Student-ParentsBarriers to Progression ReportA PILOT PROJECT FUNDED BY THE CENTRE OF SOCIAL MOBILITY2025- 2026LyndseyCarmichael | University of Exeter
Martina EgedusevicResearch TeamLyndsey Carmichael William PearsonEmma Norman2
This work was made possible through the generous funding and support of theCentre for Social Mobility at the University of Exeter. The Centre’s commitment toaddressing structural inequality and widening participation in higher education isgratefully acknowledged.Sincere thanks are extended to all student parents who participated in this study.Their willingness to share personal experiences, insights, and reflections whilemanaging significant caring responsibilities was central to the development of thisreport. The evidence presented throughout is grounded in their time, honesty, andtrust.Gratitude is also extended to colleagues who contributed to this research andreport through data collection, data analysis, and writing, and who providedvaluable support, insight, and guidance throughout the delivery of the project.Bringing together a broad range of perspectives and expertise added depth andrichness to both the research process and the final report, including:William Pearson, Faculty of Humanities, Arts and Social Sciences, University of ExeterMartina Egedusevic, Faculty of Environment, Science and Economy, University of ExeterEmma Norman, Education and Academic Services, University of ExeterSandra Clare, Manchester Institute of Education, University of ManchesterPooja Sharma, Research Assistant, University of ExeterLeo Webb, Research Intern, University of ExeterRecognition is also given to institutional colleagues and professional services staffacross the University of Exeter who offered advice, facilitated engagement, andsupported participants throughout the project.Finally, appreciation is extended to all individuals who contributed time, feedback,and reflection at various stages of this work. Their engagement strengthened boththe quality and relevance of the findings presented.ACKNOWLEDGEMENTS3
Student parents are a hidden cohort in highereducation. Their resilience and ambition areextraordinary, but they should not be required torely on resilience alone. This report highlightsboth the barriers student parents face and thesuccesses they achieve, presenting clearevidence for change. It is time for institutions todesign systems inclusively from the outset,ensuring that student parents are given an equalplaying field.— Lyndsey Carmichael, Principal Investigator4
PAGE 09I used a mixed-methods designfeaturing surveys and focus groupinterviews to explore studentparents’ experiences at theUniversity of Exeter betweenFebruary and June 2025. Iobtained ethical approval prior torecruitment and all participantswere compensated for their time.DesignData collection involved one fullday, in-person focus group andthree shorter online focus groups.The in-person session included acreative drawing iceberg activity,followed by discussions onprogression and supportingneeds. Insights informedprogramme-specific onlinegroups.A quantitative survey usingLikert-scale items wasdisseminated to participants atthe end of the study (N=16).AnalysisQualitative data from focusgroups were analysed usingthematic analysis. Survey datawere analysed descriptively toidentify patterns and to supporttriangulation with the qualitativefindings.Data CollectionThe study included 19 studentparents with children aged between0 and 18 years. Participants wereenrolled on undergraduatevocational degrees (N=10),postgraduate taught programmes(N=3), and postgraduate researchdegrees (N=6). The majorityidentified as women (N=14), whilethere were five male participants.Undergraduate and postgraduatetaught participants were all homestudents (N=13), while thepostgraduate research studentshad either home (N=2) orinternational fee status (N=4).Participants5MethodologyLimitationsThis study offers important insight into the experiences of student parents across their academic journey.The qualitative design enabled a detailed and context-sensitive understanding of the structural andrelational factors shaping their participation. However, the limited sample size and single-institution focusconstrain transferability. Future research should extend qualitative inquiry across a wider range ofdisciplines and institutions, while also incorporating larger-scale quantitative surveys to examineprevalence, variation, and patterns across student parent populations. Longitudinal designs would furtherstrengthen understanding of how these experiences shift over time and at key transition points.
