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

Strand 3: Qualitative research findings

Strand 3 was distinct from other strands of the consultation, involving independent qualitative research with students on the support available for part-time study, distance learning, and disabled students (full and part-time). The aim was to provide an opportunity for students to contribute their views and experiences through in-depth 1-1 interviews, with a more targeted recruitment approach across a variety of student groups. Interviews were not aligned to the Citizen Space student questions, which was in contrast to Strand 2. Students were asked about both financial and non-financial support, and the impact of support on their lives and their studies.

Technical Appendix A, provided separately, summarises the research objectives and methodology, including the fieldwork approach, participant profile, as well as strengths and limitations. Fieldwork was undertaken during October and November 2025, and 37 students were interviewed. They came from across the Further Education (FE) and Higher Education (HE) sectors, spanning a range of ages (from 17 to 59) and different household and economic situations, as well as different modes and levels of study. Most participants (33 out of 37) indicated that they were disabled and/or had a health condition. These included physical disabilities, mental health conditions, neurodevelopmental conditions, and chronic and/or degenerative health conditions. Direct quotes are included to illustrate some of the points made; these may have been lightly edited for brevity, or to maintain confidentiality and prevent disclosure.

Cross-cutting themes

Several cross-cutting issues appear to have had an impact on students’ experiences, or informed their views on financial and non-financial support.

The diversity and complexity of students’ needs appeared to directly affect their experience of seeking and accessing support. As the profile in Appendix A shows, participants were highly varied in their circumstances and needs, with many falling into multiple and often overlapping student cohorts (e.g. disabled students, distance learners, care experienced). This translated into individuals being required to navigate often complex eligibility requirements around student support. Many students were also juggling complex circumstances that added further challenges, including financial difficulties or caring responsibilities. Some had also dealt with changes to their health needs or family/caring responsibilities during their studies.

Feedback also made clear that the support system can be complex and challenging to navigate. This resulted in some missing out on financial or learning support, either because they had not applied in the first place or had abandoned the application process (e.g. due to finding the process too complex). Others had been unaware of the support available at the start of their studies and became aware (e.g. via disability support services) several months or years into their studies. This included examples of students only accessing assistive software or mental health support towards the end of their studies.

Specific sources of financial support appeared to be powerful enablers for students, and without which individuals may have been unable to undertake their studies. For example, among HE disabled students and those with additional learning needs, the most prevalent source of financial support was Disabled Students’ Allowance (DSA), providing access to equipment and personalised support. Several students felt that they would have been unable to study without these supports.

Accessing support

Students were asked about their experiences of accessing financial and non-financial support, including their awareness of available support, the ease or difficulty they had in finding the relevant information, and their experiences of application processes.

Awareness and understanding

Students participating in this research talked about how their decisions about which course to study and at which institution were influenced by a mix of course content (including some where this was chosen for employment or professional development), institution (including those selected as the best option for their chosen study, and convenience of location), entry requirements, and travel costs. For those studying part-time or via distance learning, these choices also reflected a need to balance study with other commitments, including work and family/caring responsibilities, and to accommodate particular needs related to disability, mental health or neurodevelopmental conditions.

Specific sources of information included open days (virtual and in-person), college and university websites, advice from school or previous place of study, and informal input from friends, family and other contacts.

Some students said that they found it relatively easy to access the information they needed, whether this was online, from staff during the application stage, or via their current place of study. College or university disability support services (or their equivalent) also played a key role in providing information on funding and other support. This included provision for other needs such as childcare and learning support. Some of those who had access to additional support services prior to applying, including those with more complex needs and care experienced students, reported that these had been an important source of information when choosing where and how to study.

“So it was quite easy to find that out [what support was available]. The information was there from the college…emails from student support and things like that saying what you might be entitled to. I think it was a relatively easy process and information was to hand to enable me to do that.”

Full-time FE disabled student, on-campus study

However, accessing information on support was not a universally positive experience for all of the students in this research. This was particularly the case for those with complex needs, including physical disabilities, those with mental health issues, and students with neurodevelopmental conditions. Several students highlighted a lack of clarity around eligibility. There were examples of students being unclear on why they were rejected for specialist financial support (for example, for dyslexia-related ICT), and of funding applications being successful in some years but not others. These experiences contributed to a view that eligibility criteria may be too restrictive for disability-related support, such as DSA, such that some students with mental health or neurodevelopmental conditions are not eligible despite requiring additional accommodations or support.

