An empirical case study of young adult carers’ engagement and success in higher education

ABSTRACT

This article presents findings from an empirical case study examining the educational experiences of 18–25-year-old carers. Known as young adult carers (YACs), these individuals provide ongoing support and assistance to family members experiencing disability or chronic illness while also studying at university. Guided by a new, purposefully developed, theoretical model termed the Young Adult Carers at University-Student Experience Framework (YACU-SEF), the article examines YACs’ patterned actions of engagement and overall outcomes of success in higher education. The YACU-SEF draws upon ten student development themes designed to target the quality and quantity of effort YACs’ invest in (a) academically challenging activities, (b) within- and beyond-class activities, (c) learning and teaching-based interactions with staff, (d) broadening educational activities, (e) relationships with peers, teachers and support services, and (f) work-integrated learning experiences. The article points to YACs’ experiencing significant challenges due to the competing demands of their student and carer roles. The findings raise implications for YACs’ engagement, retention and success in higher education.

KEYWORDS:

• Young adult carers
• student experience
• student engagement
• inclusive education
• higher education

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 Anti-Discrimination Act 1991 (Qld); Anti-Discrimination Act 1977 (NSW); Discrimination Act 1991 (ACT); Equal Opportunity Act 2010 (Vic); Anti-Discrimination Act 1998 (Tas); Equal Opportunity Act 1984 (SA); Equal Opportunity Act 1984 (WA); Anti-Discrimination Act 1996 (NT); Disability Discrimination Act 1992 (Cth); Disability Standards for Education 2005 (Cth).

2 For further explanation and commentary on the DDA 1992 (Cth) and DSE 2005 (Cth), see Day (2017).

Additional information

Notes on contributors

Chantelle Day

Chantelle Day is a researcher at the Institute for Learning Sciences and Teacher Education, Australian Catholic University. Chantelle’s research focuses on the educational experiences and related life opportunities of Australian students. A main focus of her research to date has been the student experiences and support needs of young adult carers’ in Australian higher education.