This pilot project focused on improvinginstitutional understandings of the experiences ofstudent parents in higher education. It exploredthe challenges student parents face whilestudying and when progressing through, and to,the nextlevel of study, with the aim of informingmore inclusive and evidence-led institutionalpractice.The problem being addressedStudent parents are an under-recognised groupwithin higher education.Institutional systems are often designed aroundassumptions of students without caringresponsibilities.Student parents experience structuralchallenges related to childcare, finance,timetabling, progression, and belonging.These challenges can affect access,engagement, wellbeing, and progression,particularly at key transition points betweenlevels of study.By engaging directly with student parents, theproject prioritised lived experience as a source ofinstitutional learning, enabling the identification ofboth shared challenges and areas whereexperiences diverged across disciplines and stagesof study.How impact was measuredAnalysis of qualitative data from student parentcontributions.Review of patterns relating to access,progression, and support experiences.Comparison with existing sector and policyliterature to contextualise findings.Reflection on how findings align withinstitutional priorities under the University ofExeter 2030 Strategy.TheProjectWhatthe project achievedDeveloped an initial evidence base on theexperiences of student parents at the Universityof Exeter.Identified key structural and administrativechallenges affecting participation andprogression, noting that such challenges are notuniversal and are influenced by identities andother factors experienced by these students.Highlighted areas where institutional practicesunintentionally disadvantage students withcaring responsibilities.Brought visibility to student parents as a distinctand diverse demographic within the University.Provided a foundation for future policydevelopment, service design, and targetedsupport.Challenges, learning, and future directionThis work was limited in scope and scale, reflectingboth the exploratory nature of the research andwider challenges in accessing institutional data onstudent parents. The qualitative approach adoptedwas appropriate for the aims of the study, enablingin-depth insight into lived experience andhighlighting variation across disciplines and stagesof study. These findings underline the importance ofavoiding one-size-fits-all responses.This report is intended to inform institutionallearning and to support further research that buildson these insights through complementaryapproaches. Future work may combine qualitativedepth with broader institutional or sector-level datato extend understanding across contexts, whileretaining attention to complexity and experience.Together, this can strengthen the evidence baseand inform more inclusive, system-level approachesto supporting student parents in higher education.6
7Survey InsightsThe survey data provided a quantitative snapshot that supports andaligns with the qualitative findings presented in this report. Patterns ofconcern reported by student parents closely mirrored those raised infocus group discussions, particularly in relation to:childcare affordabilityfinancial pressurework–family balanceand uncertainty around timetabling and progression.These areas consistently attracted the highest mean concern scores,suggesting that the challenges described in depth through qualitativeaccounts are not isolated experiences but reflect broader, sharedpressures across the cohort.Importantly, the survey did not introduce new dominant barriers beyondthose already identified qualitatively. Instead, it reinforced thecumulative and interconnected nature of these challenges, providingscale and comparative weight to the issues explored elsewhere in thereport. In this way, the survey functions as confirmatory evidence,strengthening confidence in the focus group findings while reservingdetailed interpretation and theorisation for subsequent academicanalysis.
1. Collection and Use of Student-Parent DataAlthough parental status is now collected as a standard student characteristic, highereducation institutions should introduce a more detailed and vigorous approach inidentifying more information that could better inform support. This may include familystatus, number and age of children, the nature/extent of caring responsibilities, and wherechildren have additional needs. Where consent is given, this information should be used toidentify students who may benefit from early support, being offered an IndependentLearning Plan (ILP) and shared with relevant departments ahead of the academic year tosupport planning and delivery.2. Flexible and Hybrid LearningDepartments that identify student parents within their cohorts should implement flexiblelearning arrangements as standard practice, including hybrid attendance options andaccess to live or recorded lectures. These approaches should be applied consistentlyacross modules to ensure that student parents are not disadvantaged by caringresponsibilities or required to negotiate flexibility on an individual basis.3. Childcare Information, Access, and Institutional EngagementInstitutions should recognise childcare as a significant structural barrier for studentparents and take steps to improve access and understanding. Universities should workwith childcare providers and external organisations to improve awareness of studentfunding timelines, including delayed access to loans, stipends, and scholarships, which canprevent students from securing and paying childcare deposits and initial term-fees inadvance. Institutions should also develop a centralised and clearly signposted source ofchildcare information, particularly to support new or international student parents whomay be unfamiliar with UK childcare and school systems, application processes, costs, andwaiting lists.4. Short-Term Financial Support for Student ParentsHigher education institutions should consider offering targeted bursaries or short-terminstitutional loans to student parents who experience financial pressure before the releaseof student finance or scholarship payments. The process by which this is offered should bestreamlined to avoid any unnecessary administrative strain on applicants. This supportmay assist with securing accommodation, childcare, or other essential costs at the start ofthe academic year and reduce the risk of undue stress, delayed enrolment, or financialhardship.8Recommendations
