Hay, KFleming, J2025-07-092025-07-092025International Journal of Work Integrated Learning, ISSN: 2538-1032 (Print), Special Issue 26(1), 43-59. https://www.ijwil.org/2538-1032http://hdl.handle.net/10292/19502The health of students engaging in work-integrated learning (WIL) should be a key focus of universities. WIL students encounter various personal, social, and financial pressures which impact their wellbeing, which are often different from those of an on-campus student or a workplace employee. The aim of the research was to explore student perspectives of the impact of WIL on their wellbeing, and strategies for supporting wellbeing. Using a qualitative approach, data was collected from 16 students across four disciplines and three New Zealand universities. Wellbeing is a visible construct, and this was illustrated in the participants’ ability to articulate their understanding of wellbeing. Students also emphasized that WIL experiences impact wellbeing both positively and negatively. Multiple strategies contribute to enhancing their wellbeing and these are summarized as recommendations for students, host organizations, universities, and the government. Clearly, WIL wellbeing is the responsibility of all stakeholders in the WIL enterprise.Copyright: CC BY 4.0. The International Journal of Work-Integrated Learning is an Open Access journal and all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of Open Access.Wellbeingfinancial hardshipwork-integrated learningmental wellbeingsocial wellbeingeconomic wellbeingJournal ArticleOpenAccess