Feedback also included that it can be difficult to get clear information, for example, on eligibility for DSA, Additional Support Needs for Learning Allowance (ASNLA) and other financial support. This included whether and how being in receipt of DSA might affect other benefit entitlements, such as that for Universal Credit.

“You know, the people in the benefits agency didn't necessarily know about SAAS [Student Awards Agency Scotland] and student funding…and people who fund students…didn't necessarily know about benefits.”

Part-time undergraduate disabled student, distance learning

There were also instances of colleges and universities referring students to websites that were either difficult to access or lacked the required information. Several students found the volume and range of information overwhelming and difficult to navigate, and there was reference to information sources as being out-of-date or conflicting. This left some unclear and confused about the available sources of support. Students described having applied for support that they did not receive, or not applying for support that they later found they were eligible for. Feedback made clear that these experiences added further challenges for individuals who were already managing complex needs and circumstances.

Experience of accessing support

Feedback from interview participants on the application processes for financial support was mixed. Some found applying straightforward and relatively easy, but others found it a barrier to securing the funding they required and could benefit from.

For students with the most complex needs, the process of accessing support could be very challenging, especially where there are mental health or anxiety issues. An on-campus full-time HE student reported that they had not applied for DSA for the current year of study, as they found the process too stressful and were now meeting their travel costs themselves. Another on-campus HE student had applied for DSA with the help of a mentor the previous year, but did not have access to a mentor this year and could not complete the process. It was noted that neurodevelopmental conditions can make it more challenging to reach out for support to complete an application.

“As someone with extreme anxiety, the application and admissions process was nerve wracking, so many forms and questions, it felt like an interrogation.”

Full-time undergraduate disabled student, distance learning

Some students found the needs assessment processes complicated and felt they were not student-centred. Students referred to being required to complete multiple assessments and experiencing distress associated with having to repeatedly explain their circumstances and needs. For some, this was also related to anxiety around making telephone contact with support agencies, particularly for telephone-based needs assessment. There were examples of college and university support staff making calls on behalf of students, which was described as a positive in minimising anxiety.

Other issues around needs assessment included delays in receiving written confirmation of a diagnosis required for support. Proof of condition or medical evidence may be required to access additional support, but the cost of paying for, for example, a letter from a doctor may be prohibitively expensive for some students.

Difficulties accessing support included examples of students discovering that they were eligible for further financial support mid-way through their studies. This had a clear negative impact on individuals’ mental health and added to challenges managing their studying and other responsibilities, although students did not report an impact on academic outcomes. One on-campus full-time HE student commented that they feel the onus is on the person with the disability to know what they need and what they can access. This was seen as a particular issue for students with mental health conditions or others who may find it especially difficult to “put your hand up” to request support.

“I didn't know it was available to me, I didn't know what to look for. I thought “no, no, like I don't need help like other people need help with these things, I manage just fine.” And then [the disability advisor] goes through it, and I'm like, that could help.”

Full-time postgraduate disabled student, on-campus study

Disability support services and disability advisors play a key role in helping FE and HE students navigate the process of accessing support. However, some students felt that these resources are stretched with advisors covering a large number of students. There were examples of students waiting several months for appointments, adding further anxiety and uncertainty to the application process.

Students with complex needs may have previously received specialised support for several years before the transition from school to a FE or HE setting. This included some who may have been unaware of the challenges this transition can bring. The experience of those with more complex needs highlighted the particular importance of effective information sharing to support the move on to college or university.

“When I met my disability advisor, I was having to remember off the top of my head all of the support I received in high school…if they could just get all of my files, or them having some sort of conversation that would make the transition a bit easier.

Full-time undergraduate disabled student, on-campus study”

Financial support

Students were asked to consider the adequacy of financial support, including what is working well for them, any challenges or issues, and potential solutions that could help. There was a broad spectrum of financial support being accessed by students, in a variety of situations, who participated in this research.

Most students were able to identify and name at least some of the sources of financial support they were receiving. Those administered by SAAS were most often mentioned (tuition fees, student loan and bursary), and DSA for those with a disability or additional learning needs. Students also referred to a range of other funding sources, including ASNLA for FE students, Childcare Funds, Discretionary Funds, Equipment, Software and Accessories Allowance, Fee waiver, Living cost support, Non-Medical Personal Help (NMPH), and bursaries, including for care experienced students. Several students also received other benefits or financial support, such as Carer’s Allowance or Adult Disability Payment (ADP), that helped in meeting their day-to-day costs.

