Academic progression and student well-being: A cross-sectional study in Colombian universities

Abstract Background University students face fluctuating health challenges across their academic journey. Understanding how well-being evolves by semester and gender can help universities develop targeted interventions. This study explores variations in physical, social, ethical, and academic well-being among students at different stages of undergraduate education, with a focus on potential gender-semester interactions. Methods A cross-sectional study was conducted with 895 undergraduate students from Bogotá and Bucaramanga. Participants completed a validated 34-item Likert-scale questionnaire assessing four dimensions of well-being: physical/mental health, social relationships, ethical/moral values, and academic/family support. A two-way ANOVA was used to analyze the effects of academic semester and gender, and their interaction, on each dimension. Results Academic semester significantly influenced all four dimensions: physical/mental health (p < 0.001), social relationships (p < 0.001), ethical/moral values (p = 0.035), and academic/family support (p = 0.007). In contrast, no statistically significant interaction was found between gender and semester for any dimension (p > 0.05). These findings suggest that student well-being changes meaningfully as academic demands increase, regardless of gender. Conclusions Well-being among university students is strongly affected by academic progression, especially in mental and social health. This highlights the need for universities to design support systems that are responsive to students’ academic stages. Interventions should be embedded in curricula and campus life to promote sustained well-being throughout the educational pathway. Key messages • Student well-being changes significantly by academic semester, especially in mental and social health. • Health support strategies should be adapted to students’ academic progression, regardless of gender.