HE finance: how we can support underrepresented learners
We know that finance can be a barrier for Higher Education (HE) applicants. Many students, especially those from disadvantaged backgrounds, have concerns about tuition fees and the cost of living (e.g. accommodation, travel, food).
The Office for Students identifies cost pressures as a risk to students getting in and getting on in HE in its Equality of Opportunity Risk Register. These pressures are unlikely to change with upcoming student finance reforms that will affect current and 2027-28 applicants.
In this context, it is important that all learners and students have access to the right information around how they will fund HE. Go Higher West Yorkshire (GHWY) supports learners to make informed choices about their future, providing information about how to fund their courses and develop financial literacy.
Finance issues in focus
Student Loans Company data recently identified a trend in Yorkshire and the Humber around applicants applying for student finance too close to starting their degrees to receive their full entitlements when they begin their courses. We will present this data in our Student Finance CPD in February. These applicants run a risk of starting their courses without the finance to pay fees or living costs. This can particularly impact specific groups such as disabled learners, who may not have applied for Disabled Students Allowance in time, and care-experienced or estranged students, who may not have accessed the full support their HE provider offers.
Another long-running challenge about student finance is misinformation, such as how HE finance interest is accrued, what finance products are available and what impacts they have on credit ratings. In our outreach programmes and signposting, we ensure up to date information is shared with learners and their families, and we counter skewed arguments.
However, the Labour Government has outlined many changes to student finance with its budget, modern industrial strategy, and the post-16 white paper. These include rising tuition fees in some areas but not in others, maintenance grants returning to support disadvantaged students on some priority courses, and the Lifelong Learning Entitlement. With so many changes coming to the student finance space, we need to work harder to get accurate information across and to check learners and students understand it.
Five ways in which we can support our learners
- Strive to deliver high quality information and advice. Learners should be encouraged to apply for finance as soon as possible. They should also be given up-to-date information on student finance as part of their application to HE.
- Updating resources and signposting information to keep up with changes. Share this information with learners as well as parents, carers and other key influencers.
- Learn what financial support is available. Each of our 13 partner institutions provide their own financial support for learners e.g. Leeds Conservatoire offers specialist support for learners entering creative disciplines, which may involve additional course-related expenses. Most providers offer:
- Personalised money and budgeting guidance via the Student Advice Team
- Information on course costs, funding and bursaries
- Resources for advisers supporting students with creative HE pathways
- UCAS has a scholarship search tool that can signpost applicants to extra financial support
- Develop financial literacy. What Uni’s student cost of living calculator is a useful tool for this. Our Budget Busters resource, which helps learners to explore real-life budgeting and better understand the costs associated with student life, is also useful.
- We should broaden our knowledge. We have teamed up with the Student Loans Company to deliver free CPD that will outline student finance updates for 2026-27 and 2027-28 entrants, as well as looking at regional data insights. It will be held online on Tuesday, 10 February 3-4.30pm. Register for student finance CPD.
Conclusion
Finance continues to be a barrier to HE progression, especially for learners from underrepresented groups. However, there are many tools, resources and opportunities available that can broaden our own and our learners’ knowledge. This will help them to make informed choices about their next steps.
Will France, GHWY Outreach Officer (Leeds Conservatoire) and Jenny Scannell, GHWY Project Officer
