A Phenomenological Study on the Lived Experiences of Student-Mothers in Higher Education Institution

A Phenomenological Study on the Lived Experiences of Student-Mothers in Higher Education Institution

Jefferson B. Torres, Sarah N. Balan, Mhie B. Daniel, Venus S. Velasco, Maria Kristina Vicente

Misamis University Ozamiz City, Misamis Occidental, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000536

Received: 10 September 2025; Accepted: 16 September 2025; Published: 17 October 2025

ABSTRACT

Juggling motherhood and academic responsibilities in higher education presents a significant challenge for many women. Student-mothers, in particular, face unique difficulties in balancing their roles as caregivers and learners, often with limited time, resources, and institutional support. This study explored the lived experiences of twelve student-mothers enrolled in a higher education institution, with a specific focus on the challenges they encounter, the coping strategies they employ, and their aspirations for the future. Using a qualitative phenomenological approach, semi-structured interviews were conducted to gather in-depth narratives on their personal, academic, and social lives.The analysis revealed key themes: Shifted Identity, Time Constraints, Financial Burden, Organizational Strategies, Support Systems, Dreams and Aspirations, and Vision for Their Children. These themes reflect the complexity of navigating motherhood while pursuing educational goals. The study contributes to the growing discourse on inclusive educational practices and highlights the need for targeted support systems that recognize and address the unique realities of student-mothers.

Keywords:  challenges,balancing multiple roles, higher education, motherhood,student-mothers

INTRODUCTION

Managing multiple roles that demand time, energy, and commitment can be rewarding yet overwhelming for student-mothers. Parenthood often shapes academic pursuits as they juggle childcare, household responsibilities, and studies, requiring effective time management and strong support systems (Bulluogh et al., 2022; Nomaguchi & Milkie, 2022). In the Philippines, the number of student-mothers in higher education has grown, with CHED reporting that 25 percent of college learners by 2021 were non-traditional students, many of whom were parents (Gaytos et al., 2019). This rise reflects changing societal views on family and education, with Filipino culture emphasizing both values strongly.

Balancing the roles of student and parent presents significant challenges that affect academic performance, family life, and psychological well-being. Student-mothers struggle with coursework, tests, and participation while raising children, often leading to stress and reduced academic productivity (Briegel et al., 2023). These struggles extend beyond academics into limited social interactions and reduced opportunities for engagement (Blanton, 2021). Pressures to meet both parental and student expectations may also lead to guilt and feelings of inadequacy. However, studies show that student-mothers can navigate these challenges through self-reliance, self-esteem, and external support systems (Farrell, 2021; DeWitt, 2021; Andrade et al., 2024).

The dual demands of parenting and studying deeply influence the personal and academic lives of student-mothers. Responsibilities such as childcare, financial obligations, and household management create constant tension between personal and academic goals (Todd, 2023; Andrewartha et al., 2022). Parenthood not only impacts their daily existence but also reshapes their academic performance as they attempt to balance lectures, assignments, and tests (DeWitt, 2021; Tight, 2020). Time constraints, stress, and fatigue present additional barriers that differentiate their academic experiences from those of traditional students. As shown in studies such as Oyegun (2022) and Davis et al. (2021), counseling services and role theory frameworks highlight the importance of support structures to help student-mothers manage multiple roles effectively.

Balancing academics and parenthood is thus a complex endeavor, demanding emotional, financial, and intellectual resources (Chhetri, 2024; Guerrerero, 2021). Student-mothers often employ coping strategies such as time management, social support, and institutional resources, including childcare services and flexible academic schedules (Sarker, 2024). Institutional and societal support significantly shapes their success, with flexible learning, parental leave, and online options offering greater opportunities (Smith, 2023; Baddley, 2021; Esau, 2022). However, current research often overlooks the cultural and socioeconomic contexts that define student-mothers’ lived experiences, particularly in the Philippines (Sallee, 2019; Hatch et al., 2020). A deeper phenomenological examination is needed to address these gaps, allowing for the development of inclusive educational policies and support systems. Literature consistently underscores both the struggles and resilience of student-mothers, highlighting the need for supportive frameworks that enhance their persistence and success in higher education (Williamson et al., 2023; Nnadi et al., 2024)

Objective of the Study

This study aimed in understanding the experiences of student-mothers in higher education by exploring their challenges, coping strategies, and ways of balancing academics with parenting. It also sought to examine their perspectives on the future and provide insights that can help schools offer better support and inclusive practices for student-mothers.

