‘They don’t care’: how do student experiences, perceptions, and culture lead to distrust in their higher education institution?

Trust is a fundamental element in the student-institution relationship, yet little is known about how students experience distrust within higher education. This qualitative study examines how undergraduate, graduate, and professional students perceive, experience, and respond to distrust in their higher education institution (HEI). Drawing on data from seven focus groups, three primary themes emerged through a reflexive thematic analysis: 1) experiential distrust rooted in past harms and institutional betrayal; 2) distrust stemming from a perceived lack of value, where students felt deprioritised in a profit-driven system; and 3) cultural and linguistic harm, particularly among students of colour and international students. Findings reveal that students’ distrust is shaped by perceived harm, systemic inequities, and unmet expectations, and often leads to decreased academic focus and increased self-protection. The current study contributes to trust theory by demonstrating that distrust is a distinct and multifaceted process, not merely the absence of trust. Implications for institutional accountability, inclusive governance, and culturally responsive practices are discussed. Limitations and directions for future research are also explored.