‘They don't realise how hard it is’. Investigating the lived experiences of higher education students with parental responsibilities during the Covid‐19 pandemic

Anecdotal reports of student parents’ challenges during the Covid-19 pandemic prompted this explorative study; investigating lived experiences UK parents and provision Higher Education support. Data was derived from 91 online surveys, 20 follow-up interviews, analysis 100 university websites. This occurred lockdowns whenthe stresses, opportunities balancing their simultaneous roles parent were intensified due to school closures. The Double ABC-X model provided a framework for examining participant's experiences, role that institutions could play in effecting positive coping adaptation. Findings indicate universities need implement strategies enhance support sector, including greater awareness vulnerabilities involved, more flexibility adaptability ethos, formal informal policies structures provide effective advice juggling these demands. Ανεπίσημες αναφορές γονέων φοιτητών σχετικά με τις προκλήσεις τους την περίοδο του covid-19 παρακίνησε αυτήν διερευνητική έρευνα- που εξετάζει ζωντανές εμπειρίες των στο Η.Β. και παροχών υποστήριξης της Ανώτατης Εκπαίδευσης. Τα δεδομένα αφορούν διαδικτυακά ερωτηματολόγια, συνεντεύξεις ανάλυση από πανεπιστημιακές ιστοσελίδες. Αυτό συνέβη κατά καραντίνας στην πανδημίας όταν το άγχος, οι ευκαιρίες εξισορρόπησης ταυτόχρονων ρόλων ως γονείς φοιτητές εντάθηκαν λόγω κλεισίματος σχολείων. Το διπλό ΑΒC-Χ μοντέλο αποτέλεσε ένα πλαίσιο για εξέταση ζωντανών εμπειριών συμμετεχόντων τον ρόλο θα μπορούσαν να παίξουν τα Ανώτατα Εκπαιδευτικά Ιδρύματα επιφέροντας θετική αντιμετώπιση προσαρμογή. αποτελέσματα δείχνουν ότι πανεπιστήμια έπρεπε θέσουν στρατηγικές υποστηρίξουν αυτόν τομέα, δείχνοντας μεγαλύτερη επίγνωση ευπάθειας δυσκολιών, περισσότερη ευελιξία προσαρμοστικότητα πανεπιστημιακό ήθος, τυπικές μη πολιτικές δομές ώστε παρέχουν περισσότερο αποτελεσματική υποστήριξη συμβουλή ανταπεξέλθουν στις ταυτόχρονες απαιτήσεις. said accentuate highlight situations, which had existed prior (Del Boca et al., 2020; British Academy, 2021). Parents highly impacted by pandemic-related additional childcare responsibilities (Huebener Whilst it very stressful season generally (Cluver Lebow, 2020), paper explores specifically implications mechanisms who simultaneously studying at (HE) establishments. Prior Covid-19, documented students with parental experienced stresses (Moreau & Kerner, 2015; Scharp 2020). subsequent lockdown-related closures, alongside limited opportunities, (Gromada sudden shift learning impactful on (Brown 2022). therefore aims uncover insights into ever-present pressures parents, elements may be beneficial, inform HE sector how they effectively supported learning. findings ensuing recommendations transformative practices integral within UK, beyond. Student are specific sub-population adult learners unique circumstances challenges, experiencing myriad uncertainties born out dual as (Scharp They constantly engage act between student, negotiating time, needs, expectations aspirations 2015). main relate finance health emotional issues (Moreau, 2016). Financial derive high costs tuition fees Indeed, Hinton-Smith (2016) emphasised modest financial resources associated both studentship lone parenthood. Further struggles include levels sleep deprivation (Marandet Wainwright, 2010), occurrence depression (Gerrard Roberts, 2006), well feelings guilt, ‘missing out’ ‘not fitting in’ regarding family life studies have also reported uncertainty-induced stress related transition academia parenting that, turn, has been adverse mental physical outcomes 2006; Dorrance Hall, 2018). al. (2020) identified three types sector: uncertainties; exacerbated (time management, financial), intersectional (overlapping identities, network uncertainty). parents' exhibit gender bias, connected Western constructs long-lasting connection women care (Springer 2009) prioritise children concurs Hays' (1996) notion ‘intensive mothering’. Care is culturally constructed ‘feminine’ activity, gendered implications. Estes (2011) found mothers fathers adopt cultural mothering when accounting parents. expected maintain responsibility domestic duties, whilst case fathers, female partners likely change lives favour partners' needs (Baxter Britton, 2001). Similarly, Alsop (2008) keep carers unchanged become students; expectation came themselves wider social circle. range overcome any conflicts or tensions two roles. tend study school, sleeping, hence restricting time dedicated activities other than parenting; connecting boundaries what ‘good enough’ Cutting down ‘time oneself’ common