While flexible course scheduling and degree pathways, reduced costs, or institutional student engagement programs give working adults, traditionally underserved populations, or first-generation college students clear opportunities to enter college, they alone cannot mitigate the tension between life demands and academic work that pervade the non-traditional student’s college experience. Higher-education institutions have evolved to encourage non-traditional student enrollment. But, given that non-traditional student populations tend to “experience greater challenges in achieving certificates and degrees and realizing their economic benefits” (Post-Secondary Value Commission, 2018), how are institutions ensuring their continued access to learning? A recent long-term study by the University of Southern California (2019) on how to promote “at-promise” student success suggests, “A validating approach among faculty, staff, other institutional agents, and peers affirming students’ capabilities for success was more important than specific programmatic elements.” In other words, for college students who face unique external demands, how the institution treats them could be more important than what programs they give them. Empathy and advocacy could be keys not only to non-traditional student success but also to resolving a gap in equity in access to higher education.


Post-Secondary Value Commission. (2018). https://www.postsecondaryvalue.org/wp-content/uploads/2019/05/Value-CommissionFactsheet.pdf.
 

Promoting At-Promise Student Success. (2019). University of Southern California. https://pass.pullias.usc.edu/key-findings/.