Discrimination, loneliness, and academic achievement among university students in Germany: results from the StudiBiFra study

Abstract Aim Discrimination is associated with poorer well-being and academic performance among university students. Loneliness during the study period may further undermine psychosocial well-being and academic development. This research examines how discrimination within the study environment, by fellow students or lecturers, is associated with loneliness, identification with university, and worsened academic achievement among university students in Germany. It also explores the role of loneliness as a moderator. Subject and methods We analysed cross-sectional data from the Survey on Study Conditions and Mental Health of University Students (StudiBiFra) survey ( n = 24,533), conducted across 13 German universities between 2021 and 2023. Perceived discrimination by lecturers and fellow students was assessed separately. Self-reported outcomes included loneliness, identification with university, and academic achievement. Multivariable logistic regression models were applied, adjusting for sociodemographic factors to account for the diversity of the sample. Moderation analyses assessed whether associations differed by loneliness. Results Perceived discrimination within the study programme, by lecturers and fellow students, was significantly associated with higher odds of loneliness, no identification with university, and worsened academic achievement. Associations were generally stronger for discrimination by fellow students. Gender-diverse students showed higher odds, whereas students aged over 40 years had lower odds across outcomes. Loneliness did not moderate the relationship with academic achievement but moderated the association with identification with university, with weaker associations among lonely students. Conclusion Perceived discrimination within higher education is closely linked to students’ psychosocial well-being and academic outcomes. Our findings highlight the role of university environments in shaping inequalities and underscore the need for structural and institutional strategies that address discrimination and promote inclusive and supportive study conditions.