Professional perspectives on the impact of emotional literacy and self-stigma on male undergraduates when seeking well-being support

In the UK, rates of mental ill health and suicide continue to rise among male university students yet help-seeking for emotional distress remains low. This small-scale study explored factors inhibiting help-seeking in male undergraduates, focusing on emotional literacy and self-stigma, from the perspectives of university well-being practitioners. Using an interpretive phenomenological approach, qualitative data were gathered through semi-structured interviews with three male well-being practitioners at a university in the North of England. Analysis identified two overarching themes, culture and safety, which shaped how male students perceived and engaged with support. Findings highlight how masculine norms, emotional expression, and concerns about psychological safety influence engagement, offering practitioner informed insights for developing gender-sensitive well-being provision within higher education.