ACADEMIA Letters Supporting the Well-being of Student Who are Parents Michelle Briegel, Mount Royal University Sonya Jakubec, Mount Royal University Andrea Shippey-Heilman, Mount Royal University Paxton Bruce, Mount Royal University Literature In recent years, some community colleges have evolved into degree-granting institutions across Canada. At the same time, delayed parenting, changing family structures, and other social phenomena are features of the lives of students that influence their post-secondary success (van Rhijn, Smit Quosai, & Lero, 2011). Alongside these transitions, the supports and services offered to adult learners in community college settings; including family residences (Brown & Nichols, 2013), child care (Adam, 2014), and on-campus support groups (Moreau & Kerner, 2012) for parents have gradually diminished. It is within this context of institutional and social changes, as well as the shifting trends in academic programming and support, that we sought to understand the needs and circumstances of students who are also parents within an undergraduate college, turned university, setting in Canada. Research suggests that the population of students who are parents is increasing among post-secondary institutions and is estimated that over one-quarter of post-secondary students are parents (Adam, 2014; Demeules & Hamer, 2013; Flores, 2013; Nichols, Biederman, & Gringle, 2017), with the majority being women, low-income, or single parents (Demeules & Hamer, 2013), yet this population generally goes underserved with their unique needs unmet. There are numerous factors contributing to low degree completion rates and a sense of marginalization among students who are parents, including: barriers to accessible and affordable on-campus childcare (Adam, 2014; Brown & Nichols, 2013; Demeules & Hamer, 2013; Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 Corresponding Author: Michelle Briegel, mbriegel@mtroyal.ca Citation: Briegel, M., Jakubec, S., Shippey-Heilman, A., Bruce, P. (2021). Supporting the Well-being of Student Who are Parents. Academia Letters, Article 3300. https://doi.org/10.20935/AL3300. 1 Schumacher, 2013), lack of institutional policies and support from staff and faculty (Estes, 2011; Moreau, 2016; Lucchini-Raies, Marquez-Doren, Herrera-Lopez, Valdes, & Rodriguez, 2018), as well as time equity and the balance between student-life and home-life (Baron, 2012; Baxter & Britton, 2011; Brooks, 2012b; Moreau & Kerner, 2012). Students who are parents face pressures beyond the many responsibilities and requirements of most traditional students, which, coupled with the issues outlined above can lead to feelings of isolation and marginalization (Smit Quosai, 2010). While there are definite consequences associated with being a student who is a parent, there are strategies universities can employ to better address barriers and support this population. Existing literature, mainly older literature from the United States, emphasizes the primary issue of affordable and accessible childcare (Flores, 2013; Goldrick-Rab & Sorenson, 2010; Schumacher, 2013; Smit Quosai, 2010). Institutional policies that address access to resources and facilities (Estes, 2011; Moreau & Kerner, 2012; Scharp & Dorrance Hall, 2019), as well as mental health, were also important factors for success, highlighting the need for university policy and reform. Support from staff and faculty (Brown & Nichols, 2013; Estes, 2011; Flores, 2013; Moreau, 2012; Moreau, 2016; Schumacher, 2013), along with factors such as class scheduling, negotiating time and space for study, and negotiating gender norms also featured as themes in the current literature about students who are also parents. What our Research Found Our survey of students who are parents at one undergraduate university campus in western Canada found that >30% of the participants were unaware of the resources available to them. Participants were recruited by posters on campus as we had no way of knowing which students were parents. Our survey specifically asked participants to list the campus services that they felt were most required, and it appeared there was a need for greater awareness and communication of the available resources. In addition to increased knowledge of supports, some participants utilized some of the supports on-campus (mainly through their formal student association/union). An overwhelming majority were aware of on-site childcare but did not use it because of the high cost, a higher age minimum than what is deemed necessary (no children under 18 months), or because there is no option for drop-in care. A review of the literature shows that affordable, appropriate childcare is a service that is missing across many campuses’ (Flores, 2013; Goldrick-Rab & Sorenson, 2010; Schumacher, 2013; Smit Quosai, 2010). The participants in our study also identified supports that they would find helpful as they pursue their academic goals. All respondents repeated indicated a high level of need for sup- Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 Corresponding Author: Michelle Briegel, mbriegel@mtroyal.ca Citation: Briegel, M., Jakubec, S., Shippey-Heilman, A., Bruce, P. (2021). Supporting the Well-being of Student Who are Parents. Academia Letters, Article 3300. https://doi.org/10.20935/AL3300. 