This study explored the lived experiences of university students from dysfunctional families and examined how these experiences impact their psychological, academic, physical, and general well-being. Participants described growing up in environments marked by emotional neglect, domestic violence, abandonment, and disrupted family dynamics, which continue to affect their functioning in the university. Using a qualitative hermeneutic phenomenological approach, 20 participants were purposefully selected for the study. The participants were taken through in-depth interviews. A thematic data analysis was used to analyze the data. The finding revealed 6 themes as: Suicide & Self-Harm, Trust and Relational Difficulties, Low Self-Confidence & Identity Confusion, Academic Disengagement, Physical health Issues and Desire for Parental Bond. The study concludes that students from dysfunctional homes often enter higher education with unresolved trauma and unmet emotional needs, which can hinder their ability to succeed academically and socially. Based on the findings, the study recommends trauma-informed care within university counselling centres, early psychological assessments, student support groups, mentorship, and a revision of assessment systems to reduce anxiety.
Keywords: Mental Health, Psychological well-being, University students, dysfunctional family, hermeneutic phenomenology
