Australian Journal of Adult Learning - Survival narratives from single mothers in an enabling program - Just hope you don't get sick and live off caffeine

Oct 15, 2026

Uploaded by Aran

Australian enabling programs help non-traditional students enter higher education, yet single mothers face specific, under-researched pressures when completing pre-tertiary studies. Interviews with seven women identified competing discourses shaping both challenges and accomplishments during an enabling program. Findings highlight obstacles tied to sole-parent status, including financial strain, limited support, difficult family relationships, health concerns, and study-related barriers, alongside key supports such as peer connections and tailored academic and pastoral care.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Introduction

Literature review

Australian Journal of Adult Learning Volume 62, Number 2 Survival narratives from single mothers in an enabling program: 'Just hope you don't get sick and live off caffeine' Anne Braund Trixie James Katrina Johnston Louise Mullaney A growing number of single mothers are seeking entry to higher education via enabling programs; however, these students face unique struggles to make their dream a reality. There is some research on the challenges faced by student-mothers in higher education; however, research specifically on single mothers in enabling education is limited. This research focused on identifying the competing discourses that single mothers faced during an enabling program, and the ways they can be supported. Interviews were conducted with seven women who self-identified as single mothers, describing their personal struggles, alongside their experiences of great accomplishment. What became evident, was despite the difficulties of raising children as a sole parent, the student-mothers gained noticeable confidence in themselves during and after completing their enabling studies. Analysis of the data identified unique challenges faced by this non-traditional group of students and highlighted specific supports that this student group require. This paper details a range of obstacles that impeded their study; related directly to their status as single parents. These hurdles included financial Survival narratives from single mothers in an enabling program: 203 'Just hope you don't get sick and live off caffeine' difficulties, lack of support, negative familial relationships, personal health concerns, and study related challenges. In addition, these seven student-mothers identified the key factors that supported their success: forging strong connections with other students, improved self-efficacy, the observed positive ‘knock-on’ effect to their children, and quality academic support and pastoral care from university staff. Thus, with perseverance and appropriate support, these student-mothers were able to achieve success in an enabling program. This study voices the personal ‘survival narratives’ of seven student-mothers; revealing challenges and strategies unique to their circumstances, that in-turn, generated a successful student experience. Keywords: enabling education, student-mother, single mothers, non-traditional student, widening participation, qualitative research, thematic analysis Introduction Many universities in Australia offer pre-tertiary preparation courses, commonly known as enabling programs, to allow non-traditional students the opportunity to access higher education.Many of these non-traditional students come from low socio-economic backgrounds, have lower-level academic skills, are first in the family, and require equity consideration to support these factors.Within this cohort, mothers are a growing student subgroup that require additional supports to assist in their engagement and success in enabling education.A study of 284 women who self-identified as mothers whilst enrolled in the enabling program Skills for Tertiary Education Preparatory Studies (STEPS) atCQUniversity Australia was undertaken.From this group, student-mothers volunteered to participate in research interviews, and subsequently, seven single mothers (SM) were interviewed.These interviews share the lived experiences that single student-mothers face when 204 Anne Braund, Trixie James, Katrina Johnston & Louise Mullaney engaging in enabling education.This study aims to identify the competing commitments that both supported and hindered mothers during their enabling studies, and how they could be best supported; financially, socioeconomically, communally, familiarly, educationally, academically, and whether the support is relational, contextual, or environmental in nature.This paper details the depth of the challenges that impeded their study, along with the strategies that supported success, with a focus on t

FAQs

What was the focus of the study on single mothers in an enabling program?

The study identified the competing discourses faced by single mothers during an enabling program and examined how they can be supported.

How many women participated in the interviews, and how were they selected?

Interviews were conducted with seven women who self-identified as single mothers.

Which factors supported the student-mothers’ success in the program?

Key supports included strong connections with other students, improved self-efficacy, positive impacts on their children, and quality academic support and pastoral care from university staff.

Oct 15, 2026

Uploaded by Aran