Adequacy of financial support - what is working well

Some participants found that their financial support was sufficient to meet their study and living costs, and described this as important in enabling their studies. For example, a self-employed single parent studying a full-time HE course by distance learning reported that tuition fee funding and access to a student loan had enabled her to reduce her full-time working hours, benefiting her studies and home life.

Other HE students, including some studying full-time on campus, said they were able to access funding to help with specific costs such as travel and childcare, or to use DSA funds for specialist equipment or support, including assistive technologies. A number of students noted the importance of this funding in enabling them to study.

A small number of FE and HE students taking part in the research had been able to access financial support available for specific student groups, such as the Care Experienced Students’ Bursary. Feedback from these students indicated that access to this additional financial support can be a factor in their choice to study.

“If I didn't receive the care experienced bursary, I would not be able to attend college…I am so grateful.”

Full-time FE disabled student, on-campus study

Financial support challenges and issues

Students were asked to provide details of any financial challenges they had experienced. These are summarised below around the themes of travel, working whilst studying, childcare and managing financial shortfalls.

Travel

Several full-time HE students studying on campus mentioned concerns relating to travel costs, with the travel element of financial support helping but not covering their costs. A full-time on-campus student with a neurodevelopmental condition, who is also a single parent, commented that available travel funding may reflect a desire to encourage students to use public transport, but that she was unable to do so due to college timetabling and childcare schedules. Some of those without access to a car were required to take convoluted journeys involving multiple transport modes to attend college. Another full-time HE student described having walked long distances to class to avoid travel costs.

Working whilst studying

For several full-time on-campus FE and HE students, cost-of-living pressures, including accommodation costs for those not living at home, meant that they had been required to take paid work whilst studying. For some, working could be positive and align with their course and study objectives. However, several students, including some disabled students, felt they had no choice but to work and reported that this had a negative impact on their studies and personal health and wellbeing. This included those working full-time and part-time. Others had been unable to work due to their health or disability or more onerous study commitments than expected, resulting in significant financial challenges.

“Having to take on a part-time job when you're full-time studying just to make ends meet is almost putting the added pressure on the course overall…I don't think I would be able to survive financially if I didn't have that job.

Full-time HNC student, on campus study”

Delays in accepting students onto a course also had an impact on access to financial support. For example, one full-time HE student only realised after being accepted that they were not eligible for a student loan, requiring them to manage additional hours of part-time paid work alongside studying and childcare responsibilities. The student reflected that this was draining both mentally and physically, and that they had incurred additional travel costs.

For disabled students who are unable to work, holiday periods can pose financial difficulties. For example, one HE student reported that they were sent vouchers by their university which helped with food and living costs during the summer break as they could not take on work and had very little money to support themselves.

Childcare

Students with childcare responsibilities sometimes felt that their needs were not well understood by colleges and universities. Practical issues included class timetables being produced or changed at the last minute, making it harder to arrange childcare, especially for those without family members available to provide support. There was also reference to study timetables which do not take into account the need for some students to fit in with school or nursery schedules.

“Childcare is a massive issue because I've spoken to quite a few of the girls with kids and we're all finding it very difficult. Because it's really not cheap and if you've got grandparents that can help you brilliant that's good for you, but some of us don't have that luxury and there's just really not any support.

Full-time undergraduate disabled student, on-campus study”

Managing shortfalls

In addition to working whilst studying, where health, time and opportunities allowed, students deployed a number of strategies to manage shortfalls in financial support.

For younger students, parental support could be an enabler. However, this was not necessarily preferred, and some full-time HE students (on campus and distance learning) referred to parental support as a last resort when they were unable to access other support. In addition, for more mature students, or those estranged from their families, this support was not an option.

Staying at home and choosing a college or university nearby was a financially driven choice for some FE and HE full-time on-campus students. This was described by some as limiting connections with peers and the social aspects of the student experience. However, others with physical or mental health conditions indicated that they benefit from the support of family and friends.

Some HE students commented on having to borrow money from family or friends to support their studies, and that this could result in feelings of anxiety or shame. Concern around debt was also cited by HE students who had been reluctant to take on top-up loans.

Non-financial support

Participants from across the student groups in this research identified multiple reasons for students requiring additional support during their studies. These included physical disabilities or conditions, neurodevelopmental conditions, mental health or trauma-related disorders, and caring responsibilities or other commitments. Some of these necessitated specific adjustments to enable students to study alongside others on a level playing field. Students were asked about the non-financial support they were receiving, or hoping to access, and to describe what was working well, and less well. Most of the provision that HE students told us about was funded by DSA.

