Nontraditional Students: Who Are They and What Do They Need?

Observing a college lecture hall, lecturers don’t just see groups dominated by freshman students, fresh from high school with excitement to study and experience independent campus life for the first time. The setting has changed, it now includes mature students who stepped directly into the job market post-high school, concurrently working and managing their families.

They seek a lasting career than just jobs, aspiring to provide better for their families. Institutions like community colleges and professional colleges are their top preference, the quick and flexible education path towards a degree and a fresh career appeals to them.

Such students, boasting different attributes, are classified as non-traditional students or mature learners. Their educational requirements vastly deviate from the typical expectations of an 18-year-old freshman.

What Makes a Student Nontraditional

Seven factors have been stipulated to classify a student as nontraditional, yet meeting just one qualifies a student under this category.

These indicators include: being above 24 years of age; holding GED qualification; being employed; parenting a child; being a solo parent; delaying college for at least a year after high school; and being a first-generation student, implying the first from their family to venture into higher education (“Nontraditional,” 2017; Ross-Gordon, 2011).

There’s a fraction who perceive the need for financial assistance as an attribute, although most scholarly resources disregard this as almost all learners, traditional or otherwise, take some type of financial assistance. Possessing even one of these characteristics qualifies one as a nontraditional student.

Ordinarily, these traits conglomerate, like age, having kids, and working. The typical narrative shared by nontraditional students is that they started families early, held multiple jobs to support them, and now they’re set to seek a career that enables them to provide better for themselves and their families. While females are largely represented amongst nontraditional students, it’s more of a pattern than a requirement.

The Growing Population

College demographics have undergone substantial shifts since 2006 (Anderson, 2016). Regrettably, higher education enrollment rates are witnessing a decline, yet nontraditional students are anticipated to increase at a higher pace than their traditional counterparts (Anderson, 2016).

A significant moment in the history of American higher education was in 2010 when the count of nontraditional students in colleges hit a record high at 8.9 million (Smith-Barrow, 2018). Between 2010 and 2015, this sector witnessed a 35% surge to 12 million, with forecasts predicting a further 11% increase to 13.3 million by 2026 (Smith-Barrow, 2018).

They constitute more than 71% of the higher education student body (Sheehy, 2013; “Characteristics,” 2016). A study conducted in 2012 shows that 14% of nontraditional students are enrolled in community colleges, 10% attend public four-year institutions, 8% participate in private four-year colleges, 2% are in four-year degree programs at for-profit schools, and the remaining 66% are registered in for-profit institutions (“Web,” 2015).

Most Attractive Schools for Nontraditional Students

These enrollment statistics make it evident that community colleges and for-profit institutions catch the eye of nontraditional students predominantly. They usually offer degrees or certificate programs that can be wrapped up in two years or less, providing flexible course scheduling, online alternatives, and programs usually focused on specific career paths.

Both categories of institutions often provide training for direct workforce entry sectors like nursing, truck driving, cosmetology or welding, which makes them an ideal choice for nontraditional students eager to quickly transition to stable careers, having often held multiple jobs previously.

Another advantage these institutions afford is the possibility to transfer credits earned, further bolstering their attractiveness. The primary distinction between community colleges and for-profit institutions rests in their funding sources. State and federal budgets bankroll community colleges, empowering them to offer students a wider range of services including educational planning, counselling centers, and advising due to available per-student funding.

For-profit schools, on the other hand, don’t receive state or federal support. They rely solely on student tuition, Pell Grants granted to low-income students, private loans students utilize to cover tuition, and GI Bills. Consequently, program costs are generally higher with a more constrained offering of student services given the lesser funding per student.

Community colleges, managed by governing boards, are subject to closer scrutiny and have a responsible governing body, while for-profits, steered by corporations and businesses, aim for profits and their accountability lies primarily with their investors. Despite the requirement of accreditation for both school types, community college credits generally have broader acceptance for transfer to four-year schools or bridge programs enabling students to further their education post community college.

Contrarily, for-profit schools such as Capella University, the University of Phoenix, McCann, or Fortis Institute typically lack bridge programs or a framework that accommodates the transfer of earned credits beyond the confines of the for-profit system.

Nontraditional Student Issues

Given that nontraditional students are generally older, possibly parents, frequently employed, and financially self-reliant, their experience with college-related challenges diverges from that of their 18-year-old traditional counterparts. It’s essential for college administrators and educators to appreciate these challenges, considering adult learners are a part of every kind of higher education institution. This understanding is key to developing improved systems and instructional methodologies that support these students in their pursuit of success and graduation. It’s worth noting that college dropout rates are near 70% amongst nontraditional students (New, 2014). The issues encountered by nontraditional students can be broadly grouped into three categories.

