Student wellbeing over time and across subgroups: a network and mixed-effects analysis of 6511 university students in the Netherlands

Introduction: Student wellbeing is a public health priority, essential for supporting both optimal education and long-term health of youth, and thereby contributing to the sustainability of welfare systems. This study aims to comprehensively investigate student wellbeing across four academic years (2020-2024) and subgroups in a Dutch university.Methods: Data from the Student Wellbeing Monitor at Erasmus University Rotterdam, the Netherlands, including 6511 students, were analysed. Six validated scales captured mental wellbeing, life satisfaction, psychological stress, and symptoms of depression, anxiety, and burnout. Descriptive statistics and linear mixed-effects regression models examined wellbeing inequalities over time and across sociodemographic subgroups, while network analyses characterized the student wellbeing network at item- and construct-level using centrality indices to identify potential targets for interventions.Results: Wellbeing was lowest in 2020 and improved thereafter. Significant inequalities were observed across gender, LGBTQIA+ status, cultural-migration background, and socioeconomic status. Network analyses identified mental well-being, anxiety symptoms, and depressive symptoms as the most central constructs, while exhaustion showed the highest bridging role between wellbeing and mental health problems. At the item level, bridge nodes were primarily related to self-perception and feelings of security or uncertainty.Discussion: This four-year study highlights subgroups at higher risk of poorer wellbeing and identifies potential leverage points for equity-oriented interventions. Although associations are not causal, the findings underscore the relevance of intersecting psychosocial and structural factors for guiding policy, designing support strategies, and informing future research on the mechanisms shaping student wellbeing.