Research Methods

This study utilized a phenomenological research design to describe the lived experiences of student-mothers in higher education, with a focus on their perspectives and coping strategies. The researchers employed purposive and snowball sampling to recruit twelve participants from Misamis University in Ozamiz City, Misamis Occidental. Semi-structured interviews served as the primary data collection method, allowing consistency while providing flexibility for participants to express their personal experiences in depth. An interview guide was developed, pre-tested, and refined with the help of experts to ensure clarity, accuracy, and alignment with the study’s objectives. Interviews were conducted in safe and comfortable settings, audio-recorded for accuracy, and supported with note-taking to capture contextual details. To ensure reliability and validity, experts reviewed the instruments, categorizing items for retention, revision, or rejection, which strengthened the credibility of the tools and procedures used.

Data analysis followed the Moustakas method of transcendental phenomenology, which involved familiarization with transcripts, bracketing biases, extracting meaning units, and developing both textural and structural descriptions of experiences. This process culminated in the synthesis of findings that highlighted recurring patterns and themes. Ethical considerations were carefully observed throughout the study. Participants were fully informed of the study’s purpose and procedures, provided with consent forms, and assured of their rights, including voluntary participation and withdrawal at any stage. Confidentiality and anonymity were strictly maintained, with data stored securely and used solely for research purposes. These rigorous methodological steps ensured that the voices of student-mothers were authentically represented while upholding academic integrity and ethical responsibility.

RESULTS AND DISCUSSION

This section presents the results and discussion of the study, highlighting the key themes that emerged from the lived experiences of twelve purposively selected student-mothers in higher education. Participants came from diverse programs and family structures, meeting specific criteria to provide varied yet meaningful insights into the dual roles they navigate.

Through thematic analysis of their narratives, the following major themes were identified: Balancing Dual Roles, Shifted Identity, Time Constraints, Financial Burden, Organizational Strategies, Support Systems, Dreams and Aspirations, and Vision for Their Children. These themes, along with their corresponding subthemes, capture the everyday realities, challenges, and coping strategies of student-mothers and serve as the basis for the following discussion.

Theme 1. Balancing Dual Roles

Balancing the dual roles of being a student and a mother is a persistent struggle that defines the daily life of many student-mothers (Maluleke et al., 2023). Time management becomes not just a skill but a survival tool in their efforts to meet both academic and parental demands (Espiritu et al., 2023). As Participant 1 (P1) affirmed, “Time management is really necessary,” reflecting how crucial it is to allocate limited hours effectively to avoid neglecting either role.

The mothers interviewed consistently emphasized that managing time helps them ensure that their academic tasks are accomplished while still fulfilling their caregiving responsibilities. However, this balance is far from easy, often requiring careful planning, sacrifice, and mental discipline. Without effective time management, student-mothers risk falling behind in school or compromising the quality of care they provide at home (Bustillo et al., 2024) .

Despite these efforts, the collision between their roles remains unavoidable. Participant 8 (P8) voiced this clearly: “You can’t avoid the struggles that come with juggling the responsibilities of being a mom and a student.” This internal conflict is emotionally taxing as they often have to choose between their child’s needs and school obligations (Brown et al., 2023). There are times when important academic deadlines coincide with caregiving crises, such as a sick child or an emotional need that cannot be delayed (Knopf et al., 2022). These role conflicts go beyond scheduling issues—they represent emotional and moral dilemmas where choosing one role often feels like sacrificing the other (Blake, 2020). For many student-mothers, the ability to persevere in the face of these competing demands is a testament to their resilience, but it also reveals a pressing need for institutional understanding and flexibility to support them in this challenging journey (Fatima et al., 2025).

Time Management as a Core Skill

Time management emerges as a foundational strategy for student-mothers navigating the demands of education and parenthood (Williams, 2024). As participant P1 expressed, “Time management is really necessary,” emphasizing how essential it is to effectively allocate time between academic responsibilities and motherhood (Liebl et al., 2024). The limited hours in a day must be divided not only for coursework, lectures, and examinations but also for caregiving tasks such as feeding, bathing, or even helping their children with their own schooling (Bosley et al., 2021). This skill is not just about productivity—it becomes a survival mechanism to keep both academic and parenting commitments afloat (Lambrechts et al., 2021).