Balance

In 2012, the Lumina Foundation discovered that familial and work responsibilities topped the list of challenges faced by nontraditional students (Erisman, & Steele, 2012). Given that over 80% of adult learners are engaged in work while in school, striking a balance between their responsibilities towards family, finances, and schoolwork becomes a significant concern (Ross-Gordon, 2011).
Burdens such as childcare, financial management, health concerns, transportation, and maintaining an equilibrium amongst all these responsibilities present considerable complexities in maintaining their academic journey (Erisman, & Steele, 2012).

Academics

Given that nontraditional learners usually take at least a year’s break after completing their high school education or GED, the transition back into the academic sphere often poses specific challenges. Among the most common struggles for these learners include adapting to changes in technology; mastering strategies for note-taking, test-taking, comprehending textbooks, and meeting teacher expectations (Higgins, 2010; Ross-Gordon, 2011).
Often, refreshment or new learning of foundational courses in math and writing is necessary (Erisman, & Steele, 2012). Some learners require assistance in understanding the purpose of a syllabus, its navigation, and creating their own structure based upon it (Bidwell, 2014; Peters, Hyun, Taylor, & Varney, 2010).

Emotions

The final category of challenges faced by nontraditional students pertains to their emotional well-being. As they are generally older than their traditional counterparts, adult learners often grapple with anxieties related to their age and previous school experiences once they reenter a classroom setting. Feelings of self-doubt and poor self-esteem are commonly experienced among these students. Even minor missteps, which might seem inconsequential to others, can elicit strong reactions from adult learners.
Having to be in a classroom can mean spending less time with their families, thus engaging in activities meant solely for their personal growth. This situation often leads to feelings of guilt and perceived selfishness (Erisman, & Steele, 2012; Perna, 2016). The Lumina Foundation’s study found that fear was a strong deterrent, with over half of the respondents confessing that it kept them from even considering college education (Erisman, & Steele, 2012).

FGS

When a nontraditional student also happens to be the first in their family to attend college, they often encounter a sense of misunderstanding from their relatives, as these family members lack the firsthand experience to truly understand the challenges involved (Perna, 2016). These students might feel isolated as their relatives try, but fail, to empathize with their situation, which can be further complicated if there are language barriers and mistranslation issues involved. Not only do first-generation students often feel unsupported, but they also frequently feel lost and confused as they pioneer the unfamiliar terrain of the college process within their families.
Even seemingly simple processes like application submission can pose difficulties for adult learners who might not be comfortable with technology and online forms. This is followed by maneuvering the registration process, completing FAFSA for financial aid, and deciphering which courses to choose for specific programs.
While most colleges offer assistance through dedicated departments for guiding students through these steps, the sheer number of tasks and procedures can be daunting and overwhelming, and some students might discourage themselves from even initiating these processes (Brown, 2013).

What Nontraditional Students Need

If the issues faced by nontraditional students are not sufficiently addressed by colleges, it can result in these students dropping out, typically within the first four months. This highlights the need for colleges to focus on developing and providing targeted support services for their adult learner population, with a goal of not only retaining these students but also aiding them in their journey towards success.

Early Intervention

Nearly half of all adult students who enter college require some kind of remediation. When given in the first semester, this support can help students manage their emotions and decrease the likelihood of them dropping out (Oudenhoven, 2002; Bigger, 2005).
Freshman seminar courses have been a successful approach adopted by colleges and universities nationwide. Nearly all (94%) institutions offer such a seminar course (Keup, 2012). These courses, typically featuring smaller class sizes and offering strategic instruction in emotional coping, academics, and time management, are extremely beneficial for nontraditional students. It has been observed that these courses are most advantageous when they are mandatory and carry the weightage of a three-credit course, as this enables students to work through issues commonly faced in their first semester (Cuseo, n.d.).
In addition to freshman seminar courses, offering opportunities for nontraditional students to connect with each other before the semester starts and during its course can prove helpful. When these students realize they are not alone in their struggles and concerns, it bolsters their connection to the institution and enhances their motivation to succeed.
From early on in a student’s college career, providing faculty mentors in addition to academic advisors and counselors can offer a sense of reassurance and support. The students tend to thrive faster when they trust the college’s support system, knowing they always have safe spaces for honest and consistent guidance. Ensuring continued support is key to gaining an adult learner’s trust and facilitating their academic journey.
It’s important to note that, while nontraditional learners often seize the opportunities provided, they are typically less inclined to actively seek out help, even when support systems are readily available (Metzner, & Bean, 1987).

