The Psychological well-being of students with sensory impairments in selected tertiary institutions in Ghana

Psychological well-being (PWB) is essential for students’ academic and social adjustment, yet limited evidence exists on how it differs among Ghanaian students with sensory impairments. This study examined the PWB of students with sensory impairments in selected tertiary institutions in Ghana. A total of 214 students participated, including 127 blind and 87 deaf individuals, using a cross-sectional design with purposive and random sampling. Data were collected with the 18-item Ryff Psychological Well-Being Scale, adapted for accessibility, and analyzed using ANOVA, t-tests, and Mann–Whitney U tests. The instrument demonstrated acceptable reliability (Cronbach’s α = .77). Results showed significant differences in overall PWB between the two groups, with blind students reporting higher well-being than deaf students, F(1,212) = 94.963, p < .001, η² = .310. Blind students also scored higher across the six PWB dimensions, notably in purpose in life, autonomy, and self-acceptance. Gender differences were minimal, although males showed slightly higher environmental mastery and positive relations. The findings indicate that deaf students face greater psychosocial challenges, likely linked to communication barriers and limited institutional support. The study highlights the need for improved communication accessibility and gender-responsive interventions to promote equitable PWB among students with sensory impairments in Ghanaian tertiary institutions.