When grades slip: Understanding student experiences on academic probation in institutions of higher learning

Academic probation serves as a formal intervention for underperforming students in higher education, yet little is known about how students themselves experience this status. This qualitative study explores the personal, academic, and emotional dimensions of being placed on academic probation from the perspectives of affected university students. Drawing on in-depth interviews with undergraduate students at a public university, the research identifies key themes including isolation, withdrawal, institutional support, and self-perception. Findings suggest that while academic probation often triggers stress and shame, it can also act as a catalyst for growth and re-engagement, depending largely on the support systems available. This qualitative study employed a phenomenological design, supported by a contextual, descriptive, and explorative design aimed at obtaining an in-depth understanding of the psychosocial experiences of such students. The study population included students on academic probation. The researcher used non-probability, purposive sampling to draw a sample from the larger population. The data was analysed thematically. The study was ethically approved by the University of South Africa with Ref No 41454928_CREC_CHS_2023.