Returning to education as a mature student is a unique journey filled with challenges, rewards, and personal growth. In this month’s Class in Session podcast episode, our guest speakers share their experiences, challenges, and advice for making the transition into higher education as a mature learner.
To watch the podcast episode in full, please visit one of the following Arden University channels:
Arden University Apple podcasts
You can read some of the podcast highlights below.
Lifelong learning: Returning to higher education
Presenter, Afua Hagan: Welcome to Class in Session. Returning to education after a break or later in life can feel like stepping into unfamiliar territory. Mature students often grapple with self-doubt and questions like, ‘Can I do this?’ But it’s also an incredibly rewarding and fulfilling journey. Joining me today are Dr. Lucy Atkinson, Nicola Frampton, and Sharmeena Waseem to discuss how to navigate this transition.
Dr. Lucy Atkinson, Director of the Center for Academic Persistence at Arden University: Common challenges mature students face include financial uncertainty, time management, and academic preparedness. Many also battle with feelings of imposter syndrome or wondering if they belong or can succeed. However, with the right support systems in place, students often thrive. Universities like Arden provide resources to help students adjust and build confidence as they progress through their programmes.
Nicola Frampton, Insight Manager at Student Minds: We see a mix of emotions among students returning to education, like excitement coupled with anxiety. Many feel pressure from societal expectations that university should be ‘the best time of your life,’ which isn’t always the case. Our work at Student Minds focuses on supporting mental health through resources and advice while challenging universities to be more inclusive and adaptable for diverse student experiences.
Sharmeena Waseem, BSc (Hons) Accounting and Finance student: For me, returning to university was daunting. I had a young family and felt guilty about prioritising my education. There was also cultural resistance; going back to education later in life wasn’t typical in my community. At first, I doubted myself and thought, ‘Am I too old for this?’ But with my family’s support, I decided to step out of my comfort zone and give it a try.
Afua Hagan: Sharmeena, how did a foundation year help you ease into your studies?
Sharmeena Waseem: My foundation year was a stepping stone. It allowed me to build study skills like critical thinking and essay writing without the pressure of affecting my final degree. I saw it as a ‘test drive’ for university life, which gave me the confidence to tackle challenges. Seeing my grades improve and receiving support from lecturers and peers showed me I wasn’t wasting my time, I could do this.
Nicola Frampton: At Student Minds, we also provide platforms with advice and information to help students manage this transition. Beyond individual support, we work to influence the higher education sector, ensuring it’s welcoming and accessible to all, especially mature learners.
Dr. Lucy Atkinson: Universities can play a key role in easing this transition through initiatives like foundation years. These programmes not only equip students with essential academic skills but also provide a chance to adjust to university life in a supportive environment. With the right resources, students can overcome barriers and achieve their goals.
Afua Hagan: How valuable can foundation years be for our students? And what can universities do better? Arden University has clearly got it right, but what more can be done?
Nicola Frampton: Foundation years are incredibly valuable for students who may have taken a break from education or need to rebuild their confidence in academic skills. They provide that stepping stone to get students ready for their degree programmes.
Universities can take a "whole university approach," embedding wellbeing and support throughout the curriculum and classroom experience. It’s about scaffolding learning, building up skills progressively over the years. For instance, if a skill is needed in the final year, don’t expect mastery in the first year. By taking a staggered approach and offering consistent support from tutors and pastoral care, students can grow into their potential without feeling overwhelmed.
Afua Hagan: I think foundation years could benefit everyone starting university. It’s such a great bridge. But how do we know if we need a foundation year or if it’s a deeper confidence issue?
Lucy Atkinson: It’s a great question. Students naturally become more self-critical during their university journey as they reflect on their experiences. Foundation years often give students the time and support to manage their inner critic.
For some, the lack of a foundation year might have led to them stepping out of education entirely. However, those who take one often reflect in their final year on how transformative it was. That said, universities need to recognise when a student’s inner critic becomes a more disruptive issue, when it’s no longer about learning but starts impacting daily life. In these cases, intervention is key, whether through counseling, mental health support, or just more one-on-one time with educators.
Afua Hagan: Sharmeena, you’ve spoken about silencing your inner critic. How did you manage that?
Sharmeena Waseem: For me, it was about reconnecting with my “why.” I wrote down my reasons for returning to education, such as showing my children that it’s never too late to follow your own path.
Having a strong support network at home was crucia. My husband and children encouraged me from the start. It was also about building a community at university. I quickly discovered that I wasn’t alone; there were other mature students and parents juggling similar challenges. That realisation was comforting and motivating.
Afua Hagan: What advice would you give to someone considering a return to learning?
Lucy Atkinson: My top tip is simple: ask for help. Students often hesitate, but it’s what we’re here for. Use all the resources available; academic workshops, one-on-one tutoring, and more.
Nicola Frampton: Be kind to yourself. Juggling multiple responsibilities is hard, but feeling anxious or stressed is normal. Celebrate your efforts and give yourself credit for everything you’re achieving.
Sharmeena Waseem: Don’t be too hard on yourself. If you’ve been away from education for a while, consider a foundation year to ease back in. Build a strong support network, both at home and at university. And most importantly, enjoy the journey. Iit’s a chapter in your life to learn and grow.
Afua Hagan: Thank you all for sharing your insights today. Jumping back into education can be daunting, but with the right support, it can be a rewarding journey.
Returning to higher education as a mature student is now the norm rather than the exception, and Arden University is here to support you make the transition back to study! For more insights and detailed discussions, listen to the full episode on Arden University’s Apple, Spotify, or YouTube channel.
To browse Arden University courses and find the degree that’s right for your career goals, please visit our courses page.
