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Chapter4: Data Presentation and Analysis

4.1 Introduction
This fourth chapter of the study presents empirical findings from the questionnaires and interviews granted by students and staff members at the University of Sunderland, London. It critically examines the role of university support systems in enhancing students’ mental health and academic performance. To identify key themes: awareness, accessibility, utilisation, perceived effectiveness, and institutional response, the author analysed both quantitative and qualitative data—and used graphical representations (tables and pie charts) to support the analysis.

4.2 Demographics of Respondents
A total of 60 students participated in the questionnaire survey and 6 staff members were interviewed. Here is a statistical distribution of the students:

Table 4.1: Participants’ demographics

Demographic Indicator Frequency Percentage
Male 26 43%
Female 34 57%
International students 38 63%
Home students 22 37%
Undergraduate students 40 67%
Postgraduate students 20 33%
Source: Questionnaire data (2025)

This demographic breakdown helped contextualise variations in responses about support system awareness and it impact on students’ mental health and academic performance.

4.3 Awareness and Accessibility of Support Systems
Students who participated in the study answered questions about their awareness of the available university support services, such as mental health counselling, academic tutoring, and wellbeing workshops. As shown in Figure 4.1, 78% of students indicated awareness of at least one support service whereas 22% were either unaware or uncertain about the availability of support services at the University of Sunderland in London.

Diagram 4.1: Student Awareness of University Support Services


Source: The Author (2025)

Despite the high awareness of support services at University of Sunderland, London, accessibility among students remains a concern. Questionnaire data indicates forty-two percent (42%) of students have experienced delays in booking appointments or faced difficulty while navigating the system.

“It took me three weeks to get an appointment, and my anxiety had worsened by then,” said a female international postgraduate student.

4.4 Utilisation of Support Services
When asked whether they had used any support service: at University of Sunderland, London, twenty-one students (35% of the participants) agreed they had used mental health counselling service. Other support services used at the academic institution include academic mentoring (45%), peer support (17%), and wellbeing workshops (23%). However, eighteen students (i.e., 30% of the participants) agreed they have not explored any of the support services available at University of Sunderland, London.

Table 4.2: Students’ usage of support services

Service Used No. of Users Percentage
Mental Health Counselling 21 35%
Academic Mentoring 27 45%
Peer Support or Buddy Scheme 10 17%
Wellbeing Workshops 14 23%
None 18 30%
Source: Questionnaire data (2025)

Figure 4.2: Pie Chart showing only students who used one or more support services


Source: The Author (2025)

As shown in Figure 4.2, the author asked students at the University of Sunderland, London campus, to rate the usefulness of support service(s) received. Sixty-one percent (61%) among them reported significant improvement in academic clarity whereas fifty-eight (58%) noted improvement in their mental wellbeing.

4.5 Correlation Between Support Services and Academic Performance