What is enabling study

The specific supports received by individual participants varied, but can be split into equipment-related, personal support, and wider course support from tutors or lecturers, and college or university support services.

Equipment and ICT support

Students described equipment and practical accommodations that had been made as part of a personalised plan. These included closed-loop audio systems and captioned lectures for students with a hearing impairment, noise-cancelling headphones, computer equipment, note-taking and other assistive software, recording devices and permission to record lectures. There were also physical adjustments, such as adapting spaces for wheelchairs or providing adapted chairs for remote study.

Some noted that the range of equipment and adjustments in place had been tailored over time, as they developed an understanding of what worked for them or as their needs changed. Feedback suggested that having a comprehensive support plan in place can be a reassurance to students, even if they may not need to use all of the accommodations set out at all times.

“I didn't have a desk or [adaptive] chair, so actually having that really improved how productive I was. It's things like that I perhaps didn't know I needed, but when they were offered to me and I took them…I didn't realise how much they actually improved things.”

Full-time undergraduate disabled student, on-campus study

Personal support

Several HE students in receipt of DSA funding were accessing personal support through the NMPH allowance, including assistance from support workers employed by their university or provided by an external agency.

Personal support activities given as examples by HE students at colleges and universities in this research included study skills development, presentation skills, scribe services for assignments and exams, in-class assistance with note-taking and communication, ICT training, and mental health coaching.

“The college [sets up non-medical personal help]... and that has been helpful. He helps me understand, also get my notes in check…he's helped me a lot with my presentation and my report writing. He's been a good help.”

Full-time FE student, on-campus study

Wider support

Students participating in this research commented on a range of wider support from their institution, which they found beneficial for their studies, and health and wellbeing more generally. These are summarised below:

• Support from lecturers with assignments, including extra time to complete them, for example, during periods of poorer health, increased anxiety or caring responsibilities.
• Additional flexibility around class attendance where this is limited by a student’s health, including permission to leave class early when required and access recordings of lectures when unable to attend.
• Alternative locations and extra time for exams/assessments.
• Access to private study rooms.
• Alternatives or modifications to group work, presentations and other elements that students find challenging.
• A strong focus on supporting students’ mental health, including referral to external services or resources.

Student participants also highlighted the value of more tailored support, for example, through disability support services or dedicated support staff for care experienced students. These services were cited by several students as having been especially important to their studying experience and were seen as examples of good practice in ensuring students can access the range of information and support they may need.

Across the types of support used by students, feedback stressed the importance of feeling that the institution is understanding, and that staff are accessible and working positively with students to find suitable accommodations and strategies. This included comments from across student groups such as disabled students, those in full and part-time study, distance learners, single parents and care experienced students. Positive approaches included proactive follow-up with students to ensure adjustments remained fit-for-purpose, responding quickly to queries or issues, and effective communication across staff to avoid students having to repeatedly explain their needs.

“People working with me, providing compassion, I really really appreciate that. I think as a student and especially as a disabled student it's hard if you don't feel like you have many people in your corner sometimes. I think that's one thing that universities can do to support students is provide advocates.”

Full-time PhD disabled student, on-campus study

Much of the wider support described by students relied on support being in place in good time, with early identification of potential need followed by effective signposting to relevant information and/or needs assessment. Feedback identified the initial transition to a new college or university as a key stage in ensuring students had access to the support they needed. For example, some students at both college and university were able to engage with disability services before classes began to discuss their needs and possible adjustments and/or assistive technologies, including a walk-through tour of the campus with a disability adviser.

What is working less well

Students highlighted several areas for improvement around the availability and delivery of non-financial support. These are summarised below:

• Institutions not picking up potential need, resulting in a lack of appropriate information, support and signposting for students.
• Delays in putting support plans and/or specific adjustments in place for students.
• Inconsistencies in the application of support plans, resulting in students having to be more proactive in making sure accommodations are implemented.
• Accommodations and adjustments not always being delivered effectively or consistently, for example, exam or assignment extensions being granted but not put in place, or in-class adjustments such as audio systems not being used consistently.
• Available support not being ‘visible’ to all students, including where support services are distributed across multiple buildings.
• Inconsistent approaches to support within the same institution, with students feeling their experience could depend on the specific staff member or faculty.
• Some significant accessibility difficulties for wheelchair users, resulting in missed classes and difficulty participating in social groups or events.