Without adequate time management, participants shared they would feel overwhelmed and unprepared (Xavier et al., 2022). The discipline required to stick to a schedule becomes a personal and emotional investment in both their academic goals and their child’s well-being. Mothers like P1 recognize that careful planning is not optional; it is the only way to maintain focus in class while ensuring their child’s needs are met (Grimmer, 2022). It represents their resilience and dedication in maintaining a dual identity without compromising either role (Akomaning et al., 2021).

Time management is really necessary.(P1)

Conflict Between Roles

The pressure of fulfilling both educational and maternal duties often creates unavoidable conflict, as highlighted by participant P8: “You can’t avoid the struggles that come with juggling the responsibilities of being a mom and a student.” This tension leads to emotional strain, as these mothers are constantly torn between two equally important priorities (Radcliffe et al., 2022). For instance, attending an important class may clash with a child’s medical need, or a school deadline may have to be delayed due to parenting demands (Garcia, 2021).

These role conflicts not only create logistical problems but also trigger feelings of guilt and inadequacy. The constant mental negotiation—choosing between being a good student or a present mother—can lead to stress and exhaustion (Phiri, 2021). For P8 and others, acknowledging these clashes does not mean surrendering to them; rather, it signifies the emotional and physical weight student-mothers carry daily. This struggle underlines the necessity for flexible academic support systems that can accommodate the dual realities of parenting students (Rammell, 2023).

“You can’t avoid the struggles that come with juggling the responsibilities of  being a mom and a student.” – P8

Theme 2. Shifted Identity

The transition from being a student to becoming a student-mother brought a significant shift in identity for many participants (Fatima et al., 2025). Motherhood reshaped how they viewed themselves and the world around them. One participant emphasized, “My child always comes first before myself” (P3), encapsulating the deep personal transformation that occurs when caring for another life takes precedence over one’s own needs and ambitions. This shift was not merely behavioral but deeply rooted in emotional and psychological changes. Their priorities evolved, often placing their child’s welfare, development, and happiness at the center of their decision-making. As a result, many student-mothers sacrificed personal time, rest, and sometimes even academic focus to meet the demands of motherhood, reflecting a clear internal redefinition of self.

In addition to prioritizing their children, student-mothers also experienced a profound adjustment in how they perceived life (Torres et al., 2020). As another participant noted, “Life is different now, especially that I’m already a mother. It’s no longer like before” (P3). This statement reflects how their worldview and daily routines were fundamentally altered by their new role. What once may have been a life centered around academic goals and social growth was now shared with the unrelenting responsibilities of parenthood. This life shift prompted a broader understanding of maturity, responsibility, and purpose. For student-mothers, the identity they once had as students had expanded—now encompassing nurturer, provider, and role model—transforming their goals, behaviors, and long-term vision for themselves and their families (Andres, 2021).

Prioritizing Motherhood Over Self

The experiences of the participants reveal a profound shift in their sense of self, where the demands of motherhood redefine personal priorities. For many student-mothers, caring for their child becomes the central focus of daily life, surpassing even their own well-being and needs. One participant shared, “My child always comes first before myself” (P3), underscoring the internal reordering of values that occurs with motherhood. This re-prioritization often leads to the suppression of individual desires in favor of ensuring their child’s comfort, safety, and development, a sentiment echoed across several narratives (Bustillo et al., 2024).

This form of identity transformation is not only practical but emotional, as mothers consistently choose to place their child’s needs ahead of their own (Babetin, 2020). The self becomes secondary—no longer the autonomous student or individual, but now a caregiver first. This constant self-sacrifice becomes part of their lived identity, shaping how they navigate their academic responsibilities and personal aspirations. Their experiences illustrate the invisible labor of student-mothers, who continue to strive toward educational success while putting motherhood at the core of every decision they make (Hitchings, 2024).

My child always comes first before myself.(P3)

Adjusting Life Perspective

Motherhood not only shifts priorities but also transforms the way participants perceive life and its purpose (Williamson et al., 2023). A recurring reflection among participants was how their worldview and understanding of responsibility changed upon entering motherhood. As one participant stated, “Life is different now, especially that I’m already a mother. It’s no longer like before” (P3). This simple yet powerful declaration captures the essence of a fundamental identity transition—from student to student-mother. It reflects a broader life recalibration, wherein former habits, freedoms, and perspectives are replaced by an increased sense of accountability and foresight (Chhetri, 2024).

