Overcoming FAFSA Hurdles for Adult Learners
Completing the FAFSA can be a barrier that prevents adult learners from accessing federal financial aid and completing their degree. Here’s how your institution can encourage adult learners to complete the form and build their confidence in managing the process.
By LT Rease Miles Ph.D.
Completing financial aid paperwork is often messy, but frustration levels among completers reached new heights during this year’s Free Application for Federal Student Aid (FAFSA) fiasco. This situation is largely due to a revised form that is glitchy at best, causing considerable delays, and creating bottlenecks in the admissions and enrollment systems. Additionally, fewer students are submitting the FAFSA: as of April 2024, less than one-third of new students had completed the FAFSA compared to over 45% one year ago. These barriers disproportionately impact first-generation students and low-income students.
Not as well-documented is the reality that completing the FAFSA can cause tensions with adults, the grownups whose tax information and other financial business are being requested. When we think about adults and FAFSA, we may automatically imagine parents of traditional-age students, i.e., those coming right out of high school. Any process related to financing such a large cost as education can lead to anxiety or, in some cases, tension in families. In many instances, students—particularly those who are first-generation—may take the lead and complete as much of the paperwork as they can, coaching their parent or caregiver on where to sign. (This was true for me and my mother.)
But what about adults who are also students—how are they faring? When thinking about adults and FAFSA, we may assume that adults know how to complete the FAFSA form or that they are completing it on behalf of someone else, i.e., their child. But if an adult is trying to complete the FAFSA to finance their education, they may not have anyone to turn to for support. This is especially true if they are not already enrolled in school and do not have access to advisors and counselors.
Completing the FAFSA is an example of an administrative burden that prevents adult learners, particularly those from minoritized backgrounds, from completing their education and gaining social and economic mobility. There are several ways institutions can support adult learners, specifically in completing the FAFSA and gaining confidence in the process.
Simplified language and resources
Use clear and straightforward language in all communications to ensure adult learners understand the requirements and steps involved. This means minimizing jargon and acronyms, which can create unnecessary barriers. Additionally, FAQs and glossaries can clarify common terms and questions related to FAFSA.
Targeted communication campaigns
Adult learners are a hard-to-reach population and are more responsive to customized messaging and outreach highlighting the importance of FAFSA and how to complete it. Informational brochures or postcards, emails, and social media posts that specifically target adult learners should include images of diverse people who represent a range of ethnicities, races, ages, gender identities, and abilities.
Additionally, adult learners will benefit from webinars and workshops dedicated to explaining the FAFSA process with a focus on the unique circumstances (e.g., balancing family and work life). Ideally, these sessions are offered in different languages or with the assistance of language translators.
Flexible information sessions
Many adult learners juggle multiple responsibilities, so school and school-related processes need to fit into their day-to-day life. Schedule information sessions at various times, including evenings and weekends, to accommodate working adults. Offer virtual sessions to provide flexibility for those unable to attend in person.
Dedicated financial aid advisors
Assign financial aid advisors who specialize in working with adult learners to provide personalized guidance, support, and empathy. Offer one-on-one appointments, either in-person or virtually, to help adult students complete their FAFSA forms.
On-campus and community support
Partner with local organizations, public libraries, and employers to reach adult learners who might not regularly be on campus. For those who have access to campus, set up FAFSA completion stations where learners receive immediate assistance and use computers to fill out their applications. Establish support groups where adult learners who successfully completed the FAFSA mentor and assist their peers. To build upon this network, create online forums or social media groups for adult learners to ask questions and share experiences related to FAFSA.
Incentive programs
Offer small incentives, like bookstore vouchers or food coupons, for attending FAFSA workshops or completing the FAFSA early. For example, San Diego City College recently offered free haircuts on campus to individuals who demonstrated that they filed for FAFSA. FAFSA completion events—with refreshments and door prizes—can help normalize the process, encourage participation, and also help learners build community with others.
Follow-up communications
Finally, implement a robust follow-up system to remind adult learners about deadlines and provide assistance if they encounter issues during the process. Use email, phone calls, and text messages to check in with students and offer additional support as needed. Studies show that adult learners are responsive to personalized nudges, as well as individualized coaching, which help mitigate the effects of this administrative burden.
There are nearly three million undergraduate adult learners in the US and another 40 million who have stopped out of school. Completing FAFSA is yet another challenge they may have to face in order to pursue higher education. ReUp’s research shows that financial constraint is the biggest barrier to returning to higher education. FAFSA is an important step in getting financial aid for college. Adult learners deserve our time and support in completing the FAFSA form so they can reach their educational goals.
As a first-generation college graduate and thought leader in higher education, La’Tonya “LT” Rease Miles, Ph.D. has been instrumental in establishing successful programs for first-gen students at both UCLA and Loyola Marymount University. In her many leadership roles, including her current role as Partnership Development Representative at ReUp Education, she advises institutions on first-gen student experiences. She regularly champions initiatives for non-traditional adult learners and contributes to scholarly discourse on first-gen experiences. Her influence extends to the digital sphere where she has co-founded several online communities, including a national Facebook group that empowers first-generation students.
Let’s start the conversation
Schedule a call with a ReUp team member to learn more about what a ReUp partnership could do for your institution.