“The onus was on me to say what I needed, whereas I was expecting them more to say, “Okay, for students who are having this difficulty, this is what we tend to do.” You don't tend to get that sort of support, you sort of need to come up with the ideas yourself and then present them to the advisor.”

Full-time PhD disabled student, on campus study

Several participating students, primarily on campus at colleges and universities, indicated that there could be a lack of understanding that individuals may have difficulty with specific learning approaches. For example, group work and class presentations were highlighted as especially challenging for people with a hearing impairment, anxiety, or neurodevelopmental conditions.

Some conditions, such as dyslexia, can make it harder for students to process information or understand questions. Poorly worded assignments, course materials and timetables being released late, could all impact negatively and add to the stresses experienced by students. Students also referred to communication from their college/university that could be overwhelming in the volume of information provided, and the language or presentation used.

What could be done better

Student feedback included several suggestions to improve non-financial support with study, such as:

• Awareness raising and training for all staff to ensure a consistent quality of support, and understanding of the diversity of students’ needs.
• Improving systems to ensure consistent application of agreed support and accommodations, for example, including regular review by institutions to ensure provisions are in place and continue to meet the student’s needs.
• Improved access to tools such as screen readers and captioning software, and to the computer equipment required to support assistive technologies.
• Enabling more flexibility in learning provision, for example, in scheduling, use of alternatives to examinations, and making sure students can access remote learning when required.

“It’s difficult if you're disabled in any sort of sense. It feels like you always have to be at peak health and that just isn't the reality for many disabled people…trying to complete uni[versity] and being disabled is very difficult.

Full-time undergraduate disabled student, on-campus study”

Distance learning

The views and experiences described in the previous pages include those of the 14 distance learning students participating in the research. Feedback from these students identified a range of issues that appeared to be especially relevant or unique to distance learners. These are summarised below.

When considering the following findings, it should be noted that there was significant overlap between distance learners and part-time study. Distance learners accounted for nearly all part-time students taking part in the research, and similarly, most distance learners were studying part-time. To a significant extent, the following findings therefore reflect the experiences of distance learners and part-time students.

Reasons for studying by distance learning

Discussion around why students chose to study by distance learning identified the following key drivers or motivations:

• Being a more affordable option than campus-based learning, reducing the need for travel, and in some cases avoiding high accommodation costs.
• Enabling study alongside caring responsibilities, including childcare and caring for adult family members with health conditions or who are disabled.
• The flexibility of distance learning, such as enabling study at a preferred time (especially for those who are balancing study with work) and having the option to access on-campus learning or facilities when preferred.
• Having ready access to online course materials and classes being recorded.

“…you are able to fit around your lifestyle and your work and still gain a qualification at the end of it, which could either link into your current job or it could push you towards doing something else…I think definitely [distance learning] gives you the opportunities at home without things like childcare…So yeah, I think it's got a huge benefit.”

Part-time FE disabled student, distance learning

Issues experienced by distance learning and part-time students

Several of the issues noted earlier in this chapter appeared to be specific to, or more pronounced for, distance learners or part-time students at college and university. These are summarised below:

• Isolation and little face-to-face interaction, which may have become more of an issue since the COVID pandemic.
• A lack of peer contact and the ‘informal’ learning that comes with the opportunity to mix with other students.
• The need to adjust to different learning approaches, and the time required to develop strategies that work, including, for example, balancing studying with other commitments.
• Difficulty accessing specific supports when not on a campus, such as mental health support and access to some library resources.
• Slower response from tutors or support services, and a lack of in-person options in these cases.
• Difficulties adjusting to and using online platforms and tools, including dealing with unstable internet connections.

“I did ask if there was any way I could be put in touch with other people doing the same course who might live nearby but people are distance learning from all over. I am used to having other people to speak to so it would have been helpful if I was able to contact other people doing the distance learning course to get some support.”

Part-time postgraduate student, distance learning

Potential improvements

In response to some of these issues, distance learners made several specific suggestions for improvements to student support. These included:

• Having dedicated facilities to enable distance learners to engage with peers, to support learning and share experiences – for example, through online discussion boards or dedicated online events.
• Resources tailored for students who are not on campus, for example, access to counselling services.
• More localised support, including in-person options alongside remote support provision.
• Additional financial support or reduced fees for distance learners, especially those not using campus facilities.