This adjusted life perspective is marked by a deeper awareness of consequences, long-term planning, and emotional maturity(Meher et al., 2025). The shift is not just about managing responsibilities, but about internalizing a new self-image anchored in nurturing, patience, and perseverance. Participants acknowledged that they could no longer live solely for themselves; their actions now carried weight not only for their own future but for that of their children. The transformation of identity, therefore, is both internal and external, shaping how they interpret daily experiences and the long-term trajectory of their lives (Blum-Russ et al., 2020).

Life is different now, especially that I’m already a mother. It’s no longer    like before.(P3)

Theme 3. Time Constraints

Time constraints was a dominant concern among student-mothers, highlighting the difficulty of navigating multiple responsibilities within a limited timeframe (Espiritu et al., 2023). Many participants expressed that managing time between their academic and parental duties was one of the most challenging aspects of their daily lives. One participant candidly shared, “Time. Time management is really the biggest challenge” (P1), summarizing the universal struggle faced by student-mothers as they attempt to fulfill school requirements while attending to household and childcare tasks. The demands of class schedules, deadlines, and examinations often clashed with the unpredictable needs of their children, leading to constant adjustments and sacrifices (Bhoi, 2024).

This juggling act resulted in divided focus, where student-mothers had to stretch their mental and emotional energy to cater to both roles (Saruna, 2024). As another participant explained, “You really need to manage your time well and focus on your studies, making sure you don’t neglect either role” (P12). This balancing act was not only physically exhausting but mentally taxing, as their attention was frequently pulled in different directions. The pressure to succeed academically while being a present and attentive parent led to feelings of guilt and stress, particularly when one role demanded more than the other. Their narratives reflect a persistent tension between academic ambition and maternal responsibility—one that requires constant negotiation and, often, personal sacrifice (Bowyer et al., 2022).

Conflicting Schedules

Student-mothers commonly described the overwhelming difficulty of coordinating academic responsibilities with childcare demands (Toney, 2020). School requirements such as assignments, examinations, and attendance often clashed with the equally pressing needs of their children, creating a chaotic and unpredictable daily routine. One participant stated, “Time. Time management is really the biggest challenge” (P1), expressing the struggle of constantly trying to balance responsibilities that often compete for attention. For student-mothers, the rigidity of class schedules does not always accommodate the fluid and demanding nature of motherhood, leading to missed deadlines or emotional distress when one role must be temporarily sacrificed for the other (Wright, 2022).

These conflicting schedules are not merely logistical issues—they affect the mental and emotional state of the mothers, who often feel torn between their academic goals and parental obligations (Guy et al., 2020). This constant tension can lead to physical exhaustion and psychological burnout, especially when institutional structures offer little flexibility. Student-mothers must often create and maintain their own systems of scheduling, prioritization, and compromise just to meet the bare minimum expectations in both areas of their lives. Despite this, they continue to persevere, showing resilience as they adapt to a daily routine that rarely allows rest (Sativa, 2025).

Time. Time management is really the biggest challenge.(P1)

Divided Focus

Beyond conflicting schedules, student-mothers face the internal struggle of divided focus—trying to give equal attention to their academic work and their children (Maluleke et al., 2023). This mental fragmentation often leaves them feeling inadequate in both roles. One participant reflected, “You really need to manage your time well and focus on your studies, making sure you don’t neglect either role” (P12), illustrating the daily battle of staying present and committed in both academic and parental duties. This balancing act requires immense emotional discipline and organizational skill, as the demands of one role can easily spill into the responsibilities of the other (Bella, 2023).

Divided focus also means sacrificing personal time and often leads to feelings of guilt. Student-mothers may be studying while worrying about their child’s well-being or attending to their children while thinking about unfinished schoolwork (Kisanga et al., 2023). This constant mental toggling creates stress and fatigue, sometimes resulting in burnout or academic decline. Despite this, participants remain deeply committed to both roles, driven by a sense of duty and the desire to succeed not only for themselves but for their children’s future. Their experience reflects a silent resilience—managing dual responsibilities with limited support while striving not to let either one fall behind (McKinney, 2022).

“You really need to manage your time well and focus on your         studies,            making sure you don’t neglect either role.” – P12

Theme 4. Financial Burden

Financial burden emerged as a major theme in the lived experiences of student-mothers (Torres et al., 2020), often affecting their ability to continue schooling and provide for their families. The pressure of covering tuition, school supplies, transportation, and daily household expenses is a persistent struggle, especially for those without stable income sources. One participant shared, “The biggest challenge I really face is financial” (P7), reflecting how deeply financial stress permeates the academic and personal lives of student-mothers. Their limited income constrains their ability to respond to emergencies, maintain consistent school attendance, or even afford basic necessities for their children and themselves. This ongoing challenge adds another layer of complexity to their already demanding dual role (Karpman et al., 2020).

