Work–study conflict stressors and impacts: a cross-disciplinary analysis of built environment undergraduates

With built environment (BE) programs emphasizing industry-based learning through cadetships and work-integrated experiences, students face significant stress in balancing studies and work. The research aims to investigate the relationship between specific stressors encountered by students in various BE disciplines and their subsequent impact on mental health and academic outcomes. An online survey of BE students across Australian universities examined academic and work stressors in architecture, engineering, construction management, property, and planning disciplines. ANOVA analysis compared their intensity, health impacts, and academic outcomes across the disciplines. The study found that academic stressors—self-expectations, test anxiety, and heavy workload—were consistent across BE disciplines. Work-related stressors, including time pressure and work–study balance, were also widespread, with architecture students particularly concerned about career relevance and workplace support. Mental health outcomes showed moderate anxiety and depression across all disciplines, but architecture students reported higher stress levels and greater academic impact. This research sheds light on systemic factors impacting BE students’ well-being and academic performance, emphasizing the need for targeted support. It advocates flexible teaching, enhanced work-integrated learning, and tailored mental health resources. Further study is needed to develop a causal model linking stressors to outcomes and to rethink BE education for better student support and career readiness.