IntroductionAcademic support-seeking is an essential issue addressed in educational contexts. It highlights the need for students to seek academic support at Kuwait University (KU). Seeking academic support at KU was not explored. Therefore, this study aimed to: (1) describe academic support-seeking engagement and its related constructs; (2) examine adjusted associations between engagement and demographic, academic, attitudinal, support-related, and barrier-related factors; and (3) characterize students’ stated reasons for seeking or avoiding academic support.MethodsA convergent mixed-methods cross-sectional study was conducted among Kuwait University students using convenience sampling. Data were collected using a newly developed 39-item Academic Support-Seeking Questionnaire comprising demographic, quantitative, and qualitative sections. Exploratory factor analysis identified four quantitative domains. Quantitative data were analyzed using descriptive statistics, chi-square tests, Kruskal–Wallis tests, and multivariable linear regression, while qualitative responses underwent inductive content analysis. Quantitative and qualitative findings were integrated using a joint display.ResultsA total of 1,134 Kuwait University students participated. Higher academic support-seeking engagement was associated with greater perceived mentor support and accessibility and more positive support beliefs and future intention, whereas psychosocial and service-related barriers were lower (all p < 0.001). In multivariable analysis, positive support beliefs and future intention (β = 0.34, p < 0.001) and perceived mentor support and accessibility (β = 0.27, p < 0.001) were independently associated with greater engagement, whereas psychosocial and service-related barriers were inversely associated (β = −0.09, p = 0.001). Qualitative findings showed that students primarily sought support because of academic difficulty (40.7%), guidance (19.3%), and stress relief (16.5%), whereas embarrassment and self-image concerns (47.9%), time and structural barriers (25.5%), and self-reliance (12.5%) were the most reported barriers.ConclusionTo our knowledge, this is the first mixed-methods study at Kuwait University to comprehensively examine academic support-seeking engagement and its associated factors. Positive support beliefs, perceived mentor support and accessibility, and lower psychosocial and service-related barriers emerged as key correlates of greater engagement. Universities should strengthen the visibility, accessibility, and responsiveness of academic support services while fostering a campus culture that normalizes help-seeking and reduces self-stigma.