pattern engaged paid work and/or 2015) single/lone (Hinton-Smith, often use manage identities. seek try productive formulating goals scheduling push through uncertainty, take break, sense putting aside finite amount before returning fresh. pre-existing particularly pandemic, research situations primarily centred around disability, illness Special Educational Needs, broader aspects uncertainty fear future (Reinaldo 2018) (Boss, 2002). However, unpredictable situation (Price 2017) increased burden every sphere life, resulting social, marital, familial problems, turn impacting (Bayat 2011). Hence, effects permeated processes systems (Prime conditions families, direct impacts bereavement, anxiety, reduced contact, employment concerns (Lebow, temporary closures created predicament requiring Meejung daunting prospect many Working struggled balance demands upon greatly compromising well-being families (Cheng Sevilla stated alike required reduce devoted accommodate although argued there clear differences fulfilling household roles, disproportionate being placed (Sevilla Del Etheridge Spantig, Gromada economic longstanding, akin natural disasters war Consequently, Academy (2021) called policymakers attentive arising address policy accordingly mitigate effects. Balancing known result seems universal, impact depend family's perception ability 2017). Forms leading regaining equilibrium after experience, vitally important (Jaiswal To date, literature largely focused special educational context tragedies such drought (Arenliu Caldwell Boyd, 2009; Cuzzocrea 2016; Das 2017; Hastings 2005; Jaiswal 2018; Munthali, Within examples, behaviour involves management various dimensions simultaneously, communication, organisation, independence, coherence unity (McCubbin 1982). Support members directly indirectly valued 2018), availability externally an equally valuable resource (Cuzzocrea Studies disabled child internal locus control unpredictability disability can lead hopelessness (Jones Passey, 2004), modifying cognitive appraisal negative beliefs help emotionally. Furthermore, wellbeing adjustment not unidirectional but mutually reinforced experience Alongside this, (2005) dependent. For example, strain contributory factor Duran (2020). Overall, seem dysfunctional styles, perceptions skills Regular dependable rituals, activities, meet-ups dinners, frequently observed central facilitating resilience difficult times acceptance optimism shown ease (Norizan Shamsuddin, 2010). mindset important, whether viewed suffering During crises Mahdi suggested small changes towards crisis aid total wellbeing. indicates considerable, amongst factors. Therefore, investigated time. sought (a) investigate (b) consider adopted non-pandemic (c) examine ongoing institutions. (ABC-X model) basis exploring stressor participant measures (Hill, 1958). represented ‘A’ (the event), ‘B’ denoted strengths, ‘C’ equated definition attached family. modified 1982) data project developed further fully enabled investigation coped stressor, new adapted (Figure 1). Of key interest played gathered phases. collection ensure parity since empirical closure place nationally. Firstly, in-depth survey launched February 2021, lockdown UK; hence, participants' responses would capturing recent experiences. invitation disseminated via administration channels, Students Union communication pathways student-focused organisations media pages. Participation invited regardless institution, gender, age, geographical region, level subject study. aim capture attributes rich varied set. participants (n = 91) twenty different Six respondents male 85 females, 55 undergraduates, 33 postgraduates ‘unspecified’. sample comprised 71 fulltime part-time At collection, restrictions prevented face contact surveys proved beneficial hard-to-reach group (Parsons Lewis, rapid large extreme pressure rendered methods uptake (Colizzi Neill gain broad understanding design intentionally comprehensive, longer barrier numbers yet gather insightful data. desire resulted inclusion nine open-ended questions about respondent's phase, identity multiple implemented, perceived benefits reflections done differently patterns retain. These supplemented six multiple-choice enquiring student's strategies. end survey, details if wished interviewed. second phase interviews taking months once attendance settled somewhat. Similar questioning carried out, probing possible adding validity Twenty opted interviewed, institutions, eighteen male. Four PhD remainder one enrolled distance course campus-based courses. all took zoom recorded transcribed analysis. Thirdly, collected websites map services. A systematic top universities1 respect