An examination of the influence of mental well-being and resilience on academic outcomes in Further Education learners in Wales

Further Education (FE) colleges in the UK are under increasing pressure to enhance learner academic outcomes. To explore the personal factors that could influence these outcomes, we conducted a longitudinal, exploratory study to examine potential relationships between mental well-being (MWB), academic resilience (AR) and learner outcomes (e.g. learner retention, engagement, attainment). Data were collected from learners at four FE colleges in Wales at three time points (T1, September; T2, January; T3, May) across the academic year. At T1, participants (n = 525) completed sociodemographic information and measures of AR and MWB. At T2 (n = 353) and T3 (n = 249) sociodemographic information and MWB scores were obtained, with learner academic outcome data also being gathered following T3. Statistical analysis reported the level of qualification and AR as significant predictors of engagement, and AR as a significant predictor of retention, and close to significant for attainment. MWB alone was not found to be a significant predictor of any academic outcomes. AR, gender, level of qualification, disability and WEST literacy scores were significant predictors of MWB. Our results demonstrated no statistically significant difference in MWB scores over time, although, T2 scores were significantly higher when compared to T1 and T3, indicating a degree of fluctuation. The average MWB across time points was, however, consistently below the Welsh National average. We posit that AR has a positive influence on MWB, engagement and retention, and thus an important personal resource for sustaining higher levels of functioning during demanding academic situations.