Lone parents: addressing barriers to participation in post-compulsory education

The research was part of Equal, a European Social Fund initiative addressing labour market discrimination. Increasing educational participation amongst ‘non-traditional’ students can be viewed in terms of the philanthropic goal of extending opportunities to individuals, or structurally in terms of the globalised economy’s demand for skilled labour (Naidoo & Callender, 2000:227). Decreasing numbers of school leavers necessitate casting the net beyond traditional groups (Gallagher et al, 1993:2; Edwards, 1993:5), implicating responsibility for promoting positive student experiences for non-traditional students targeted by the education system. Lone parents report sacrifices in pursuit of education including debt, placing children in childcare, and loss of family time, support networks and jobs. Mature and working-class students’ low completion rates (Yorke, 2001:148) highlight difficulties managing learning with other adult responsibilities. Hands et al observe student parents’ particular susceptibility to non-completion (Hands et al, 2007:25). Institutionally, non-completion represents ‘wasted’ investment. Providing inadequate support also fails vulnerable students, setting them up for failure and exacerbating frequently low self-esteem and confidence (Murphy & Roopchand, 2003:247,256; Greif, 1992:570). The present research illustrated how negative school experiences often result in lengthy educational gaps. Institutions are responsible for ensuring that individuals’ self-esteem is not further damaged by failure through inadequate support.