This study explores the lived experiences of West African students in UK higher education through the lens of Critical Race Theory (CRT), highlighting how race and racism intersect with their academic and social journeys. Drawing on the phrase “Studying in this England is wahala,” which reflects the struggles faced by these students, the research delves into their encounters with microaggressions, cultural disparities in teaching and learning styles, and feelings of isolation and othering.

Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with four West African students studying in UK universities. The qualitative approach facilitated a nuanced understanding of their experiences, capturing the complexities of navigating a racialised educational environment. The findings reveal persistent challenges, including implicit biases in classroom interactions, lack of representation in curricula, and limited institutional support to address their unique needs. Participants also articulated the emotional toll of coping with these barriers, often feeling marginalised within academic and social settings.

The implications of this study are significant for policy and practice. By foregrounding the voices of West African students, the research calls for greater institutional commitment to fostering inclusivity, including targeted support systems, culturally responsive pedagogies, and enhanced awareness of racial dynamics among staff and students. This paper contributes to ongoing discourses on racial equity in higher education, urging universities to address structural inequalities and create environments where all students can thrive.

Keywords: West African students, Critical Race Theory (CRT), Higher education, Microaggressions, Racial inequality.