2 port as a result of their combined student and parenting roles. In addition to desiring increased communication of services and supports, the students’ needs included: private rooms for breastfeeding and pumping mothers, social ’family’ rooms where parents could take their children to play while working on their studies, and increased understanding from faculty and scheduling-staff, which are all needs that have been recognized as important in the literature (Estes, 2011; Moreau & Kerner, 2012; Scharp & Dorrance Hall, 2019). A staggering 70% of respondents indicated that they did not feel a sense of community at the university, indicating the magnitude of the complexity, and desire for additional community and affiliation. It is a reasonable assumption that if participants had better support, and more appropriate access to the supports offered, their sense of community would increase, allowing the university’s parenting-students population to be fully immersed in their university experience, while also feeling supported and understood. Recognizing the disconnect between student parents and post-secondary policy and practice, it is hoped that this information can build the case for increased attention, policy and programming for students who are also parents. Their experiences matter a great deal to the shape of post-secondary, and outcomes for current and future generations. Adequately reflecting the needs of student-parents in policy may decrease the exclusion experienced by students who are parents and can help students to ’belong’ to a fairer and more inclusive environment (Lucchini-Raies et al., 2018). It is our hope that the results of this review will assist decision making at colleges and universities to respond to and welcome students who are parents on campuses, and to further evaluate and enrich multiple levels of intervention to support this population. Conclusion: Implications and Recommendations The population of student-parents is increasing among post-secondary institutions, and yet they often appear to exist in the margins. This research sought to explore the complexities of being a student who is also a parent, with the primary barriers being centered around awareness of, and reasonable access to various services and supports, which are currently underutilized by parenting students. Colleges and universities might first respond to this need by improving communication of, and ease of access to, existing resources (for example, a specific students who are parents tab on a university webpage, or posting signs about which bathrooms have changing tables). Colleges and universities could also begin to create spaces on campus where parents can breastfeed and pump breast milk in comfortable and private rooms, and so that parents can have productive study time while their children play in family-friendly spaces. It is recommended that faculty, staff, and administration of colleges and universities con- Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 Corresponding Author: Michelle Briegel, mbriegel@mtroyal.ca Citation: Briegel, M., Jakubec, S., Shippey-Heilman, A., Bruce, P. (2021). Supporting the Well-being of Student Who are Parents. Academia Letters, Article 3300. https://doi.org/10.20935/AL3300. 3 tinue to discuss how best to support students who are parents who wish to continue their education, and to decrease the gaps which exist within post-secondary institutions. Based on the data collected, and with evidence from the literature, colleges and universities could advance significant improvements for this population in terms of promoting an awareness of resources, additional resources, and an increased sense of community. Further investigation and study into the experience of students, and the value of multiple levels of intervention is warranted. This study was a small snapshot into one local Canadian post-secondary institution and the subject matter would benefit from extended and expanded study of the needs and experiences of students who are also parents. Post-secondary institutions indeed rely on student enrollment while being influenced by changing economic dynamics, and it will be wise to examine how to best welcome and support as many diverse students as possible. Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 Corresponding Author: Michelle Briegel, mbriegel@mtroyal.ca Citation: Briegel, M., Jakubec, S., Shippey-Heilman, A., Bruce, P. (2021). Supporting the Well-being of Student Who are Parents. Academia Letters, Article 3300. https://doi.org/10.20935/AL3300. 4