Exploring Barriers and Coping Mechanisms of Mental Well-Being Among Distance Adult Working Learners in Ghana

This study explored the mental well-being of distance adult working learners in Ghana, a group often overlooked in research that typically focuses on traditional undergraduate students. Using a phenomenological design with 24 participants, the study found that stress, depression, and anxiety were the main mental health challenges. These difficulties were linked to academic and life stressors, as well as institutional and attitudinal barriers. These adult learners often relied on self-control strategies to manage their emotions. The study extends the Conservation of Resources Theory to continuing higher education and recommends that institutions and policymakers promote mental health services, reduce extra academic burdens, and address financial constraints to improve learners’ mental well-being.