5. Ring-Fenced Funding for Student-Parent SupportUniversities should strive towards dedicated funding that is ring-fenced within existing support orwidening participation budgets to support student-parent initiatives. This may include peersupport networks, family-inclusive events, and targeted activities designed to supportengagement, wellbeing, and belonging.6. Family-Friendly Campus Spaces and AccommodationInstitutions should provide visible and accessible family-friendly spaces on campus, includingdesignated study areas where student parents can work while accompanied by their children,particularly within libraries. Practical facilities, such as highchairs in campus dining spaces, shouldalso be made available. Where possible, universities should prioritise the development orallocation of family-appropriate accommodation located on or close to campus to addressinclusivity, reduce travel time, and support access to teaching and support services more easily.7. Inclusive Teaching and TimetablingUniversities should ensure that staff receive specific training on the experiences and needs ofstudent parents, embedded within existing equality, diversity, and inclusivity training. Wherestudent parents are identifiable within a cohort, departments should consider scheduling corelectures and seminars within school hours. Modules that adopt student-parent-inclusiveapproaches should be clearly identified at the point of module selection, for example through atag or flag on module information, so that students are aware that delivery takes place withinschool hours and can select lectures accordingly.8. Dedicated Advisers and Coordinated SupportInstitutions should establish dedicated advisers or pastoral mentors with specialist knowledge ofstudent-parent issues, including institutional policies, childcare and school systems, funding routes,and available support services that directly support rather than just signpost to other services. Byproviding a single point of contact it can potentially reduce administrative burden and improveaccess.9. Travel, Parking, and Transport SupportA review of travel and parking arrangements to better accommodate student parents, particularlythose restricted by school drop-off and pick-up times, should be undertaken. This may include theallocation of parking spaces for some student parents and flexible permit arrangements. Wherefeasible, universities should also explore subsidised public transport options to supportaffordability and access to campus10. Student Parents on Vocational PlacementsFor students undertaking vocational placements (e.g, Medical), universities and departmentsshould prioritise placements that are local to students’ accommodation or to their children’sschool or nursery. Notifications of placements should be given well in advance so that studentparents can plan accordingly. This should be supported by clear departmental guidance and staffsupport that addresses both practical requirements, such as travel, parking, and expenses, andpersonal matters related to childcare and wider family responsibilities, including support whenapproaching placement managers.9
Why This MattersStudent parents matter within higher education because they sit at theintersection of multiple policy priorities, including wideningparticipation, equality of opportunity, workforce sustainability, andsocial mobility. Despite this, their needs continue to be addressedinconsistently, often through informal or discretionary practices ratherthan through systematic institutional design (Estes, 2011; Moreau &Kerner, 2015; Todd, 2024).The literature indicates that when caring responsibilities are notanticipated within institutional systems, the burden of adjustment istransferred onto students themselves (Davis et al., 2024). This results incumulative disadvantage, as student parents must negotiate academicdemands alongside childcare, financial insecurity, and administrativecomplexity, often without clear guidance or entitlement to support(Dickson et al., 2024; Todd, 2024). These pressures shape studentengagement and progression over time rather than at a single point ofcrisis. 10
For postgraduate level students in particular, the absence ofcoherent childcare, supervisory and financial support frameworkshas been identified as a structural barrier to participation andcontinuation (Hook, 2015). Evidence shows that postgraduateparents frequently fall outside of eligibility for both undergraduatechildcare grants and employment-based childcare provision,creating a gap that disproportionately affects women and thosefrom lower-income backgrounds (Davis et al., 2024) This hasimplications not only for individual progression, but for the diversityand sustainability of the future academic and professionalworkforce.From a policy perspective, students with parental responsibility arenow being more formally recognised as a group at heightened risk ofunequal outcomes (OfS, 2024). However, the translation of thisrecognition into practice remains uneven, partly due to limitations indata collection and the absence of clear institutional ownership forstudent parent support (Davis et al., 2024; OfS, 2024). As a result,student parents remain visible in policy rhetoric but marginal in itsimplementation.Addressing the needs of student parents therefore matters not onlybecause of equity considerations, but because failure to do so risksreinforcing patterns of attrition, delayed progression, and underrepresentation at advanced levels of study. Institutional policies andresponses that remain inconsistent (Ajayi et al., 2022), being morereactive rather than anticipatory limit the effectiveness of wideningparticipation strategies and undermine broader commitments toinclusion and social mobility.11
Student ParentsAmong student parents, a broad range of students pursue undergraduatetaught, vocational, postgraduate taught, and postgraduate researchprogrammes. Student parents come from all ages and levels of educationand across all disciplines, families, and modes of studying.Younger studentswho have taken the traditional path to higher education are less likely thanmature students to have children (Evans, 2025). Although some literature hasreferred to student parents as a single group, an important distinction ismade between the many factors affecting student parents' experiences.Specifically, student parents' experiences are shaped not just by their caringresponsibilities, but also by their socioeconomic status, gender, immigrationstatus and what discipline they are studying (Dickson et al., 2024; Estes, 2011;Welsh, 2024). In the UK, student parents tend to be mature students, be firstgeneration students in higher education, and come from a disproportionatenumber of low socio-economic backgrounds (Stevenson et al. 2019).Although Travis et al. (2023) provide a useful account of class-relatedbarriers to postgraduate progression, student parents are not seen asseparate from other groups; they occupy multiple roles across a range ofdisciplines (Ajayi, 2022), have caregiving responsibilities, and are often hardto find.It is important to recognise that student parents are situated at theintersection of widening participation strategies, and are also subject toforms of disadvantage not accounted for in standard institutional metricmeasures (Todd, 2023; 2024; Travis et al., 2023). At the postgraduate level,there is even more pronounced interplay between limited financial assistanceand lack of clear directional information on the pathways that lead topostgraduate progression (Hook, 2014).12
