pathway remains dominant, it now operates alongside a growing number of more varied routes. Mature students, part-time learners and those transitioning from the labour market are a significant and visible part of the system, particularly within technological universities and institutes of technology.

This diversity strengthens the sector, but it also demands flexibility in policy design, funding models and institutional practices. Second, the findings highlight the generally positive experiences reported by students. Across institutions and disciplines, most students express a strong sense of belonging, satisfaction with their studies, and confidence in the value of their qualifications. Intentions to withdraw are low overall, suggesting that despite the pressures associated with academic workload, employment and living costs, students remain committed to completing their programmes. These findings speak to the quality and resilience of Ireland’s higher education system and to the sustained efforts of institutions and staff to support student engagement and success. At the same time, the report makes clear that these positive experiences are not evenly distributed. Financial pressures remain a defining feature of student life, with accommodation costs, in particular, playing a central role in shaping students’ overall well-being. While severe financial hardship affects a minority of students, financial strain is closely associated with poorer mental health and perceived impacts on academic performance. The report also shows that student finances are typically built from a complex mix of employment, family support, public funding and savings, rather than from any single source. From a policy perspective, this underlines the importance of viewing student supports as part of a broader ecosystem rather than as stand-alone interventions.

The findings on mental health and well-being are particularly important. Anxiety and depression emerge as the most commonly reported difficulties, and while many students also report positive aspects of well-being, these often coexist alongside significant stress related to academic demands, financial pressures and, for some groups, experiences of discrimination. The report shows that supports are more often accessed outside higher education institutions than within them, raising important questions about capacity, coordination and accessibility of services. Issues of equity and inclusion are also strongly evident throughout the report. Gender patterns at system level mask persistent segregation by field of study, while students with disabilities, caring responsibilities, or non-binary gender identities often report less positive experiences. Experiences of discrimination, while rarely severe, are relatively common in more subtle forms and are frequently unreported. These findings reinforce the importance of targeted access, participation and success initiatives and of continued progress in creating inclusive learning environments across the sector...

P.137 Figure 9.1: “Please specify your mental health problem(s)” - includes 'Addiction disorder'.