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Academic probation serves as a formal intervention for underperforming students in higher education, yet little is known about how students themselves experience this status. This qualitative study explores the personal, academic, and emotional dimensions of being placed on academic probation from the perspectives of affected university students. Drawing on in-depth interviews with undergraduate students at a public university, the research identifies key themes including isolation, withdrawal, institutional support, and self-perception. Findings suggest that while academic probation often triggers stress and shame, it can also act as a catalyst for growth and re-engagement, depending largely on the support systems available. This qualitative study employed a phenomenological design, supported by a contextual, descriptive, and explorative design aimed at obtaining an in-depth understanding of the psychosocial experiences of such students. The study population included students on academic probation. The researcher used non-probability, purposive sampling to draw a sample from the larger population. The data was analysed thematically. The study was ethically approved by the University of South Africa with Ref No 41454928_CREC_CHS_2023.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.