Living away, learning anew: A survey of first-year interstate college students

Objectives: This study aimed to explore the academic, emotional, and social transitional experiences of first-year undergraduate students who relocated interstate for higher education and to identify key challenges influencing adjustment and well-being. Methods: A mixed-methods survey instrument was developed to assess eight core domains, including emotional adjustment, social integration, academic transition, hostel adaptation, cultural adjustment, mental health, support systems, and future outlook. The questionnaire incorporated Likert-scale items, semantic differential measures, and open-ended questions. Branching logic was applied to ensure contextual relevance for diverse respondents. Data were analyzed using descriptive statistics and thematic interpretation of qualitative responses. Results: Preliminary findings indicated that while many students reported increased independence and academic motivation, substantial proportions experienced homesickness, cultural dissonance, and academic stress. Approximately 60% of participants reported frequent anxiety symptoms, while more than half expressed difficulty balancing academic responsibilities and personal life. Students actively involved in peer networks and student organizations demonstrated higher levels of emotional stability, social belonging, and institutional engagement. Conclusions: Interstate transition presents multifaceted challenges for first-year students. Institutional interventions such as structured orientation programs, mentorship initiatives, and accessible mental health services may improve adaptation and student well-being. Enhancing visibility of campus support resources and fostering peer engagement networks are recommended to promote successful transitions.