PERCEIVED SOCIAL SUPPORT AND BARRIERS FACED AMONG COLLEGE-GOING STUDENTS: A CROSS SECTIONAL STUDY

Background: Perceived social support plays an important role in promoting psychological well-being and helping college students cope with academic, emotional, and social challenges. However, barriers such as stigma, family restrictions, and reluctance to disclose personal difficulties may hinder help-seeking behaviour. Understanding perceived social support and barriers to seeking assistance is essential for developing student-centred support strategies. Objectives: To assess the pattern of perceived social support and identify barriers faced by college-going students while seeking support in an urban setting. Methods: A cross-sectional study was conducted among college-going students aged 18–25 years in Chandigarh, India, from January to June 2026. A stratified random sampling technique was used to select participants from different academic disciplines. Data were collected using a structured questionnaire covering socio-demographic characteristics, social support and help-seeking behaviour, and psychological and behavioural information. Descriptive statistics and the chi-square test were used to analyse the findings. Results: A total of 235 students participated, including 137 females and 98 males. Emotional support was the most commonly perceived parental role among female students (59.9%), whereas financial support was more frequently reported by male students (30.6%). Overall, 73.2% of respondents reported having felt the need for support, with no statistically significant association between gender and perceived need for support (χ² = 1.994, df = 1, p = 0.158). Home was the predominant source of support, reported by 75.6% of respondents. Fear of stigma (15.3%) was the most frequently reported barrier to seeking support, followed by unwillingness to disclose personal difficulties (12.3%) and family restrictions (6.4%). Awareness of facilities providing sex-related information was limited, particularly among female students. Conclusion: The findings highlight the importance of family-based emotional support and the need to address barriers to help-seeking among college-going students. Strengthening awareness of available support services, promoting confidentiality, reducing stigma, and improving access to student-friendly support systems may encourage timely help-seeking.