Support for part-time study and disabled students: consultation analysis

Executive Summary

Background and context

The current support system for part-time study and disabled students has been in place for several years and the Scottish Government has conducted a consultation to seek views to help determine if this approach still fits the needs of students and the sector. The consultation had three strands of engagement.

Strand 1 - Public consultation on Citizen Space: Two sets of consultation questions were live from 26 June to 9 October 2025. The Consultation questions for students, potential students, parents and carers received 524 responses, and the Consultation questions for the Higher Education and Further Education sector, training providers, third sector and interested organisations received 57 responses. The analysis in this report is based on those answering the respective questions and is therefore not representative of all students or stakeholders.

Strand 2 - Stakeholder engagement by the Scottish Government: This focused engagement between 31 July and 12 November 2025 comprised six one-to-one stakeholder engagement meetings, one student-focused engagement session and three sector-specific engagement sessions with third sector organisations, colleges and universities. Anonymised notes from each event were reviewed alongside the consultation responses as part of the analysis process. Many of the points raised aligned with the themes evident in consultation responses.

Strand 3 - Qualitative research with students: Craigforth was commissioned to conduct independent qualitative research with students on the support available for part-time study, distance learning, and disabled students (full and part-time). A total of 37 students were interviewed during October and November 2025.

Key points

Overview of support requirements

• Consultation responses highlighted the significant value of part-time and distance learning in offering more flexible and affordable study options, allowing individuals to balance learning with work, caring responsibilities or managing disabilities or health conditions.
• The range of experiences described in the qualitative research illustrated the diversity of students’ support needs and circumstances, which could impact both their study and their ability to access available support.
• The complexity of accessing existing support was a recurring theme. While some described positive experiences, there is widespread agreement that a simpler and consistent process, clearer communication, more accessible information about available support and eligibility criteria, and a greater understanding of disabled students’ needs would be beneficial.
• Respondents stressed the need to ensure that eligibility criteria are fair and recognise the unique challenges faced by part-time and disabled students.

Support for part-time or distance learning study

• The means-tested approach to fee waivers and the Part-Time Fee Grant (PTFG) were generally supported by respondents, but there were widespread calls for thresholds to be increased.
• There was also strong support for extending living cost support to part-time and distance learners. Many student and stakeholder respondents believe this would reduce financial stress and improve educational outcomes.

Support for disabled students

• Many student consultation respondents had their adjustments and support packages put in place promptly, and stakeholder consultation respondents emphasised the value of institutional support. However, other student consultation respondents described or raised concerns about delays, lack of awareness of support, administrative hurdles, or incomplete support delivery.
• While a majority of student consultation respondents had a positive experience of Disabled Students’ Allowance (DSA) for Higher Education, respondents to both consultations called for some improvements to the application process, such as faster decisions and better communication.
• Mixed views were expressed on DSA allowance limits. Student consultation respondents slightly favoured separate allowances, while Stakeholders typically preferred a single allowance. Separate allowances were seen as more flexible, while a single allowance was seen as simpler and fairer.
• In general, the colleges responding to the consultation felt financial support for disabled students in Further Education should continue to be handled by colleges, but student consultation respondents were more likely to favour students managing their financial support. Several felt both options should be available, with students able to choose on a case-by-case basis.

Non-financial support and improvements

• Consultation respondents highlighted the potential benefit of providing more wellbeing and mental health support, and for better digital and IT provision, including the use of more accessible technology for disabled students.

Next steps

This analysis provides valuable and informative evidence which will support and help to inform future decision-making about support for part-time, distance learning and disabled students in Scotland. Having received this report, the Scottish Government will consider all relevant perspectives and issues raised through the consultation and continue to engage with stakeholders as part of the development of future policy and practice.