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Purpose: The aim of this empirical study is to identify the relationship between student accommodation characteristics (SACs) and academic performance (AP). SACs, considered as the single independent variable, were divided into three further constructs: perceived location advantage (PLA), perceived facilities (PFs) and perceived safety and security (PSS). This study also intends to uncover the mediating role of perceived overall satisfaction (POS) over the direct relationships. Design/methodology/approach: The study used a cross-sectional quantitative survey methodology to investigate the hypothesized relationships based on 384 sample responses (n) selected using purposive sampling techniques from six Scottish universities. The study used IBM SPSS version 29 and partial least squares-structural equation modeling version 4 for descriptive statistics and for testing the hypotheses, respectively. Findings: Based on survey responses and the application of proper statistical measures, this study found that all three independent constructs (PLA, PFs and PSS) have a significant positive association with the dependent variable, AP. The mediator (POS) was also found to be positively correlated with AP. Furthermore, this study identified that POS can partially mediate all three direct relationships. Originality/value: By extending and validating current theories such as satisfaction frameworks, student engagement models and servicescape psychology, this study can significantly advance the current state of the literature. It highlights how crucial holistic satisfaction can mediate the association between academic achievement and the features of student housing. The results provide theoretical justification for incorporating accommodations into planning and policy for education. Additionally, by emphasizing on the crucial elements that enhance students' well-being and academic achievement, such as location, safety, aesthetics and extensive support services, the study offers significant management insights.