Contested campuses, fractured futures: student protests, operational disturbances, and their consequences for higher education institutions in South Africa: a systematic review
Résumé
Scientific problem The period from 2016 to 2025 saw major operational disturbances in South African higher education-student protests (e.g., #FeesMustFall), NSFAS funding collapses, and the COVID-19 pandemic-yet no systematic synthesis of their consequences has been produced using only freely accessible research sources, limiting evidence-informed policymaking in resource-limited settings. Aim This systematic review compiles peer-reviewed evidence on the effects of campus operational disturbances on student academic performance, student psychological well-being, academic staff well-being, and institutional performance in South Africa.Method: Following PRISMA 2020, we searched six publicly accessible databases (PubMed/PMC, ERIC, Google Scholar, AJOL, SciELO South Africa, OpenAlex) for empirical studies published between January 2016 and December 2025. Twenty-two studies met the inclusion criteria and were appraised using the Mixed Methods Appraisal Tool (MMAT). Results Campus disturbances produce significant and inequitable harm: 12.7% of medical students met PTSD screening criteria following #FMF2016 protests; COVID-19 dropout concentrated at historically disadvantaged institutions; achievement gaps widened along socioeconomic lines; and baseline staff psychological distress reached 49% even outside acute crises. Securitised institutional responses prolonged disruptions, while dialogue-oriented approaches mitigated harm. Conclusion Campus disturbances function as equity amplifiers. Institutional responsiveness-to protest grievances and pandemic needs-consistently moderates outcomes. NSFAS funding paradoxically protected retention during COVID-19, suggesting that financial aid reform could be a resilience strategy. Future research Longitudinal, pre-registered studies using administrative data linkage are urgently needed, along with expanded open-access mandates in African higher education research.
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