Lived Experiences of Working Solo Parents
Pursuing Higher Education

Abstract:

This qualitative study explores the lived experiences of solo parents enrolled in higher education, focusing on how they navigate the complex demands of academic life alongside parenting and work responsibilities. Using a phenomenological approach, data were gathered through in-depth interviews with solo parent learners from various academic programs. The findings reveal that time management, emotional resilience, and a reliable support system are critical enablers of academic persistence. Despite facing persistent barriers—including financial constraints, childcare obligations, and psychosocial stressors—participants demonstrated a strong sense of purpose and adaptability. Institutional mechanisms such as flexible class schedules, access to financial aid, and psychosocial support services were identified as key contributors to their educational success. These insights have meaningful implications for higher education institutions, policymakers, and support service providers aiming to promote inclusive and equitable access to lifelong learning.

Keywords: access to education, higher education, resilience, solo parents