Higher education (HE) has become increasingly diverse, with students from varied socioeconomic backgrounds accessing higher education institutions (HEIs). This diversification raises concerns about ensuring equitable access and academic success for all students. Research has shown that socioeconomic conditions influence students’ experiences in HE, affecting their ability to engage in educational activities, persist in their studies and complete their degrees. Higher levels of financial support are associated with greater student retention and degree completion. Therefore, institutions play a key role in this process by implementing policies and support mechanisms that respond to students’ diverse needs and promote more inclusive learning environments.

Students’ concerns about financial issues can affect their academic performance as they add to increasing their anxiety about securing an economic source that will allow them to continue their studies. Furthermore, students living far away from their home region, especially those from low-income families, face additional obstacles. Institutional support can help address these challenges by improving students’ academic and living conditions. The availability of appropriate study spaces, housing, and campus facilities contributes to students’ ability to concentrate on academic work. Pedagogical support, including tutoring, mentoring programs, and flexible learning arrangements, can assist students in managing academic demands. Curricular structures that accommodate diverse student needs, such as flexible scheduling and workload adjustments, may contribute to higher retention and competition rates.

This study examines students’ perspectives on institutional practices that could contribute to improving their academic success. It is part of a broader research project mapping the socioeconomic profiles of students in Lisbon and Porto, Portugal, and analysing the relationship between students’ socioeconomic backgrounds and educational experiences. The students’ perceptions were collected through a questionnaire to students enrolled in public and private HEIs in the aforementioned geographical areas. For this article, we analysed the following open question in the questionnaire: ‘In your opinion, what actions do you think the educational institution you attend and, in particular, the Social Services, could take to improve your living and study conditions?’. The content of the students’ responses was analysed using the NVivo software.

After cleaning and processing the data, 290 valid responses were recorded. The analysis allowed the establishment of three categories:
(i) study conditions,
(ii) curriculum, and
(iii) pedagogical component.

The results point to proposals for student improvement at different levels that seem to affect their academic performance and success. Specifically concerning the educational dimension, students identify features of teaching practices, curricular organisation and educational resources that could be improved to enhance their academic paths and living conditions. These results highlight the role of HEIs in addressing students’ material and educational needs as part of a broader effort to promote academic success. The study reinforces the importance of institutional policies that respond to students’ diverse needs, contributing to a more effective and inclusive learning environment.

Keywords: Social inequality, access, access, educational improvement.