State Regulation of Student Well-Being and Safe Learning Environments in Higher Education: A Comparative Analysis

Abstract

Student well-being and a safe learning environment have become essential elements of higher education governance. Modern universities are expected not only to provide academic knowledge, but also to ensure students’ physical safety, mental health support, protection from discrimination, prevention of harassment and violence, and access to fair complaint mechanisms. In different countries, these responsibilities are increasingly regulated by the state through legal norms, higher education standards, public health policies and institutional accountability mechanisms. The objective of this article is to compare state regulation of university activities in the field of student well-being and safe learning environments in different countries, and to identify the main regulatory models, institutional obligations and implementation challenges. The study applies qualitative comparative policy analysis and document analysis. The research is based on official legislation, government regulations, higher education regulatory documents, international organisation reports and empirical studies. The comparative analysis covers the United States, England, Australia, Canada with a focus on Ontario, Finland, France and Germany. The results show that countries use different models of regulation. The United States relies on disclosure and civil rights enforcement through the Clery Act and Title IX. England applies a higher education regulator model through the Office for Students. Australia is developing a legally enforceable national code on gender-based violence and an independent student complaints mechanism. Ontario uses mandatory institutional sexual violence policies. Finland integrates student well-being into a national student health-care system. France provides state-supported psychological assistance, while Germany combines anti-discrimination law with decentralised university-level implementation. Effective regulation of student well-being requires a combination of clear legal standards, accessible counselling and health services, independent complaint mechanisms, reliable data, student participation and institutional culture change. Further research should focus on evaluating the effectiveness of national regulatory models, students’ real experiences of safety and well-being, digital safety risks, and the impact of regulatory mechanisms on inclusion, academic success and institutional trust.