In addition to lacking sufficient income, student-mothers often sacrifice their own needs to ensure that their children are provided for (Arabejo et al., 2025). The weight of motherhood leads many to deprioritize personal wants—even essentials—in favor of their child’s well-being. As one participant said, “You can’t buy the things you want anymore… the child’s needs come first” (P6). This selflessness, while admirable, often comes at a cost to the mother’s mental health and academic performance. Despite these financial hardships, the participants remain committed to their responsibilities, navigating their circumstances with resilience and determination. Their stories highlight the urgent need for targeted financial support and institutional accommodations to help alleviate the unique burdens faced by student-mothers in higher education (Ogunji et al., 2020).

Lack of Income

One of the most pressing challenges faced by student-mothers is the lack of steady income (Kanana et al., 2021). The financial strain of supporting both their educational needs and the needs of their children creates a constant state of pressure and worry. For many, this burden is amplified by the absence of regular employment or limited access to financial support. As one participant expressed, “The biggest challenge I really face is financial” (P7), indicating how this single factor impacts all other aspects of her life as a student and a mother. Without sufficient income, student-mothers are often left to juggle tuition fees, transportation, school materials, and daily household expenses with little or no buffer for emergencies (Kiwang et al., 2023).

The lack of income not only threatens academic continuity but also affects their emotional and psychological well-being (Brown, 2021). Financial instability can lead to anxiety and feelings of helplessness, especially when basic needs like food, rent, or medical care cannot be easily met. Despite these hardships, many student-mothers continue to persevere by relying on family, loans, or side jobs. However, the struggle remains a major source of stress, often forcing them to make difficult decisions between attending class and working for additional income, or between buying school materials and basic needs for their child (Hitchings, 2024).

“The biggest challenge I really face is financial.” – P7

Sacrifices for Child’s Needs

Student-mothers frequently put their children’s needs above their own, often at the cost of personal comfort or well-being (Cranney, 2025). Financial sacrifice becomes a daily reality as they prioritize essentials like milk, diapers, clothing, and healthcare for their children over personal wants or even academic resources. One participant shared, “You can’t buy the things you want anymore… the child’s needs come first” (P6), highlighting how motherhood compels a complete shift in financial priorities. This sacrifice extends beyond luxuries; in many cases, it includes giving up meals, delaying school payments, or refusing social invitations to allocate every possible resource for their children (Rika, 2021).

Such sacrifices, though made out of love and responsibility, can wear heavily on student-mothers. Many internalize the belief that their personal goals must be secondary to their children’s well-being, reinforcing a cycle where their own needs are consistently postponed or overlooked (Loureiro et al., 2020). This reality is compounded by limited financial support systems, which force them to make hard choices daily. Nevertheless, the decision to prioritize their children’s needs speaks to their resilience and strength, reflecting a deep commitment to their role as mothers even amid significant financial hardship (Nnadi et al., 2024).

“You can’t buy the things you want anymore… the child’s needs come        first.” – P6

Theme 5. Organizational Strategies

Student-mothers rely heavily on organizational strategies to manage the complex interplay of academic, maternal, and household responsibilities (Adisa et al., 2022). With limited time and overwhelming demands, structuring their day is not just a choice but a necessity. One participant shared, “I always list down my schedule and the tasks I need to finish” (P1), showing that planning ahead allows them to maintain control over their time and energy. By mapping out their responsibilities, student-mothers can better anticipate conflicts between school and childcare, allocate their efforts efficiently, and avoid last-minute stress (Navarro et al., 2023). These scheduling practices help provide order in otherwise unpredictable daily routines (Sled, 2023).

In addition to structured schedules, many student-mothers turn to making to-do lists to stay organized and focused (Miranda, 2020). These lists serve as visual reminders of their responsibilities and help reduce the mental burden of remembering everything. As one participant put it, “I use notes to help me stay on track” (P9), revealing how simple note-taking becomes a powerful tool for managing a busy life. Checking off completed tasks not only promotes efficiency but also provides a sense of achievement in the midst of chaos. These organizational strategies reflect the resilience and adaptability of student-mothers who develop personalized systems to cope with their dual roles, ensuring they remain productive and emotionally grounded despite constant demands (Sativa, 2025).

