Study life balance of college students: evidence from higher education sector of UT of Jammu and Kashmir

Abstract

Background: In this fast paced and demanding academic scene, study-life balance has become kind of a big deal, like really important. College students are getting more pressure lately, to juggle coursework while also handling personal matters, social time, and the rest of life responsibilities. When someone can keep some kind of equilibrium between those areas it matters a lot for their grades, overall wellbeing, and just the general feel of daily life. Objective: The goal of this paper is to give a short, conceptual picture of what “study-life balance” means, and why it matters for college students in particular. In a way, this work sets a base for later research, about practical strategies and interventions that could help both learners and academic institutions support better balance. Method: This is a conceptual/review based paper. It gathers and connects what is already known about study-life balance, and it looks at how students, teachers, and institutions each contribute to creating a setting that allows balance to actually happen. It also talks about things like flexible arrangements, support programs, and a supportive organizational culture in universities, not just the individual level. Result: From the review it shows that study-life balance doesn’t appear on its own. It needs active involvement from multiple stakeholders. Colleges and universities can help a lot by giving flexible scheduling, providing academic support programs, and building a supportive institutional culture. Just as crucial is open communication between students and teachers and shared understanding, because that can help with early noticing of stressors, and then working together on solutions. Overall, the results point out that neither institutional support alone, nor individual student effort alone is enough. Instead, a combined and more relational approach seems to produce the most sustainable outcomes. Conclusion: Achieving study-life balance seems like a multi faceted construct, and it really calls for coordinated work among students, educators, and the institutions involved. In practice, flexible academic arrangements, along with structured support programs, and a wider culture that normalizes open conversation between students and teachers are all crucial enablers. This paper is more like a preliminary basis, it highlights why we still need deeper empirical research so we can design, and also validate, specific interventions that could actually be used in real-world college contexts to bolster student wellbeing and academic success.