The impact of financial stress and hardship on work-integrated learning wellbeing

Abstract

Although the pedagogic benefits of work-integrated learning (WIL) are well-documented, some participants experience significant stress and financial hardship due to the unpaid and intensive nature of work placements. Financial hardship is a known contributor to elevated stress and anxiety, which can negatively impact student wellbeing and ultimately lead to inequitable learning outcomes and increased risk of noncompletion. Low levels of financial self-efficacy can exacerbate financial stress, compounding the barriers to successful WIL placements for these students. This briefing paper contributes to understandings of ‘WIL wellbeing’ by exploring the interplay between financial self-efficacy, financial stress, student wellbeing and placement performance.