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Student-Parents’ experiences of transitioning into university in the UK: how they feel, what they need, and how we can respond
Todd, Andrea
Todd, Andrea
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2024-11-30
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Abstract
Research exploring the transition into university of students with parental responsibility (student-parents) in the UK is very limited. This is a notable gap, not least given the recent inclusion of student-parents in the Office for Students’ Equality of Opportunity Register, meaning that all English providers are now obliged to identify and mitigate barriers to success for student-parents in their institutional Access & Participation Plans.
This paper explores the findings of a UK-wide study of undergraduate student-parents. It provides an insight into participants’ feelings and motivations on starting university and reveals what student-parents need to ensure their successful transition into higher education. The paper concludes with recommendations for practice and shares two evidence-based, research-informed guides co-created with student-parents. These guides translate the learnings from the research project into practical toolkits aimed at assisting student-parents to navigate university and supporting personal tutors to facilitate their student-parent tutees’ transition into Higher Education.
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Todd, A. (2024). Student-Parents’ experiences of transitioning into university in the UK: how they feel, what they need, and how we can respond. Transformative Dialogues: Teaching and Learning Journal, 17(2). https://doi.org/10.26209/td2024vol17iss21841
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The Pennsylvania State University
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Transformative Dialogues: Teaching and Learning Journal
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1918-0853
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