Beyond the Books: Inclusive Campuses and the Realities of Work-Life Balance for Mature Learners
By Rashi Bansal, Lecturer in Business, LSST E&C and Yunus Ali, PAT co-ordinator, LSST E&C
.The New Face of Higher Education
Higher education is no longer the domain of just 18–22-year-olds. Across colleges and universities, we are seeing a growing population of mature learners—students who return to education later in life, often while juggling jobs, families, and other responsibilities (Kasworm, 2018; HEPI, 2022). These students bring rich life experiences and deep motivation but also face unique challenges that traditional academic environments may not fully accommodate (Bamber & Tett, 2010). As educators, administrators, and institutions, we have a duty to ensure that higher education is not only accessible but also inclusive and supportive of all students, especially those navigating complex life commitments (Stone & O’Shea, 2019).
Balancing Acts: Work-Life Challenges for Mature Students
For mature learners, returning to education often means managing multiple demanding roles—employee, parent, caregiver, partner—alongside the role of student. Unlike traditional undergraduates, they may not have the luxury of devoting most of their time to studies. This can result in chronic time pressure, stress, and feelings of isolation (O’Shea & Stone, 2011).
Some common challenges include:
- Time management difficulties, especially when classes overlap with work or family commitments (Kasworm, 2018).
- Emotional and physical exhaustion, with students often sacrificing personal wellbeing (Bamber & Tett, 2010).
- Limited access to peer support, as social circles in higher education tend to be geared toward younger cohorts (Stone & O’Shea, 2019).
Financial pressures, including tuition costs and reduced income from part-time or flexible work (Callender & Wilkinson, 2013).
Despite these hurdles, mature students tend to be highly motivated, self-disciplined, and goal oriented. They’re not just seeking a degree—they’re investing in personal transformation and long-term opportunity (HEPI, 2022).
Inclusive Higher Education
Inclusion in higher education goes far beyond accessibility or diverse student recruitment. True inclusivity means designing learning environments, support systems, and institutional cultures that embrace the varied experiences and needs of all learners, including mature students (Thomas, 2022).
Creating a Sense of Belonging
Mature learners often feel like outsiders in predominantly younger classrooms. Creating a sense of belonging is crucial—not only for academic success, but for mental wellbeing (Thomas, 2022; Stone & O’Shea, 2019). This includes everything from recognizing life experience in classroom discussions to ensuring mature students feel respected and heard.
Flexible Structures and Services
Inclusive education demands flexibility—in course scheduling, assignment deadlines, and modes of delivery. Evening and weekend classes, hybrid learning options, and recorded lectures can all significantly improve access for those balancing external commitments (Kasworm, 2018; Stone & O’Shea, 2019).
Targeted Support
Mature students benefit from tailored academic and personal support, such as:
- Mentoring schemes (Bamber & Tett, 2010).
- Career guidance that aligns with mid-career goals (Callender & Wilkinson, 2013).
- Financial aid and scholarships specific to mature learners (Callender & Wilkinson, 2013).
Teaching That Supports All: Effective Strategies and Theories
Andragogy: Adult Learning Theory
Proposed by Malcolm Knowles, andragogy focuses on the specific needs of adult learners. Key principles include:
- Adults are self-directed learners.
- They bring life experiences that should be acknowledged and integrated into the learning process.
- They are goal-oriented and appreciate practical, problem-solving learning over abstract theory.
- They need to understand the relevance of what they are learning.
Lecturers can incorporate andragogy by involving students in course design, using real-life case studies, and facilitating peer learning through collaborative projects (Knowles, Holton, & Swanson, 2015).
Universal Design for Learning (UDL)
UDL is a framework that aims to make learning accessible for all students, regardless of age, ability, or background. It encourages:
- Multiple means of engagement (e.g., discussions, projects, self-paced modules)
- Multiple means of representation (e.g., videos, readings, infographics)
- Multiple means of expression (e.g., essays, presentations, digital media)
UDL is especially helpful for mature learners who may have different learning styles or technology comfort levels (CAST, 2018).
Trauma-Informed Pedagogy
Many mature students return to education after experiencing setbacks or trauma, whether personal, financial, or professional. Trauma-informed teaching encourages empathy, consistent communication, and creating safe, respectful learning environments (Carello & Butler, 2015).
Moving Toward Truly Inclusive Campuses
The mature student population is growing—and enriching higher education with their diverse experiences, insights, and resilience (Kasworm, 2018; HEPI, 2022). True inclusion means not just accommodating but celebrating the resilience and contributions of these learners.
By acknowledging the work-life balance challenges they face and actively working to foster inclusive campuses, we can empower mature learners to thrive academically and personally (Stone & O’Shea, 2019). Creating an environment where they are not only accommodated but celebrated strengthens the entire academic community. Higher education should be a place where everyone, regardless of age or background, feels they belong—and where lifelong learning is truly possible (Thomas, 2022).
At LSST, students like Adriana, Maria, Violett, and many others are not just surviving—they’re thriving. Thanks to tailored support, inclusive teaching, and a community that truly understands their journey, every student is empowered to succeed.
References
- Bamber, J., & Tett, L. (2010). Transforming Learning? Adults Taking Part in Higher Education. International Journal of Lifelong Education, 29(2), 145–161. https://doi.org/10.1080/02601371003616521
- Callender, C., & Wilkinson, D. (2013). Student Perceptions of the Impact of Term-Time Paid Work. Journal of Education and Work, 26(1), 1–24. https://doi.org/10.1080/13639080.2011.639376
- Carello, J., & Butler, L. D. (2015). Practicing What We Teach: Trauma-Informed Educational Practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
- (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
- HEPI (Higher Education Policy Institute). (2022). The Experience of Mature Students in Higher Education. https://www.hepi.ac.uk/2022/03/10/the-experience-of-mature-students-in-higher-education/
- Kasworm, C. E. (2018). Adult Learners in a Research University: Negotiating Undergraduate Student Identity. Adult Education Quarterly, 68(2), 145–164. https://doi.org/10.1177/0741713617744271
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (8th ed.). Routledge.
- O’Shea, S., & Stone, C. (2011). Transformations and Self-Discovery: Mature-Age Women’s Reflections on Returning to University Study. Studies in Continuing Education, 33(3), 273–288. https://doi.org/10.1080/0158037X.2011.610301
- Stone, C., & O’Shea, S. (2019). Older, Online and First: Recommendations for Retention and Success. Australasian Journal of Educational Technology, 35(1), 57–69. https://doi.org/10.14742/ajet.3918
- Thomas, L. (2022). Belonging in Higher Education: The Key to Student Success. Routledge.