Time Management and Scheduling

Student-mothers often rely on effective time management and structured scheduling to manage the demands of both academic life and parenting (Bustillo et al., 2024). With responsibilities constantly overlapping, organizing their day becomes essential for survival. One participant stated, “I always list down my schedule and the tasks I need to finish” (P1), highlighting how pre-planned routines help create a sense of control and reduce stress. By setting specific timelines for study, childcare, and household duties, student-mothers are able to minimize confusion and prevent important responsibilities from being overlooked (Fatima et al., 2025).

This approach not only enhances productivity but also provides a psychological framework for coping with daily pressures (Loreto et al., 2022). Maintaining a schedule helps student-mothers anticipate their day and allocate energy where it’s most needed. This strategy supports the delicate balance they must achieve to avoid academic failure and parental neglect. It also reflects their adaptability and commitment to fulfilling both roles as effectively as possible, despite having limited time and resources (Cooper-Khan et al., 2024).

 “I always list down my schedule and the tasks I need to finish.” – P1

Making To-Do Lists

Another simple yet powerful organizational tool used by student-mothers is the creation of to-do lists (Wright, 2022). These lists serve as a mental guide for completing daily responsibilities and help reduce the cognitive overload that comes with managing multiple roles. One participant shared, “I use notes to help me stay on track” (P9), emphasizing how writing things down allows her to stay organized and focused amid the chaos of student-motherhood. Lists become a tangible reminder of priorities and tasks, and checking items off offers a small but meaningful sense of accomplishment (Adidharma et al., 2023).

Beyond productivity, to-do lists offer emotional reassurance. In situations where things feel overwhelming, having a clear list provides structure and reduces the anxiety of forgetting something important. For student-mothers, these lists are not just about being efficient—they are tools for mental clarity and emotional stability. They reflect a proactive approach to self-management and demonstrate the practical strategies that participants develop in order to navigate their demanding daily lives (Audulv et al., 2021).

“I use notes to help me stay on track.” – P9

Theme 6. Support Systems

Support systems emerged as a vital theme in the lived experiences of student-mothers, as they significantly contributed to their ability to manage the dual demands of school and motherhood (Simon, 2020). Many participants emphasized the important role of family members—especially their own mothers—in caring for their children while they attended classes or completed schoolwork. One participant expressed this clearly, saying, “My mom helps take care of my child… it really helps a lot” (P4). Such family involvement provided not just practical help but emotional assurance, giving the student-mothers peace of mind knowing their children were well cared for. This support helped ease the pressure, allowing participants to focus on their education and maintain their academic performance (Kiwang et al., 2023).

In addition to family, many student-mothers shared that the emotional and caregiving support provided by their partners played a major role in sustaining their motivation and resilience. As one participant noted, “I have a partner who is very caring and understanding… He really helps with the caregiving” (P7). This form of partnership, marked by shared responsibility, enabled them to feel less alone in their struggles. Spousal support created a sense of balance in their households and empowered the student-mothers to continue pursuing their goals. Together, the presence of both family and partner support systems provided a strong foundation that allowed participants to endure the challenges of academic life while fulfilling their roles as mothers (Simon, 2020).

Family Assistance

Family support plays a critical role in the lives of student-mothers, providing both emotional and practical help as they navigate the demands of higher education and parenting (Dickson et al., 2021). Many participants shared how vital the role of their parents, especially their mothers, has been in helping them cope with the responsibilities of child-rearing. One participant expressed, “My mom helps take care of my child… it really helps a lot” (P4), emphasizing the relief and security that comes with knowing their child is in trusted hands while they attend school. This form of support lightens their load and makes academic engagement more manageable (Fatima et all, 2023).

The presence of a supportive family member does more than just ease logistical burdens—it also offers emotional comfort and encouragement (Maluleke, 2023). For student-mothers, having a parent or relative who steps in creates a stable environment for the child and peace of mind for the mother. It becomes a shared effort in child-rearing that reinforces familial bonds and reduces isolation. These forms of assistance are crucial in sustaining student-mothers’ motivation and ability to persist in their education, especially during periods of exhaustion, illness, or increased academic pressure (Anane, 2021).

(“My mom helps take care of my child… it really helps a lot.”)(P4)

Spousal or Partner Support

In addition to family, partners and spouses also play an essential role in supporting student-mothers (Dankyi et al., 2023), particularly when it comes to emotional reassurance and shared caregiving. Many participants highlighted how a partner’s understanding and involvement greatly influenced their ability to manage both academic and maternal duties. One student-mother noted, “I have a partner who is very caring and understanding… He really helps with the caregiving” (P7), illustrating how mutual support within the household helps alleviate the pressures of single-handed parenting. This kind of partnership provides not only practical help but also validation of their dual roles (McMillen, 2022).

