The Psychological Well-Being of Students with Sensory Impairments in Selected Tertiary Institutions in Ghana

Psychological well-being (PWB) is essential for students’ academic and social adjustment, yet limited evidence exists on how it differs among Ghanaian students with sensory impairments. This study examined the psychological well-being of students with sensory impairments in selected tertiary institutions in Ghana. A total of 214 students, comprising 127 blind and 87 deaf students, participated in the study using a cross-sectional design with purposive and random sampling techniques. Data were collected using the 18-item Ryff Psychological Well-Being Scale, adapted for accessibility, and analysed using ANOVA, independent samples t-tests, and Mann–Whitney U tests. The instrument demonstrated acceptable reliability (Cronbach’s α = .77). The findings revealed significant differences in overall psychological well-being between blind and deaf students, with blind students reporting significantly higher levels of well-being across all six dimensions of psychological well-being. Gender differences were minimal, although male students scored slightly higher in environmental mastery and positive relations. The findings suggest that deaf students experience greater psychosocial challenges, largely due to communication barriers and inadequate institutional support. The study recommends strengthening communication accessibility, expanding sign language interpretation and captioning services, promoting peer support, and implementing gender-responsive interventions to enhance the psychological well-being of students with sensory impairments in Ghanaian tertiary institutions.