Research consistently highlights that student parents navigate highereducation within systems designed around assumptions of uninterruptedstudy, geographic mobility, and temporal flexibility (Brooks, 2012; Moreau &Kerner, 2012, 2013). These assumptions are particularly misaligned with therealities of parenting, where responsibilities are fixed, relational, and ofteninflexible (Estes, 2011). As a result, student parents frequently experience atension between institutional expectations and lived realities, contributing tofeelings of marginality, stigma, and non-belonging.Studies show that student parents often demonstrate high levels ofmotivation, resilience, and strategic engagement with education, viewingstudy as a long-term investment linked to family wellbeing andintergenerational mobility (Todd, 2024; UCAS, 2023). However, thesestrengths are frequently sustained despite, rather than because of,institutional arrangements.Furthermore, Institutions lack consistent data collection on parental statuswhich further obscures the demographic profile of student parents. Sectorreports highlight that this lack of visibility limits institutions’ ability to plansupport, evaluate impact, or understand differential outcomes acrosspathways and disciplines (Davis et al., 2024). As a result, student parentsremain simultaneously present within higher education and structurallyoverlooked.Understanding student parents as a distinct demographic group, rather thanan exceptional case or as a sub-group under the “mature student” umbrella,is therefore essential for developing equitable and evidence-informedapproaches to access, progression, and success across the student lifecycle.13
As part of the research processes in this study, participants took part inan iceberg activity designed to explore the visible and hidden aspects oftheir lives as student parents. Each participant was given an A3 sheet ofpaper featuring an outline of an iceberg. Each student-parent wasasked to write, draw, or illustrate their experiences. The area above thesurface represented what is visible in academic and public spaces, whilethe area below captured what remains largely unseen. Participants thenshared and explained their icebergs, using the metaphor to narratetheir experiences.The activity was highly effective in surfacing pressures that are rarelyarticulated in standard focus group discussion. Participants describedhow much of their effort, stress, and responsibility remains invisiblewithin the university context. Several reflected that they often minimiseor downplay these difficulties to avoid stigma or being perceived as aless committed student. This points to patterns of self silencing, whereindividuals absorb institutional pressure rather than making their needsvisible.Above the surface, student parents described how they believe they areperceived: as students who attend lectures, submit assignments, andappear to meet academic expectations. These visible indicators ofengagement can create an illusion that their studies are manageableand functioning as intended. However, the iceberg drawings revealedthat this surface level participation frequently masks a far morecomplex reality.The Iceberg of Student-Parentlife14
Beneath the surface, participants consistently described emotionalexhaustion, guilt, financial insecurity, extensive domestic labour, caringresponsibilities, and sustained time pressure. These hidden dimensionsare not typically visible to academic staff or peers, yet they profoundlyshape students’ capacity to engage, concentrate, and persevere.Participants outlined the ongoing mental load involved in managing ahousehold, coordinating childcare, maintaining relationships, andplanning around unpredictable timetables and placements. Thesepressures did not operate in isolation, but intersected and accumulatedover time, intensifying their overall impact.The iceberg activity also brought to the surface important cultural andsocial dimensions of student parenthood that remain under exploredwithin higher education research. Participants described how culturalnorms, religious practices, and gendered expectations shaped thedistribution of care and domestic labour within households. Somewomen, particularly those from more traditional or internationalbackgrounds, described being culturally positioned as primarycaregivers alongside full time study, while other participants, includingmale student parents, reported more evenly shared responsibilities,such as shared parental leave and negotiated care arrangements.These differences highlight the diversity of family structures andexpectations within the student parent population.15
Participants from Black, Asian and minority ethnic backgrounds furtherhighlighted additional, often overlooked time demands linked toculturally and religiously specific care practices. These included religiousobservances, culturally significant routines, and practices such as thecare and maintenance of Afro textured hair, which required eithersubstantial time at home or long journeys to access appropriateservices. These responsibilities were described as recurring and nonnegotiable, intersecting with placements, commuting, and study time.Recognising such culturally shaped care practices as legitimate timedemands is an important aspect of inclusive practice, as they materiallyshape student parents’ capacity to engage fully with higher education.Importantly, the iceberg activity did not frame student parents solelythrough the lens of difficulty. Many participants also illustrated copingstrategies, resilience, and resourcefulness beneath the surface. Theseincluded careful planning, prioritisation, emotional regulation, informalsupport networks, and a strong sense of purpose linked to their children.This reinforces the need for institutional responses that move beyonddeficit framings and instead recognise both the structural barriersstudent parents face and the strengths they bring.Overall, the iceberg activity highlighted the gap between whatinstitutions typically recognise and what student parents actuallyexperience. It demonstrated that visible academic participation oftencoexists with significant hidden labour and emotional strain. Withoutrecognising what sits beneath the surface, institutional policies riskunintentionally privileging students whose lives more closely align withtraditional models of the ‘ideal’ student.16
Financial pressure emerged as a pervasive and structurally embeddedchallenge for student parents across all levels of study. While financialstrain is not unique to this group, participants’ accounts indicate thatcaring responsibilities significantly intensify its impact, shaping dailydecision-making, academic engagement, and progression planning.Survey findings from June to July 2025 reinforce this pattern. Only aminority of respondents expressed confidence that existing emergencyfinancial support was sufficient, while a substantial proportion eitherdisagreed or were unsure.This uncertainty suggests not only gaps in provision, but also limitedclarity around eligibility, access, and the reliability of financial supportmechanisms. For student parents managing fixed childcare and housingcosts, uncertainty itself functioned as a stressor.Focus group discussions highlighted the cumulative effect of multiple, oftenhidden, costs. These included childcare fees, travel to placements, parkingcharges, and the need to pay expenses upfront before reimbursement. Oneparticipant summarised this pressure succinctly.Financial Pressures17We pay travel and parking costs up front andthen claim them back. It is not alwaysstraightforward to get the money back, and itadds another admin task on top of placements,revision and everything else.
