The role of challenge, support, and student interactions in fostering student success.

In the dynamic landscape of higher education, understanding factors contributing to student flourishing and academic success remains crucial. Drawing on seminal works by Sanford (1966), Sriram et al. (2020b), and Tinto (1993), this study investigates the intricate relationship between challenge, support, student interactions, GPA, and broader constructs of flourishing and sense of community. Through validating scales measuring challenge and support, it reveals the pivotal role of this beneficial balance in shaping student outcomes. Findings suggest that fostering intentional interactions, particularly academic, social, and deeper life interactions with peers, significantly influences flourishing and sense of community. Surprisingly, experiencing excessive challenge correlates with increased GPA, challenging Sanford's (1966) theory. Implications extend to practice, advocating for strategies to enhance student interactions. This study enriches understanding by elucidating pathways for promoting student success and wellbeing in higher education.