Helen, age 49, is returning to college. She fears that she will not be able to handle the class work and might have trouble juggling her school work and family obligations. Her family, friends, and coworkers want to help. What can they do?
What will be an ideal response?
Social supports for returning students can make the difference between continuing in school and dropping out. Adult students need family members and friends who encourage their educational efforts and enable them to find time for uninterrupted study. They can encourage Helen to rely on the services that her college offers for returning students. Personal relationships with faculty, peer networks enabling her to build a social community with other nontraditional students who understand her daily struggles, online courses, financial aid, and conveniently scheduled evening or weekend classes will increase her chances of academic success. Although nontraditional students rarely require assistance in settling on career goals, they need help in choosing the most appropriate classes that meet their learning needs. Academic advising and professional internship opportunities are vital. Helen's workplace can offer her a flexible work schedule to make it possible for her to coordinate her work, school, and family responsibilities. When support systems are in place, most returning students reap great personal benefits and do well academically. Succeeding at coordinating education, family, and work demands leads to gains in self-efficacy and admiration from family members, friends, and coworkers.
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