Perceived Social Support as a Catalyst for Academic Resilience: A Systematic Review of Narrative Literature
Darren McMullin 
, Curwyn Mapaling & Wandile Tsabedze
Issue: Vol.6 No.8 Article 21 pp.1547 – 1570
DOI: https://doi.org/10.38159/ehass.20256821 | Published online 24th July, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Research has explored how students adapt to higher education, highlighting both internal and external influences. Academic resilience has emerged as a critical factor, with perceived social support identified as particularly influential. Given the heightened pressures experienced during the COVID-19 pandemic, understanding how perceived social support fosters academic resilience is especially relevant for current and future cohorts. This systematic review investigated the relationship between perceived social support and academic resilience in higher education during COVID-19. Literature was sourced from Google Scholar, EBSCOhost, and PubMed, using search terms including “Academic resilience”, AND “Perceived social support”, AND “COVID-19”, AND “Higher education”. Qualitative, quantitative, and mixed-methods studies were included. Data were analysed thematically, and a ‘qualitising’ process enabled comparison across methodologies. The PRISMA framework guided the assessment of study quality and bias. Key findings highlight the importance of support from family, peers, and lecturers in sustaining academic resilience during COVID-19. Mechanisms such as emotional regulation, venting, and communication were found to mediate this relationship. The review concludes that perceived social support, particularly from close relational networks, was central to academic resilience during the pandemic, working through mechanisms such as emotional regulation, venting, and communication. Institutions should actively promote such support through peer groups, inclusive activities, and timely communication, especially for students from low-income backgrounds. This review contributes to the literature by clarifying the mechanisms through which social support operates in times of crisis and offering practical recommendations for higher education.
Keywords: Academic Resilience, COVID-19, Higher Education, Perceived Social Support, Students
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Mr. Darren McMullin is currently a doctoral candidate at the University of South Africa (UNISA) and a clinical psychologist. His research interests include resilience, parole, psychological assessment, and schema therapy.
Prof. Curwyn Mapaling is an associate professor of psychology, clinical psychologist, and researcher within the Optentia Research Unit, specialising in resilience and well-being in education. Co-editor of Scholarship of Teaching and Learning (SoTL) in the South, his work integrates psychological insights into teaching and learning practices. A Mandela Rhodes Scholar, Abe Bailey Fellow, and YALI alum, Curwyn is committed to creating supportive educational environments that enhance student success and well-being.
Dr. Wandile Fundo Tsabedze is currently a postdoctoral fellow at the University of South Africa (UNISA), and serves as a board member of both the Eswatini Sexual and Gender Minorities (ESGM) and the Eswatini Psychology Association (EPA). He has published in accredited journals and presented at both national and international conferences. His research interests include African psychology (Indigenous Knowledge Systems), adolescent emotions and emotional intelligence, as well as the mental health and psychosocial well-being of incarcerated populations and LGBTQI+ communities.
McMullin, Darren, Curwyn Mapaling and Wandile Tsabedze. “Perceived Social Support as a Catalyst for Academic Resilience: A Systematic Review of Narrative Literature ,” E-Journal of Humanities, Arts and Social Sciences 6, no.8 (2025): 1547 – 1570. https://doi.org/10.38159/ehass.20256821
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