Such spousal or partner support goes beyond physical tasks—it builds a foundation of trust and collaboration that empowers student-mothers to pursue their goals without feeling solely responsible for everything. When partners contribute to caregiving, the burden is shared, and the student-mother gains more time and energy to focus on her academic responsibilities (LaBrenz et al., 2023). This shared responsibility reinforces the importance of co-parenting and challenges the stereotype that caregiving should fall solely on the mother. Ultimately, participants’ stories underscore how meaningful support from a spouse or partner can significantly enhance their academic persistence and emotional well-being (Odenweller et al., 2020).

“I have a partner who is very caring and understanding… He really helps with     the caregiving.” – P7

Theme 7. Dreams and Aspirations

For student-mothers, dreams and aspirations serve as a powerful source of motivation amid the daily pressures of balancing school and parenting (Bacatan et al., 2022). Many of them view education as a stepping stone toward a stable and meaningful career that will not only uplift their own lives but also secure a better future for their children. As one participant shared, “My dream is to become a registered social worker” (P1), reflecting a clear vision for her professional life. Such ambitions fuel their determination, enabling them to endure sleepless nights, financial struggles, and emotional exhaustion. Their career goals are often rooted in the desire to give back to their communities or become role models for their children—proof that hardship can lead to success through perseverance (Datu, 2021).

Beyond practical career goals, education also represents a path to personal healing and self-fulfillment (Aliakbari et al., 2023). For many student-mothers, returning to school marks the reopening—and eventual closing—of an unfinished chapter in their lives. One participant expressed this sentiment poignantly: “It’s like a door that was slightly open, but now I’m slowly closing that chapter for my peace and self-fulfilment” (P7). Her words highlight how academic completion symbolizes more than just a degree; it brings emotional closure, restored confidence, and a renewed sense of identity. In this way, dreams and aspirations are not only forward-looking but also reflective—allowing student-mothers to reclaim their stories and write new endings on their own terms (Anderson, 2021).

Career Ambitions

Despite the many challenges they face, student-mothers maintain strong hopes for their professional futures (Dow, 2025). Many of them pursue education not only for personal growth but also to secure stable, meaningful careers that will support their families. One participant shared, “My dream is to become a registered social worker” (P1), highlighting how academic persistence is deeply tied to long-term career goals. This ambition goes beyond earning a diploma; it represents a desire to contribute meaningfully to society and achieve personal stability through professional success (Banegas-Carreon, 2024).

These career goals serve as a driving force for student-mothers, motivating them to overcome daily struggles and push through academic hardships. For many, their dreams are rooted in a desire to improve not only their lives but also the lives of others—including their children and communities (Torres et al., 2020). Education becomes a pathway toward a better future, and career ambitions act as the compass guiding their resilience. Their narratives show that student-mothers are not merely surviving—they are planning, striving, and working toward fulfilling their visions for long-term success(Moyer et al., 2020)s.

“My dream is to become a registered social worker.” – P1

Self-Fulfillment Through Education

Beyond professional goals, many student-mothers view education as a deeply personal journey toward self-fulfillment and healing (Medina-Rodriguez, 2022). For some, returning to school signifies reclaiming a sense of identity and purpose that may have been set aside due to early motherhood or life challenges. One participant described this journey as, “It’s like a door that was slightly open, but now I’m slowly closing that chapter for my peace and self-fulfilment” (P7). Her words reflect the emotional closure and personal growth that education provides—turning what once seemed like missed opportunities into a fulfilling chapter of empowerment (Berger et al., 2022).

For these women, education is not just a means to an end—it is a form of redemption, self-respect, and inner peace (Kirckpatrick, 2023). It allows them to prove to themselves and others that motherhood does not have to mean the end of personal ambition. Completing their studies becomes a symbolic achievement that reaffirms their strength and perseverance. The pursuit of education, therefore, is not only about careers and income; it is also about healing, reclaiming dreams, and finding peace through the completion of something they started for themselves (Bacatan et al.,).