Financial PressuresParticipants also described how unpaid placements and limited flexibilityaround paid work intensified financial strain. Several reported taking onmultiple jobs alongside full-time study, often working evenings orweekends to remain financially viable.As one student parent explained:Importantly, financial pressure was rarely discussed in isolation.Participants consistently linked economic strain to time poverty,emotional stress, and administrative burden. Navigating hardship funds,reimbursement processes, or short-term financial support requiredadditional unpaid labour, which some participants felt wasdisproportionate to the support received.Financial considerations also shaped longer-term academic decisions.Several participants reported delaying or reconsidering progression topostgraduate study due to concerns about income loss, childcareaffordability, and the sustainability of current coping strategies. In thissense, financial precarity functioned not only as an immediate challenge,but as a structural constraint on progression and retention.Taken together, these findings suggest that financial pressure forstudent parents is best understood as a compounding factor thatamplifies existing inequalities. Addressing this issue requires not onlytargeted funding, but greater predictability, transparency, andalignment between financial support, timetabling, and placementdesign.18“We work like crazy and havezero work-life balance.We are broke. We pay to work[on placements] , and itisstressful.”
Navigating higher education systems emerged as a significant source ofstrain for student parents, particularly where administrative processes wereexperienced as rigid, fragmented, or poorly aligned with caringresponsibilities. Participants described institutional systems that weredifficult to navigate, time-intensive, and insufficiently responsive to complexcircumstances. Tasks such as applying for financial support, managingextensions, arranging placement requirements, or accessing specialist advicewere often perceived as disproportionately burdensome when combined withchildcare, paid work, and study commitments.Several participants noted that administrative processes required substantialtime and emotional effort, often with little flexibility or recognition of caringresponsibilities. The cumulative effect of repeated form-filling, attempts tofind information, delayed responses from staff, and unclear guidance addedto existing time pressure and financial stress. Participants described howuncertainty around procedures and outcomes intensified anxiety, particularlywhen deadlines or placement requirements were involved.“Administrative Burden19Itis notjustthe work. Itis theconstant emails,the waiting, and notknowing if something will beapproved when you already feelstretched.”“Extension forms are harder thanthe assignments“.
Importantly, the impact of administrative complexity extended beyondpractical inconvenience. Participants described feelings of frustration,exhaustion, and emotional strain associated with having to repeatedlyexplain or justify their circumstances. In some cases, this led todisengagement from support processes altogether, even where supportmight have been available, as the perceived effort outweighed thepotential benefit.The administrative burden experienced by student parents wastherefore closely linked to wellbeing. These findings suggest that stressand anxiety were not primarily driven by academic challenges alone,but by the interaction between institutional systems and caringresponsibilities. Addressing administrative complexity represents a keyopportunity for institutions to improve both access and wellbeingoutcomes.Streamlining processes, improving clarity and consistency ofcommunication, and providing dedicated points of contact for studentparents would reduce unnecessary labour and emotional stress. Suchmeasures would not only support academic engagement, but also signalinstitutional recognition of student parents as a valued and legitimatepart of the university community.20“Email mountain feelsbigger than my assignmentsright now”.“Ithink back to when I was a PAmanaging busy managers …I need that kind of admin supportnow”.
Barriers to Housing and TravelHousing, travel, and spatial factors emerged as significant but oftenunder-recognised influences on student parents’ engagement withhigher education. Students described limited access to affordable,family-appropriate accommodation close to campus, which frequentlyresulted in longer commutes and reduced flexibility around teachingschedules, placements, and childcare responsibilities. Housing decisionswere commonly shaped by affordability and the availability of schoolsand childcare provision rather than proximity to the university,increasing daily travel demands and time pressure.Distance from campus restricted many student parents’ ability toengage beyond core teaching hours and participate in wider universitylife. Survey data supported these experiences, with almost half of therespondents reporting that their housing location made it difficult toattend early or late classes around childcare commitments. This spatialseparation reduced opportunities for informal learning and peerconnection and contributed to feelings of isolation.Accommodation choices were closely linked to childcare availability.Participants described prioritising access to after-school provision evenwhen this involved longer daily journeys.21
An increased reliance on thefamily accommodation providedon-campus promoted additionalhousing and travel stressparticularly on internationalstudent parent and non-localstudent parent. Manyparticipants stated that they feltpartially overwhelmed byhousing demands, travelbetween schools and university,as well as school systems and thestart of their studies. Someparticipants indicated thatbefore the removal of familyaccommodation, this type ofhousing was part of why theychose to attend Exeter and itsremoval was seen as a significantloss of support from theinstitution.First year accommodation ispositioned by the university asthe main vehicle through which tosupport students' transitions intohigher education, as well as tosupport their well-being (Exeter,n.d.).22“Before coming to Exeter, I did my research andfound accommodation. The local school nearwhere I was living did not have an after schoolclub, so I decided to send my child to a schoolfurther away because it offered after schoolprovision where I could pick up at 5:45 pm butthat meant a longer journey”.“It would have been helpful, justto havethe accommodation for a set period oftime even justto have it for three monthswhile you’re getting your bearings.”However, student parentsexpressed their frustration withthe challenges of navigating theprivate rental marketindependently, which was oftenin areas that they wereunfamiliar with.Internationalstudent parents in particular feltthat they did not have enoughknowledge of how the localauthority school admissionsprocess operates and whereboundary lines are drawn forpossible enrollment, which madetheir housing decisions moredifficult.
