Tudor RChilvers DHay KYeung P2025-05-212025-05-212025-02-28Tudor R, Chilvers D, Hay K, Yeung P. (2025). Students' experiences of distress during work-integrated learning. International Journal of Work-Integrated Learning. 26. 2. (pp. 61-73).2538-1032https://mro.massey.ac.nz/handle/10179/72922While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the Education (Pastoral Care of Tertiary and International Students) Code of Practice [Pastoral Care Code of Practice] (2021) requires tertiary providers ensure the wellbeing and safety of their learners. This article analyses survey data on social work students’ experiences of distress during WIL. Results suggest students experienced different distresses, but financial hardship and feeling unsupported on placement were particularly impactful. Material impacts from these and other stressors included reduced confidence, anxiety, adverse physical or mental health, and sleep disruption. The participants utilised personal strategies to manage distress and had mixed experiences of receiving information and support from their tertiary institution. To mitigate distressing experiences recommendations to improve current systems and processes as well as individual students’ experiences will be outlined.(c) 2025 The Author/sCC BY 4.0https://creativecommons.org/licenses/by/4.0/Distresswellbeingwork-integrated learningsocial workfinancial hardshipmental healthJournal articlejournal-article61-73