The increasing demand for Science, Technology, Engineering, and Mathematics (STEM) graduates has highlighted the importance of supporting diverse student groups in higher education, including mature-aged students. - defined in this study as individuals aged 30 years and above. Despite representing a growing segment of the student population, mature-aged students in STEM programmes face unique challenges that are often overlooked in institutional policies. This study aims to analyse the well-being dimensions of mature-aged STEM students and develop policy recommendations to enhance their academic success and integration into higher education.

The research is based on a systematic literature review combined with a comparative case study of Riga Technical University (Latvia) and the University at Buffalo (United States). A mixed-methods approach was applied, involving a survey of 119 mature-aged STEM students and semi-structured interviews with six respondents. The study focuses on five key well-being dimensions: academic, financial, physical, psychological resilience, and relational well-being.

The results reveal that while mature-aged students generally report positive experiences in academic and relational well-being—particularly in terms of supportive relationships with teaching staff and feeling socially included—challenges persist in the areas of financial and psychological resilience. Younger mature-aged students (aged 31–34) report lower financial security and higher stress levels compared to older cohorts, underscoring age-related differences within this demographic. Faculty engagement, study content adaptation, and inclusive learning environments were identified as critical factors influencing student well-being.

Based on the findings, the study proposes a conceptual support system model for mature-aged STEM students, incorporating flexible learning formats, personalised academic guidance, financial assistance measures, and faculty development initiatives. The paper concludes with specific policy recommendations for higher education institutions and national education authorities, emphasising the need to recognise mature-aged students as a distinct target group and to develop support frameworks tailored to their needs in STEM education.

Keywords: STEM, higher education, mature-aged students, well-being, policy recommendations.