Students described the experience securing suitable accommodation in Exeter astime consuming, often involving multiple journeys, phone calls, or emails to enquireabout properties and make repeated applications before being accepted. Forthose relocating from outside the local area, this process required significantupfront costs for travel, alongside the ongoing pressure of needing to secure stablehousing for their families within limited timeframes and finances.In addition to financial pressures, several participants reported experiencingrejection from landlords or estate agents, which they attributed to having childrenor requiring family-sized accommodation. This created feelings of frustration,uncertainty, and anxiety during an already demanding transition period.In several cases, the cumulative stress of repeated rejections and limitedavailability led families to accept accommodation that did not fully meet theirneeds. This included housing that was smaller than required for family life, locatedfar from campus, or situated in areas that increased travel time to schools andchildcare settings. As a result, housing challenges often translated directly intolonger commutes, reduced flexibility, and ongoing logistical pressure, contributingto heightened stress and reduced capacity to engage fully with academicresponsibilities.23“Ithink I came about15 times viewinghouses, and I had to pay for everything[travelto Exeter] myself.“They kept saying no because thelandlord wouldn’t accept children andwe had to keep looking again andagain.”
In addition, parking emerged as a further practical pressure. Althoughstudents with children under a certain age are typically eligible forparking permits, participants described difficulties accessing oncampus parking spaces after school drop-offs. Delays in securingparking disrupted already tight schedules and intensified time pressure.Long commuting distances between home, campus, placements, andchildcare settings placed ongoing strain on student parents’ time,wellbeing, and capacity to engage fully in academic work. Participantsdescribed how minor travel disruptions could quickly affect childcarearrangements, while extended journeys reduced available study timeand increased fatigue.Importantly, housing, travel, and parking constraints intersected withfinancial pressure, time scarcity, and limited opportunities to remain oncampus. Overall, the findings indicate that accommodation and travelchallenges are not isolated practical concerns but interconnectedstructural factors shaping access, wellbeing, and belonging. There areopportunities for stakeholders to consider how accommodationprovision, housing guidance, parking access, travel support, andtimetabling practices might better reflect the realities of studentparents’ lives. Addressing these areas may support more equitableparticipation and reduce the cumulative pressures experienced bystudent parents.24Sometimes I would be in my carwaiting for 30 minutes before aparking space would open up.
Belonging and WellbeingA sense of belonging emerged as a central factor shaping studentparents’ wellbeing, engagement, and persistence in higher education.While participants showed strong motivation and commitment to theirstudies - acknowledging the privilege of being part of a Russell GroupUniversity - many described feeling socially and academicallymarginalised within institutional environments that continue to reflectassumptions about the ‘traditional’ student. Balancing academicresponsibilities alongside parenting duties often left little time oremotional capacity to participate in informal social spaces where peerrelationships and academic confidence are typically developed, whichled to feelings of loneliness and isolation.Students portrayed managing their studies through highly structuredroutines that balanced academic work with childcare and householdresponsibilities. However, this balance was often fragile, with littleflexibility to accommodate unexpected challenges. When one issuearose, such as illness, childcare disruption, or academic difficulties, itfrequently triggered a cascade of stress across other areas of life.One student described reaching a breaking point after facing an issuewith an important assignment she had completed alongside significantand challenging caring responsibilities. The incident was notexperienced as an isolated inconvenience, but as the culmination ofsustained pressure and limited capacity to recover time or energy.25
For some, this separation was notonly social but psychological.Participants spoke of feelingtangibly different from their peersdue to age, parental status, or lifestage, which led to selfconsciousness and, at times, selfwithdrawal.Several student parents describedavoiding social interaction orconcealing aspects of their identityto avoid being judged as lesscommitted or less capable.These experiences had clearimplications for wellbeing. Feelingsof isolation were closely linked toanxiety, reduced confidence, anddiminished academic self-belief,particularly during the early stagesof study.Some participants described how alack of connection made it harderto seek help, engage in group work,or feel entitled to requestextensions or support, even whenneeded. When support wasoffered, the time and effort toobtain it often overhwlemedstudents.26I don’t fitin with my cohort.There’s only one or two of usof my age or stage.”You do not wantto show yourcards, because you do not wanttobe putin that box.“I’ve gotto give loads ofdocumentation. I put myselfthrough hell and make sure Igetthings in on time.”“I wish I just had something inplace so I could mitigate mystuff without having to telleveryone everything allthetime.”
