Impact of Financial Stress on the Academic Performance and Mental Health of Low-Income First-Generation College Students

Abstract

My integrative praxis project examines how financial stress affects the academic performance and mental health of first-generation, low-income (FGLI) college students—those whose parents lack a four-year degree and who come from economically disadvantaged backgrounds. FGLI students encounter unique barriers that undermine both their academic success and well-being. The literature review reveals that chronic financial pressure increases anxiety and depression, leading to lower academic achievement and elevated dropout rates (Dixon et al., 2023). Key challenges include balancing coursework with employment, often at the expense of self-care and study time. To address these challenges, my proposed intervention draws on Laura Rendón’s (1994) Validation Theory and Yosso’s (2005) Model of Community Cultural Wealth, underscoring the value of supportive relationships and student strengths. The initiative comprises faculty and staff training to promote asset-based perspectives, a peer mentorship program that affirms diverse student experiences while connecting them to resources, and financial literacy workshops to empower students within institutional systems. This multi-dimensional approach aims to improve academic outcomes and mental health for FGLI students, fostering a more inclusive and supportive campus environment.