Rethinking student success through mental well-being

For his research Dr Rocklen focused on accounting students, who often face high-pressure academic environments. He explored how both the positive and challenging aspects of mental well-being can influence students’ academic performance, engagement and overall university experience.

Dr Rocklen found that almost 80 per cent sit somewhere between thriving and struggling, suggesting many students are managing, but not necessarily flourishing. His findings challenge the common assumption that students experiencing anxiety or depression are inevitably disengaged or underperforming.

Dr Rocklen says understanding well-being as a balance, rather than simply the presence or absence of challenges, is key to improving student outcomes.

“Most people think mental health is only about the negative side, like stress, anxiety, or depression. But in reality, there is more to it. That is why I prefer to call it mental well-being.”

This has important implications for universities, as students who appear to be coping may still be experiencing lower engagement, weaker well-being and reduced satisfaction with their university experience.

“Students who feel happier, more at peace, and more connected to others tend to experience lower levels of stress, anxiety, and depression. These positive aspects act as a kind of buffer.”

Even when students face challenges, those with stronger positive well-being can still perform well academically, reinforcing the idea that student support should focus not only on reducing difficulties, but also on actively building strengths.

Dr Rocklen says his research highlights the benefits when students develop supportive relationships and a sense of direction alongside academic skills.

“This may include maintaining meaningful social connections, setting clear personal goals and making time for activities that support a sense of balance and well-being.”

He says the research also offers insight for lecturers and universities.

“For lecturers, it offers insight into how disengagement or changes in behaviour may reflect underlying well-being challenges. For universities, it points to the value of embedding well-being into the learning environment, rather than treating it as separate from academic success.”

Dr Rocklen’s interest in the topic was shaped by personal experience and his time working as an auditor, where he saw how mental well-being could influence performance and motivation. This led him to explore these challenges earlier in the student journey, particularly in Malaysia, where mental well-being can still be a sensitive topic.

Throughout his PhD, he balanced study with part-time roles, including tutoring and marking within the Massey Business School. He credits the support of his supervisors and the wider Massey environment as key to completing the journey.

“They were not only knowledgeable and professional, but also approachable, respectful, and genuinely kind. That made a big difference, especially during more difficult periods.”

Now preparing to return to Malaysia to take up a lecturing role, Dr Rocklen hopes to continue his research while supporting students in a more holistic way.