nature services detailed page entitled ‘student support’, welfare’ wellbeing’. Content revealing current institutional (Chadha Toner, Lazetic, webpages illuminated areas each included provision. It conceded addition this; however, technique discover official, prominent priorities focus conveyed institution. scrutinised, categories offered noted. detail effectiveness available compared (Wilson, 2015); merely presence category logged 4). met ethical scrutiny Liverpool Hope University, ensuring informed consent obtained, confidentiality anonymity ensured. completed anonymously power relations. Participants asked name optional, made purely captured representative spread Once collected, analysed thematically (Braun Clarke, 2012) using MAXQDA software facilitate coding responses. questions, qualitative codes formulated represent essence response. Many generated numerous emotions initial then sorted (clusters) similar meaning, cluster themes process. question four (how you summarise your overall lockdown?) pinpointed 181 phrases so codes. refined 26 codes, stating same meaning slightly wording. clustered ten 2), revealed five Each manner. interview process, first enable process occur. Analysis (‘x’ Figure 1), 2). these, 14% 86% impressions. Forty-two percent difficult, hard stressful, felt overwhelmed, trapped pressured circumstances, 12% feeling lonely, unsupported isolated, 9% described exhausted depleted 8% worried anxious feelings. 2 shows 5% guilty failure experience. Three ‘chaos’, sad. Other only mentioned were: bad, full on, uncertain, demotivating, triggering, busy expensive. Regarding elements, some ‘manageable’. few remarked ‘fortunately bad others’ labelled ‘ok’. One safe home, another relaxed. good remaining comments referred benefit roles; 76% hard, 26% explaining balance, 13% expressed ‘just ‘got through’, 19% needed meet family, 30% noted worked anti-social hours, left them detrimental health. Five received extensions, helpful short term, simply delayed pressure. 22% benefiting others (a co-parent, Grandparent bubble), allocated segments create routine, flexible changing Some recounted schedule considered live sessions priority, pre-recorded content accessed outside core teaching evenings. participants. highlighted adaption (Xx 1) significantly implemented (‘bB’ Participant indicated (79%), shared equally. most frequent response 35) assumption default fulfil 13 naturally logistics. Sixteen childcare, home-schooling tasks father income provider. In cases, workload mother employment. Conversely, furloughed home-school children, explained she because her child's did do so. doing lot usually did, continued working house way usual much difference connects (Cc (xX With regard personal 61% prioritising 3), routines effective. Most utilised ‘anti-social’ hours complete studies. ideal, helpful. Despite reporting exhausted, presenting anxiety issues, 36% self-care strategy them, 33% labelling exercise 34% perceiving thinking tactics. Eighteen religion avoided things. avoidance tended duration ‘get through.’ mindsets evident, majority persevered knew 3 reveal 44% chatting beneficial. notable form mutual support, minimal. close friends. universally tutors general supportive appreciated 1:1 sessions, information completion assessments. 16) individual supportive, underlying not, frustrating, indicating ‘hands tied’ policies. Examples given deadlines those disabilities unless advised access medical note say difficulties order fact parent. pre-pandemic, parent, recordings unable attend, were. deemed unfair unsupportive discourse extent peers present. There polarised views friends conversely lack body feel isolated. An extension occasions timetable changed little notice, extremely arrange accordingly, provisions require considerable notice changes. no travel, All lecture relieved logistical difficulties. evenings early mornings, commit appropriate day. extensions helpful, them. semi-formal groups WhatsApp Facebook mature Looking ahead, retain, modes accessing content, information. This, felt, embedded across with. organised peer something determine listed under banner Initially generated, clustering 4 98 Universities counselling pages (‘B’ Physical 52), 62) 59) listed. targeted provision, international 26), leaders 14), LGBT 8), 7), 6), postgraduate 3) autistic 3). having seven surveyed, ‘day setting’ pages, gesture specified focussed practical signposting (in cases premises) schooling, grants housing benefits, pregnant maternity paternity policy. setting stood extensive website. tailored stages, copious resources. session near start academic year: ‘Finding balance: responsibilities’, contributions Representative, sharing tips.