PREPARING FOR THE POST-UNIVERSITY TRANSITION - Supporting Homeless, Emancipated, Orphaned, and Other Independent Students

Oct 15, 2026

Although the shift to adulthood after graduation can be challenging for any student, independent students face additional, structural barriers. The authors define independent students as undergraduates aged 18–24 without dependency on a parent or guardian, such as foster care alumni, and argue that higher education professionals must examine their postuniversity transitions. Using a conceptual adaptation of Erikson’s psychosocial development theory, the article outlines an alternative development path and provides institutional recommendations, concluding with a call for further research to test the model’s validity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Literature Review

About the Post-University Transition

Initiatives in Higher Education for Students in Transition

About Independent Students

PREPARING FOR THE POST-UNIVERSITY TRANSITION: SUPPORTING HOMELESS, EMANCIPATED, ORPHANED, AND OTHER INDEPENDENT STUDENTS Carrie Hachadurian Western Carolina University April Perry Western Carolina University Sophia Calhoun Coastal Carolina University Abstract Although the transition to adulthood after graduation can be difficult for any student, additional challenges remain for independent students. The authors define independent students as undergraduates between the ages of 18 and 24 who have no dependency on a parent or guardian, such as foster care alumni. It is important that higher education professionals examine the experiences of independent students and their postuniversity transitions. To that end, the authors present existing research surrounding the post-university transition in general, the independent college student population specifically, and the unique challenges this group faces in the post-university transition. A conceptual adaptation to Erikson’s psychosocial development theory is used as a launching point to present an alternative path of development for independent students, which may better inform strategies to support this group through the post-university transition. Practical recommendations are explored for institutions wishing to better support independent students for and through the post-university transition, as well asa call for further research to test the validity of the presented conceptual model. Keywords: Post-university transition, independent students, psychosocial development Please direct inquires about this manuscript to: Carrie Hachadurian, [cphachadurian@wcu.edu](cphachadurian@wcu.edu) College Student Affairs Journal, Volume 40(2), pp. 40-53 ISSN 2381-2338 Copyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 41 College Student Affairs Journal Vol. 40, No. 2, 2022 tions. As research focuses more on this increasing demographic and on understanding the independent student experience, it is critical that higher education professionals also deepen their understanding of this population’s preparation for the post-university transition. We, the authors, explore existing literature regarding the experiences of independent students and their post-university transitions. To that end, the authors present research surrounding the post-university transition in general, the independent college student population specifically, and the unique challenges this group faces in the post-university transition. To better understand this student population, we use Erikson’s psychosocial development theory as a launching point to introduce a conceptual adaptation of his model. In the conceptual model, we present an alternative path of development for independent students, which may better inform strategies to support this group through the post-university transition. Finally, based on the literature and conceptual model, we make practical recommendations for institutions wishing to better support independent students for and through the post-university transition, as well as a call for further research. Literature Review It is important for practitioners to understand the post-university transition in general, as well as special considerations for the independent student population as they prepare to graduate. The following section explores existing research surrounding the post-university transition in general, independent students specifically, and challenges to independent student success during the transition. About the Post-University Transition Transition research – most notably that of Schlossberg and her colleagues in psychology (Anderson et al., 2012; Schlossberg, 1981)– supports the notion that students leaving university and Preparing for Post-University Transition 42 entering life after study in a transition and, thereby, need to be approached accordingly. Although transitions are complex and indiv

FAQs

How does the article define independent students?

It defines independent students as undergraduates aged 18 to 24 who have no dependency on a parent or guardian, such as foster care alumni.

What theoretical approach does the authors’ conceptual model use?

The model uses a conceptual adaptation of Erikson’s psychosocial development theory as a starting point to present an alternative development path for independent students.

What practical outcomes does the article recommend for institutions?

It explores practical recommendations for institutions to better support independent students for and through the post-university transition, alongside a call for further research to test the model.

Oct 15, 2026

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