Transitioning from high school to Higher Education (HE) represents a significant developmental milestone, often accompanied by substantial stress and decreased mental health. Students frequently struggle to balance academic rigor, high expectations, independence, and the development of new social networks. These challenges, coupled with limited psychological and social support, increase the risk of loneliness, anxiety, and poor academic performance, with dropout rates ranging from 20% to 40% during the first year. Social and emotional learning (SEL) and mindfulness interventions have been shown to enhance academic engagement, resilience, and social connectedness, with strong social networks further promoting HE well-being. Sustainability of SEL programs is closely linked to student engagement during design and the program's fit with their needs. This study aims to expand and enhance a developing SEL program for HE by involving students in the design process. Using a qualitative approach, data will be collected in April and May 2026 through focus groups and one-on-one interviews with at least 50 students, and analyzed using inductive content analysis. The study will explore students' experiences regarding: (a) challenges faced during the HE transition; (b) social and emotional competencies promoted within the curriculum and those perceived as missing; (c) strategies used to manage academic and life challenges; (d) strategies to maintain positive affect and well-being; and (e) suggestions for enhancing engagement with a HE SEL program. Preliminary findings will be presented and discussed, expected to inform the development of a more responsive, student-centered SEL program to promote health and well-being in HE.

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Students’ Needs,Social and emotional learning (SEL),Higher Education