However, the data also highlighted that belonging is not solely dependent onsocial interaction, but on recognition and inclusion within academic spaces.Where tutors actively acknowledged student parents’ circumstances,adjusted teaching practices, or demonstrated flexibility, participantsreported feeling more valued and more confident in their academic identity.Small acts of recognition, such as timetabling adjustments or personalisedcommunication, had a disproportionately positive impact on wellbeing andengagement. Structured peer support was consistently identified as aprotective factor. Participants who had access to student parent networks,mentoring schemes, or informal peer connections reported improvedwellbeing, greater confidence, and a stronger sense of legitimacy within theinstitution. These spaces allowed student parents to share strategies,normalise challenges, and reduce feelings of isolation through connectionwith others who shared similar responsibilities and constraints.During discussions about progression to postgraduate study, participantsdescribed difficulties accessing clear and practical guidance through formaluniversity channels. Several reported that gaps in knowledge aroundparental leave support for students, academic-support, and careers servicesoffered broad information that did not reflect their specific financial andpersonal circumstances as student parents.She looked around the room and said,‘Are you a mature student?’and then she put us all in a WhatsAppgroup.”27
In contrast, some participants highlighted the value of informal supportprovided by individual academic staff. In one example, a lecturerorganised a mock interview session involving current postgraduateresearchers who had successfully secured funding. This provideddetailed, realistic feedback on research proposals and interviewexpectations, which participants found significantly more useful than thegeneric advice received through official services.One student described significant difficulties accessing paternal leaveand time out of study following the birth of a child. Initially, institutionalprocesses appeared unfamiliar with supporting student parents beyondmaternity-related provision, with limited recognition of wider caregivingroles. Requests for short periods of leave and adjustments toassessments were met with confusion and required persistent selfadvocacy in order to progress. Once formal approval for time out ofstudy was granted, however, departmental support improvedconsiderably. Staff maintained regular contact, regularly checking onwellbeing and academic progress, and offering assistance whereneeded.28“One of my lecturers said,‘Do youwantto do a mock interview with meand my PhD students?’They tore itto shreds in the bestpossible way.”
This experience highlighted both the initial barriers embedded withininstitutional systems and the positive impact of proactive, personalisedsupport once appropriate arrangements were in place.Importantly, participants did not frame themselves solely through deficit orstruggle. Many described developing resilience, time management skills,emotional intelligence, and professional confidence through balancing studyand parenting. Belonging, therefore, was not about lowering expectations,but about creating environments where student parents’ experiences andstrengths were recognised as assets rather than exceptions.To support wellbeing and belonging effectively, institutional responses shouldmove beyond reliance on ad hoc or informal provision alone. While severalparticipants described highly positive experiences with individual staffmembers and departments who demonstrated proactive, compassionate,and flexible support, these practices were not consistently embedded acrossthe university. There is, therefore, an opportunity to recognise, share, andscale up effective approaches, including personalised academic support,facilitated peer networks, family inclusive spaces, and increased staffawareness of student parent experiences. When student parents feel seen,understood, and included within the institutional environment, the benefitsextend beyond improved wellbeing to enhanced engagement, retention,academic success, and increased confidence to progress through theirstudies and potentially pursue further levels of education.29“Once I pushed the doors open [for help],my department were really supportive,checking regularly to see if I needed anysupport.”
Concluding remarks30This pilot project explored the experiences of student parents inhigher education, with a particular focus on inclusion, participation,progression, and transition to study. The findings provide earlyinsight into how caring responsibilities intersect with institutionalsystems, disciplinary structures, and wider social and economicpressures, shaping student parents’ experiences across the studylifecycle.The study highlighted not only areas of challenge, but alsoexamples of effective practice already in place across theinstitution, particularly through the actions of individual academicsand professional support staff. Student parents consistently valuedpeer support and student-led groups in fostering connections,advocacy, and a sense of belonging. These forms of support wereespecially important in mitigating isolation and supportingwellbeing alongside academic engagement.Many of the challenges identified reflect pressures faced byparents more broadly, including rising childcare costs, financialinsecurity, and limited flexibility. For student parents, thesepressures were intensified by the cost-of-living crisis and by thestructural demands of higher education. Despite this, participantsdemonstrated considerable resilience, pride in their achievements,and strong commitment to their studies, with many progressingsuccessfully despite sustained financial and temporal strain.
