The impact of mandatory work-integrated learning placements on university student wellbeing in Australia and Aotearoa New Zealand: a scoping review

This scoping review synthesises the impacts of mandatory work-integrated learning (WIL) placements on university student wellbeing. WIL is expanding at scale in higher education, often comprising mandatory placements undertaken by students in real-world work settings. WIL research has focused largely on student learning, graduate employability, and the design and management of placements. Yet, amid public policy shifts in regions such as Australia and Aotearoa New Zealand, student wellbeing has become an equally crucial priority. Five databases (APA PsycINFO, ERIC, MEDLINE, Scopus, and Web of Science) were searched in March 2024, returning 4348 records with 40 peer-reviewed studies selected for synthesis. Based on the 40 studies, this review contributes two important findings: (i) placement context matters, especially when placements occur rurally and when workplaces expose students to violence; and (ii) multiple dimensions of student wellbeing matter, including psychosocial impacts, financial pressures, and gendered experiences. As the expansion of WIL continues in higher education across Australia, Aotearoa New Zealand, and abroad, stronger institutional support and fairer government policy-making are crucial alongside further research.