MATURE students are those over 25 years of age when they enter the tertiary system. They may be married with children and/or have years of work experience. Like the traditional student, the non-traditional student faces many challenges.

The needs and experiences of the traditional and non-traditional students are distinct and so programmes and facilities should be designed and developed in order to facilitate their unique needs.

Since non-traditional students are mature individuals, they may be out of the classroom for years. Adjusting to campus life may therefore prove challenging as they study to achieve their career goals.

Academic challenges

Although mature students can often use experiences from the world of work to understand the knowledge being gained in the classroom, they face difficulties adjusting. They might lack the discipline, skills and techniques to listen attentively, meet deadlines for assignments, and use libraries and other research facilities effectively. The adjustment process may therefore take longer for them than for traditional students who are just leaving community colleges or sixth forms.

Using the libraries for academic purposes may be one of the biggest challenges. The process is totally automated in many tertiary-level institutions and some non-traditional students are technologically challenged. Another facility they may find challenging is the bookshop which most times is organised on the basis of a self-help system that uses computers to access available books.

Another challenge facing mature students is the fear of failure. They have sacrificed much of their time and financial resources to access higher education. They want to be role models to their children and significant others. They fear returning to a professional community, friends and family without achieving their academic goals.

Time management presents another challenge for such students. While most traditional students are able to focus on themselves and their academics, the mature student must include in his/her schedule the care of the family. This may include children and ageing parents. Many also must include full-time or part-time employment schedules.

Social and emotional challenges

These are numerous but must be overcome by the mature student. In order to be on campus or at least close by, many must relocate. They therefore experience anxiety associated with having to separate from family and friends, even as they grapple with the resulting feelings of loneliness, guilt and jealousy.

They also have to contend with family members and friends who sometimes are unaware of the realities of pursuing tertiary-level education. At the same time, the mature student may become disengaged from many social activities, including religious and professional.

How to cope

Educational institutions must develop programmes geared at helping this group of students. These should include intensive orientation aimed at meeting their needs. In addition to seminars and workshops on time management, study skills, examination techniques, lecturers and support staff must be aware of these people as a part of the college/university community and cater to their needs.

Orientation for spouses and partners is useful, as those who may never have been exposed to the demands of tertiary-level education will be sensitised.

Accommodation in halls of residence for mature students should also be given special consideration. The question should be asked, 'Where do they best fit?' At the same time, facilities, such as a learning centre, to accommodate their children could be very convenient for them as it helps to save them time while fostering a sense of security.

Mature students must be willing to adjust to the necessary changes and seek the support of their families, places of work and other support groups. They must recognise the need to be involved in the support programme which will help them to develop the skills and competencies necessary to realising their career goals.

Merrit Henry is the student services and development manager at the University of the West Indies, Mona. She may be contacted at merrit.henry@uwimona.edu.jm.

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