Concluding remarks31It is important to recognise that support for student parents sitswithin a wider context in which many individuals and families areexperiencing difficulty. The findings of this study do not suggestthat student parents are uniquely deserving of support, nor do theydiminish the challenges faced by others working with or caring forchildren and families. Rather, the data indicate that studentparents experience a distinct combination of pressures arising fromthe intersection of study, paid work, and caring responsibilitieswithin systems that largely assume temporal flexibility, financialbuffering, and individual availability. While participation in highereducation is a choice, for many student parents this choice is madewithin constrained circumstances and in pursuit of long-termstability, improved life chances, and positive outcomes for theirfamilies. For some participants, engagement in higher educationalso falls within broader agendas of widening participation andsocial mobility, particularly where students are returning toeducation after extended gaps or entering higher educationthrough non-traditional routes.The findings suggest that progression to higher levels of study canbe encouraged through the implementation of therecommendations set out in this report. Improving the clarity,flexibility, and consistency of support has the potential to enhancestudent experience and confidence, enabling student parents toview progression as realistic and attainable rather than uncertainor high risk.Importantly, the themes identified in this study were deeplyinterconnected. Issues relating to finance, wellbeing, belonging,progression, and institutional processes could not be meaningfullyseparated into linear categories.
32Instead, student parent experiences were shaped by multiple,interacting factors, reinforcing the need for responses that movebeyond isolated interventions. Differences between cohorts furtherunderline the need for nuanced approaches. Cultural expectations,gendered caring roles, and programme structures, including tightlytimetabled or placement-based pathways, shaped experiences indistinct ways.Together, these findings point to the value of further research todeepen understanding and to inform more inclusive, system-levelapproaches to supporting progression and improving outcomes forstudent parents in higher education.
33Ajayi, K. V., Odonkor, G., Panjwani, S., Aremu, O., Garney, W., & McKyer, L. E. (2022). Socio-ecological barriers tostudent-parents academic success: A systematic review. Journal of Further and Higher Education, 46(9), 1257-1274.doi:10.1080/0309877X.2022.2065629Brooks, R. (2012). Student-parents and higher education: a cross-national comparison. Journal of Education Policy,27(3), 423-439. doi:10.1080/02680939.2011.613598Davis, B., Fairchild, S., Purdue, N., &Jenkinson, J. (2024). Who cares? How postgraduate parents fall through the gapfor government childcare grants, and how to fix it. Retrieved from GW4: https://gw4.ac.uk/wpcontent/uploads/2024/07/Who-cares-How-postgraduate-parents-fall-through-the-gap-for-government-childcaregrants-and-how-to-fix-it.pdfDickson, M., Bradley, L., & Read, B. (2024). International Student-Parents in UK Higher Education: ATemporal Analysisof Their Intersectional Experiences and Challenges. International Journal of Intercultural Relations, 98, 101933.doi:10.1016/j.ijintrel.2024.101933Estes, D. K. (2011). Managing the Student-Parent Dilemma: Mothers and Fathers in Higher Education. SymbolicInteraction, 34(2), 198-219. doi:https://doi.org/10.1525/si.2011.34.2.198Evans, C. (2025). Parenting by day, studying by night: challenges faced by student-parents in the COVID-19 pandemic.Educational Review, 77(5), 1383-1402. doi:10.1080/00131911.2024.2309986Hook, G. A. (2015). Recognition and accountability: sole parent postgraduates in university conditions. Gender andEducation, 27(2), 114-130. doi:10.1080/09540253.2014.992301Moreau, M.-P., & Kerner, C. (2015). Care in academia: an exploration of student parents’ experiences. British Journal ofSociology of Education, 36(2), 215-233. doi:10.1080/01425692.2013.814533Office for Students. (2024). Students with parental responsibility. Retrieved fromhttps://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/equality-of-opportunityrisk-register/student-characteristics/students-with-parental-responsibility/Todd, A. (2023). Let’s get visible: evidence-based interventions aimed at supporting, empoweringand celebratingstudent-parents in higher education. Journal of Learning Development in Higher Education, 26, 1-23.Todd, A. (2024). Research Report: Student-Parents' experiences of academic and non-academic support in UK HigherEducation. Retrieved from https://chesterrep.openrepository.com/items/80c67c8d-c40f-47c5-a93c-b69bb3cc3631Travis, E. L., McCrorie, C., Okeowo, D., McHugh, S., & Parker, E. (2023). Recognising the Barriers to Postgraduate Studyfor Students Who Identify as Working-Class. Psychology Teaching Review, 29(1), 60-64.doi:10.53841/bpsptr.2023.29.1.60UCAS. (2023). The Student Parent Guide to Navigating University. Retrieved from:https://www.ucas.com/advisers/help-and-training/toolkits/adviser-toolkit-supporting-students-with-individualneeds/supporting-students-with-parenting-responsibilitiesUniversity of Exeter. Strategy 2030. Retrieved from https://www.exeter.ac.uk/about/strategy2030/Welsh, S. (2024). Gender equity for student parents in higher education at an English further education college.Research in Post-Compulsory Education, 29(4), 581-601. doi:10.1080/13596748.2024.2403820References
Image courtesy of PAFS:Univeristy of Exeter funded family day on the Quad at St Lukes Campus 2024https://sites.exeter.ac.uk/pafs/