An investigation into the social integration of Young Adult Carers who are undergraduate students into Higher Education Institutions in England

This thesis investigates the social integration of young adult carers (YACs) who are undergraduates in a higher education institution (HEI) in England. This study recognises the increasingly neoliberal nature of higher education (HE) and that it was carried out during a pandemic. YACs are defined as ‘young people aged 16–25 who care, unpaid, for a family member or friend with an illness or disability, mental health condition or an addiction’ (Carers Trust, 2022). It has been estimated that there are 376,000 YACs in the UK (Carers Trust, 2022), but there are no definitive figures for how many of these young people are studying at university. It is widely acknowledged that YACs are an under-researched student group, and it is the intention of this thesis to contribute to the growing body of knowledge about them. Following an initial review of documentary evidence from 50 HEIs on the levels of support for YACs from an institutional perspective, this study takes an interpretive approach employing narrative inquiry as the research methodology. Participants (n=5) were recruited from HEIs across England and interviewed at three points across the academic year. They were also invited to keep a reflective journal of their experiences. Findings and discussion chapters were presented as a combined narrative, in order to represent the student life cycle in terms of transition into, through and potentially out of university. Findings indicated that YACs felt there were a limited number of named contacts, no personalised support plans, varying financial support, and an absence of acknowledgement of the challenges this group of young people encountered on a daily basis. The study also found that family and friends were, and are the most important groups of people in a YAC’s social network. It also found that academics could be more supportive in terms of understanding YACs and their different situations and how these impact their educational journey. It concluded that both HEIs and students’ unions could do more to recognise YACs, and therefore ensure they feel more socially integrated into their respective universities.

Grantor dc:publisher

Oxford Brookes University

Year dc:date

2023

Author dc:creator

• McBain, Lynn

Contributors dc:contributor

• Dalrymple, Roger
• Frodsham, Sarah
• Wild, Mary

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/1sy7-pt84

OAI identifier oai:identifier

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