For over a decade, my research has focused on the lived experience of young fatherhood and the ways in which professional support can help facilitate and empower young men as parents. Unlike young mothers, young fathers (defined as those aged 25 and under) are traditionally overlooked by researchers and policy makers, rendering them invisible in such arenas.

Despite being portrayed negatively in the media, studies have shown that young dads not only love and care for their children, but they are also motivated to improve their circumstances, which for many includes aspiration to study in higher education (HE).

Parenting at a younger age comes with many challenges. In the UK and elsewhere, young fatherhood is recognised as a cause and consequence of social exclusion, health inequalities, and NEET status (not in education, employment or training). In terms of employment prospects, young parents often leave education early with partial or no qualifications, making it more difficult for them to access certain occupations or to move up the career ladder.

In a recently published article, titled Accessing and experiencing higher education: young fathers in the UK (Clayton, Fletcher and Elvidge, 2024), my co-researchers and I explored the highs and lows of young dads’ HE experiences, and it was striking how prominent health concerns were for these young men, as was the lack of professional support available.

In light of Men’s Health Awareness Month, a focus on young fathers’ wellbeing within the HE context is timely.

When considering HE, most young fathers wanted to capitalise on the benefits of gaining a degree for future work opportunities and increased earning potential, but the process of getting started was complicated. Government and university websites used language that was hard to understand, especially for those who had been out of education for some time. A lack of awareness regarding Student Finance and other funding available was common.

For those who successfully navigated the application process and enrolled in HE, they expressed a joy for learning and did well academically. However, studying as a young father raised difficulties that other students did not face. High childcare costs, lack of childcare availability, clashes between semester timetables and childcare routines, unforeseen family demands and the need to find paid work to support the family whilst studying were often mentioned.

Balancing studying with childcare responsibilities and part-time employment was described as a “juggling act”, which left fathers with little energy and feelings of guilt for not spending sufficient time on their studies or with their families. Young fathers wanted to be “good parents” and “good students”, but the multiple demands and pressures on them led to a serious strain on their mental health, feelings of burnout, and, in some cases, university deferral or withdrawal.

Unfortunately, young fathers rarely sought out support from HE providers or other formal services when difficulties arose. Accessibility issues and negative connotations associated with male help-seeking behaviours (such as perceived stigma and shame) were factors here. Young men also felt that university staff and professional services did not acknowledge or understand the complexities of their status as both students and as young fathers, which prevented them from reaching out.

Given the aspirations of young fathers in HE and widening access and participation agendas, it is vital to remove educational barriers to such a cohort and to provide better support. Our recommendations include:

1. Making information on HE institutions (HEIs) and government websites more accessible and considerate of non-traditional applicants.
2. HEIs should ensure that university support services are more visible and inclusive of young fathers.
3. There should be specific training for outreach, support, and teaching staff regarding the challenges of studying in HE as a young father/parent.

The issues raised in this blog are overlooked by institutional and national policy and much more needs to be done if under-represented groups such as young fathers are to enter, progress, and thrive in HE.

Carmen Clayton is a Professor of Family and Cultural Dynamics at Leeds Trinity University.