[12] Institutional barriers most frequently identified in research include difficulty obtaining financial support, negative attitudes toward adult learners, a general lack of resources at times and places suitable to adult learners, and recognition of prior learning and academic credentials.
[14][15] [16] Situational barriers most frequently experienced by adult nontraditional students typically include managing multiple conflicting responsibilities in addition to their studies (e.g., life and work responsibilities and roles), financial problems and limited financial aid options for nontraditional students, lack of adequate and affordable childcare services, and lack of support from others.
[13][12] Attitudinal barriers most frequently identified in research include low self-esteem and negative attitudes about being an adult learner.
[13][12] An Australian study conducted in 2017 sampled 442 (316 female, 126 male) first year undergraduate psychology students at a major publicly funded university.
They were more likely to be male, older, hold a previous degree, study part-time, be an international student, speak a language other than English, have longer gap year, have more children, be reliant on government financial aid, work longer hours and admit to university via methods alternative to the standard pathway (i.e. Australian Tertiary Admission Rank).
Other reasons included cultural background (43.4%, n = 50), admission pathway (42.5%, n = 48), geographical origin (30.1%, n = 34), being employed (25.7%, n = 29), household income (20.4%, n = 23), being a parent (18.6%, n = 21) and mode of study (14.2%, n = 16).
[17] U.S. News & World Report, known for education ranking, published a guide to help nontraditional students navigate topics such as the application process, selecting the best fit college, and financial aid.