The purpose of this paper is to explore how the ideology of neoliberalism influence and shape the mental health experience of Chinese female higher education students. Qualitative data exploring the lived experiences of Chinese young women who had undergone or are currently undergoing higher education in China provided insights into the impact of neoliberalism on their mental health.

Neoliberalism has influenced global cognition unconsciously (Davies and Bansel, 2007). China’s economic reforms started in the late 1970s, when Deng Xiaoping, the late leader of the Chinese Communist Party, brought up the ideology of neoliberalism but with Chinese characteristics. As Harvey (2005) pointed out, this resulted in “a particular kind of market economy that increasingly incorporates neoliberal elements interdigitated with authoritarian centralized control”. This special market economy raised challenge to practice socialism in China, leading to the permeation of the lines of neoliberalism to management of the public sector and the launch of social policy (Wong and Flynn, 2001). Chinese government keeps on emphasizing the importance of education as it envisions education as a motor of economic growth. The level of education seems to associate with employability and earning potentials in a neoclassical way (Becker, 1993), with this belief, China has reformed and restructured its education with neo-liberal policies and pro-competition instruments (Mok, 2006), and made serious attempts to reform the higher education system in order to smooth the economic transformation processes of the country (Mok, 2021). Amid these educational reforms driven by neoliberal policies, the intense academic competition and economic pressures placed on students have contributed to a growing mental health crisis (Techscience, 2024), particularly among higher education students in China (Chicago Policy Review, 2016), highlighting the need to examine the broader socio-economic and cultural factors influencing their well-being.

Mental health has become a critical issue for Chinese higher education students. Associated with complex factors, reports on Chinese social media started to show the prevalence rate and increasing trend of depression in China, some of the higher education students even experienced suicide attempts. Moreover, university students are vulnerable to mental health problems and may experience suicide risk, since the changes of living environment and the pressure they gain from their study (Torres et al., 2017). This paper focuses only on the mental health experiences of female students, considering gender could be a factor that influences people’s mental health condition in an unfixed way, as the impact may change due to gender relations and gendered differences in status, power, resources, opportunities and cultural expectations (Busfield, 2012).

Drawing upon in-depth interviews and biographical information, this paper specifically presents and explores themes related to:

1) The complex living experience of Chinese female higher education students in relation to neoliberalism.

2) How neoliberalism influences Chinese female higher education students’ mental health experience.

This study adopts a narrative inquiry approach as its foundational methodology, which is particularly effective for exploring lived experiences through the stories individuals share about their lives. Narrative inquiry, as conceptualized by Clandinin and Connelly (2000), focuses on understanding “experience” as a continuous and dynamic interplay of personal and social dimensions. This approach emphasizes conducting research in natural, uncontrived settings to minimize intrusion and create an environment where participants feel comfortable sharing their stories authentically. The methodology captures the storied moments of participants’ lives, which are shaped by time, space, and personal interactions, and interprets these moments through narrative unities and discontinuities (Clandinin & Connelly, 2000). To generate rich and authentic data, each participant will engage in a single round of interviews, with the duration of each session guided by the flow of the conversation and the participant’s comfort. The flexibility in the interview process aligns with the narrative inquiry ethos, which seeks to honor the participant’s voice and individuality (Trahar, 2009). These interviews provide a platform for participants to recount their lived experiences, offering valuable insights into how neoliberal ideologies shape their educational and mental health experiences. By maintaining an open and adaptive approach, the research prioritizes the authenticity and depth of the data collected. Following the interviews, narratives will be carefully constructed based on the content shared by the participants. This involves synthesizing their stories into coherent accounts while preserving the authenticity of their voices. The process of composing narratives not only facilitates the organization of the data but also illuminates the complex ways in which neoliberalism constructs and situates the experiences of Chinese female higher education students. By allowing participants to freely articulate their experiences, the study seeks to reveal the diverse and multifaceted influences of neoliberalism on their lives (Savin-Baden & Van Niekerk, 2007). This narrative inquiry approach provides a robust framework for exploring the intersections of neoliberalism, education, and mental health. It ensures that participants’ voices are at the center of the research, while also enabling a nuanced understanding of broader socio-cultural and ideological forces. This method contributes to a deeper comprehension of how global ideologies influence individual well-being and educational experiences, offering critical insights into the evolving challenges faced by higher education students.

Preliminary findings reveal that neoliberal ideology, while often unnoticed or unacknowledged, exerts a significant influence on the mental health experiences of female higher education students in China. Participants described how neoliberal values, embedded in societal norms and institutional practices, subtly shape their perspectives and emotional well-being. A recurring theme was the belief that academic success and future job prospects are tightly intertwined, creating immense pressure to perform well in their studies. This pressure often led to feelings of self-doubt, anxiety, and a pervasive fear of failure. Another key finding relates to the role of competition. Students highlighted the intense academic competition they face, particularly during the college entrance exam process, which is perceived as a critical gateway to future opportunities. This competitive environment not only amplifies stress but also diminishes their intrinsic motivations for pursuing higher education. Many participants reported that their focus shifted from personal growth and intellectual curiosity to achieving outcomes aligned with societal and economic expectations. As a result, their sense of purpose in attending university became obscured. These findings illustrate how neoliberal values—such as individual responsibility, market-driven success, and competition—permeate educational experiences and contribute to mental health challenges. While some participants expressed a desire to align with these values to secure stable futures, others felt disillusioned, questioning the broader purpose of their education. The data highlights a disconnect between the personal aspirations of students and the systemic pressures imposed by a neoliberal framework. This nuanced understanding of participants’ lived experiences underscores the complex interplay between neoliberalism, education, and mental health. It points to the need for greater attention to how educational systems and societal expectations influence student well-being, particularly in a context where academic achievement is heavily emphasized.

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