Abstract

This paper investigates how psychosocial and cultural systems improve academic resilience and well-being among historically Black university (HBU) students’ post-COVID-19. I used a narrative review of secondary sources to investigate the integration of these components. The study uses a conceptual framework to explore how psychosocial and cultural factors affect HBU students’ academic resilience and well-being. The report emphasises the importance of protective variables in generating engagement, motivation, and empowerment for student achievement. According to the findings, individual psychological features, social support networks, cultural values, and identity contribute to students’ ability to overcome obstacles and prosper academically in HBUs. The study proposes a study on community engagement and partnerships between universities and local communities in supporting student resilience and well-being. Future practice should prioritise culturally responsive mental health services, social support networks, and digital well-being tools. Thus, longitudinal research must investigate how resilience differs across demographic groups (e.g., race, socioeconomic status, first-generation college students) to tailor interventions more effectively.

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