Flexibility

Ever since nontraditional students came into the focus of researchers, course flexibility has consistently been identified as an urgent need for this demographic (Berling, 2013). Institutions that provide evening, weekend, and online courses, streamline programs to accelerate learners’ entry into the workforce, accept transfer credits from prior coursework, and are situated conveniently relative to the students’ locations are typically more attractive to adult learners (Berling, 2013).
As many as 50% of students considered transfer credits to be very important in their school selection process, while almost 75% felt strongly about the significance of flexible schedules (Erisman, & Steele, 2012). Additionally, institutions that provide amenities like childcare services and transportation assistance tend to be especially popular among adult learners, as these reduce the external pressures nontraditional students often grapple with (Erisman, & Steele, 2012).

Differentiated Instruction

For nontraditional students, it’s critical that educators transition away from a primarily lecture-based form of instruction. Instead, they should foster a learner-centric environment where students are provided choices and active learning opportunities, classrooms are flipped with lectures assigned for homework and class time dedicated to project work or problem-solving, and students are given the chance to take on the role of instructors.
Learning for nontraditional students is facilitated when the course material is related to their everyday lives and the world around them. This realistic application of material makes it meaningful and memorable for adult learners (“Principles,” n.d.). It’s essential for them to engage with the material through various means such as role-play, discussions, observations, and hands-on applications (Vandenberg, 2012).
Educators should also be open to the idea of learning from their students. Nontraditional students have “real-world” experiences that are diverse and valuable, and these should be acknowledged and shared in the learning environment.
Clear communication of expectations from the start of a course is another crucial aspect in teaching and allows nontraditional students to respond better. Providing both formal and informal feedback on assignments and day-to-day progress also fosters a constructive learning environment (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Berling, 2013).

Instructor Support

Establishing a strong bond with instructors and feeling a connection to the school’s facilities plays a pivotal role in the success of nontraditional students (Erisman, & Steele, 2012). The personal connection between students and instructors often gives them a sense of motivation, accountability, and investment in the institution (Metzner, & Bean, 1987).
Adult learners often have many external factors driving their educational endeavors like the pursuit of a better living standard, the desire to be role models for their children, and to meet personally set goals. However, they often carry preconceived ideas about education based on past experiences which might lead to a lack of positive internal motivation for school.
Due to previous experiences and emotional vulnerabilities, adult learners can quickly get discouraged by setbacks, no matter how small they may seem (Lawrence, 2000). For this reason, one of the keys for educators is to continually provide positive, extrinsic motivation until these students start to fundamentally embrace the value of learning (Chao, 2009).
Small gestures by instructors like remembering students’ names, noting personal details, taking a proactive role in their success, and building personal connections can significantly enhance classroom satisfaction for nontraditional students (Burt, Young-Jones, Yadon, & Carr, 2013).
Fostering an educational environment that incorporates structure, immediate feedback, clear learning objectives, transparent grade tracking, understanding of students’ temperaments, and formative assessments based on effort rather than just results, can boost student motivation, alleviate anxiety, and promote perseverance (Lawrence, 2000).
An instructor who demonstrates pride in their students, believes in their capabilities, provides encouragement, takes an interest in their lives, and gives positive feedback contributes to a student’s feeling of worth and sense of investment in their education (O’Neill, & Thomson, 2013).
In a survey conducted by the Lumina Foundation, all adult students reported valuing academic advising and instructor relationships (Erisman, & Steele, 2012). These faculty-student bonds are instrumental to the academic success of adult learners (O’Neill, & Thomson, 2013).

Conclusion

Without a doubt, nontraditional students pursuing postsecondary education require support, guidance, and patience not just from their personal life but predominantly from in their academic environment.
Instructors and institutions shoulder a significant responsibility when they enroll large cohorts of adult learners. It’s not just about teaching the students the tactics for persistence and success, but initially understanding the specific challenges and obstacles these students face.
By adopting these diverse strategies, what emerges is a positive learning experience that builds a robust relationship between students and their instructors. This can instil a lasting love for learning, leading to improved retention, greater persistence, and ultimately, successful completion of their educational journey.