“It’s like a door that was slightly open, but now I’m slowly closing that      chapter for my peace and self-fulfillment.” – P7

Theme 8. Vision for Their Children

Student-mothers are strongly motivated by their dreams for their children’s future, often making personal sacrifices to ensure their children have access to better opportunities (Fatima et al., 2025). Their educational journey is deeply intertwined with their hope of providing stability, financial security, and academic success for their children. One participant expressed, “I want my child to have a good life through my own hard work” (P9), revealing how her pursuit of education is not only for self-improvement but also a direct investment in her child’s future. This vision goes beyond mere survival—it reflects a desire to break cycles of poverty and open up new possibilities for the next generation (Buheji et al., 2020).

Beyond the hope for material success, student-mothers also envision raising their children with strong values and emotional resilience (Rana et al., 2022). Their aspirations include not only a good education but also a life rooted in faith, integrity, and emotional well-being. As one participant shared, “That they grow up with fear of God… I don’t want them to go through what I did” (P7), emphasizing a protective instinct grounded in love and experience. For these mothers, raising children with a strong moral foundation is just as important as securing them a better economic future. Together, their dreams for their children reflect both practical and spiritual hopes—a vision of success built not only on achievement but on character and emotional strength (Glick et al., 2024).

Educational Support and Better Life

For many student-mothers, the pursuit of higher education is not only for personal growth but also a pathway to secure a better future for their children (Hatch et al., 2020). Their academic persistence is deeply rooted in their desire to uplift their families from poverty and provide their children with opportunities they themselves may not have had. One participant emphasized this intention, stating, “I want my child to have a good life through my own hard work” (P9). Her words reflect a common motivation among student-mothers—to break cycles of hardship and open doors to a brighter, more secure future for the next generation (Garingan, 2023).

This vision fuels their commitment despite the many challenges they face. The sacrifices made, from sleepless nights to missed meals and financial struggles, are all anchored in the belief that their education will eventually benefit their children (Amoah et al., 2022). They hope that by completing their degrees, they can offer their children a more stable life, access to quality education, and a home environment that nurtures hope and ambition. The dream of a better life for their children acts as a powerful motivator that keeps them moving forward through adversity (Bowen et al., 2020).

“I want my child to have a good life through my own hard   work.”             – P9

Values and Well-being

Beyond material comfort and educational success, student-mothers also expressed a deep desire for their children to grow up with strong values and emotional well-being (Cranney, 2025). They hoped to instill moral guidance, resilience, and emotional strength—qualities they believe will protect their children from the hardships they themselves experienced. As one participant put it, “That they grow up with fear of God… I don’t want them to go through what I did” (P7). Her statement underscores the importance of not only changing the external circumstances of their children’s lives but also shaping their character and worldview (Dasig, 2020).

This desire stems from personal experience. Many student-mothers faced difficulties growing up—whether emotional, financial, or spiritual—and are determined to break those patterns for their children (Oyoo, 2024). They aim to raise them in nurturing, supportive environments grounded in faith, discipline, and compassion. Through their sacrifices and parenting choices, these mothers hope to offer not just a better life in terms of comfort, but a stronger foundation in terms of ethics, values, and emotional health. Their vision reflects a holistic understanding of what it means to truly care for a child’s future (Cantor et al., 2021).

“That they grow up with fear of God… I don’t want them to go through what I did.” – P7

CONCLUSION

The study revealed that student-mothers in higher education face overlapping responsibilities that often result in physical, emotional, and mental strain, with time management and role conflict as persistent challenges. Motherhood reshaped their identities, priorities, and outlook on life, while financial constraints, conflicting schedules, and emotional pressures further compounded their struggles. Despite these difficulties, student-mothers employed practical coping strategies such as time scheduling, task organization, and relying on family support to sustain their studies. Most importantly, their strong determination to graduate and secure better opportunities for themselves and their children underscores the vital role of education in shaping their aspirations and resilience.

RECOMMENDATIONS

Based on the findings, several recommendations are put forward. For educational institutions, it is important to develop and implement flexible policies such as asynchronous classes, adjusted deadlines, and on-campus childcare support to better accommodate the unique needs of student-mothers. Faculty and academic advisers are encouraged to show understanding and empathy by providing academic adjustments and regularly monitoring their progress and needs. Student-mothers, on the other hand, are advised to continue practicing effective time management, seek support from reliable networks, and remain focused on their long-term goals. Policymakers and program developers are urged to establish support programs such as scholarships, parenting workshops, and mentoring initiatives that can strengthen both the academic and personal lives of student-mothers. Lastly, future researchers are encouraged to examine the long-term educational and professional outcomes of student-mothers and assess the effectiveness of institutional interventions in supporting their persistence in higher education.

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