1. Who cares about the carers?: An analysis
of the experiences of Radiography and
Radiotherapy students who are carers
Zainab Hussain, Vicki Pickering,
Dave Percy, Julie Abbott & Jan Bogg.

2. The Study
 This study is part of a large scale project
being conducted across Allied Health
Professions
 The preliminary findings for students on
the radiography and radiotherapy degree
programmes who are carers are
presented

3. Why?
 There are now greater numbers of mature students
undertaking higher education (HE) programmes
 Currently national statistics are not available on the
number of students who are carers
Age 1999 2003 2004 2005 2006 2007 2008
20 and
under
245,626 290,160 293,795 316,457 305,121 323,220 350,263
21-24 25,804 44,184 44,259 46,441 44,844 47,949 54,921
25-39 25,789 32,256 31,981 34,304 32,764 33,692 40,698
40+ 5,846 7,707 7,509 8,167 8,161 8,569 10,745
Total 303,065 374,307 377,544 405,369 390,890 413,430 456,627
Accepted applicants to higher education (UCAS accessed 2009)

4. Why?
Percentage of full-time students studying selected subjects, by age
on enrolment 2007 (Only the top 5 choices for mature students are
shown. (Source: UCAS)
Age 20 and
under
21 to 24 25 to 39 40 + Total
Social
Studies
6.56 8.59 14.91 17.61 28027
Subjects
Allied to
Medicine
5.57 8.49 15.99 16.13 25289
Creative
Arts &
Design
11.74 14.71 9.76 15.3 43597
Business &
Admin
studies
11.08 12.26 8.27 4.18 39425
Education 3.33 4.21 6.32 8.62 13783

5. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Entrybypercentage
1996-2006
Radiotherapy Entry by Age
Category
Under21
21-25
Over 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
1996-2006
Diagnostic Entry by Age
Category
Under21
21-25
Over 26
Entrybypercentage
Entry by age to radiotherapy & diagnostic
radiography programmes 1996-2006

6. Background
There has been a growing awareness of
the needs of carers
 The Department for Business Innovation
& Skills has modernised the student
support system
 This initiative may have influenced the
recent increase in full-time participation
by mature students

7. Background
 Returning to full time education can have
negative consequences on family relationships
 Mature students and women with children
have higher debt levels than younger students
 Mature students with children often
discontinue their studies.
 Males returning to study have been shown to
be treated more positively by their families
and received more encouragement than
females.

8. Attrition
 The Society and College of Radiographers
2008 reported that national attrition rates
were 37% for diagnostic students and 43%
for radiotherapy students.
 These figures fall below national HE attrition
rates but are significantly higher than other
allied health programmes.

9. Aim of study
The aim of this study
was to actively
engage student
carers and report their
opinions and
experiences

10. Method
 Diagnostic radiography and radiotherapy
students (n= 227) were invited to complete a
short questionnaire and 215 responded (122
diagnostic students and the 93 radiotherapy .
 Students who identified themselves as carers
were invited to participate in focus group
sessions.
 From the findings of the focus groups absence
rates were also investigated.

11. Why did you choose to do radiography/radiotherapy?
Why did you choose this university?
Has the programme turned out to be what you expected?
What have you enjoyed most about your programme and university?
Did you feel prepared for university study?
Do you feel you are supported?
What difficulties have you encountered?
Have you ever felt like leaving and why?
What makes you stay?
What have you gained from higher education?
Given your time again would you still choose this programme at this
university?
Questions for discussion at focus groups

12. Results (Questionnaire)
 28% of students were
male, 78% female
 45% of students were
aged over 21 years
on entry to the
programmes
 23% of students were
aged 26+ years on
entry

13. Results (Questionnaire)
0
10
20
30
40
50
60
70
80
90
100
non carer DR
carers DR
non carer RT
carers RT
Carers & non - carers by programme
A significant number of students (n=30, 14%) identified
themselves as carers.

14. Results (Questionnaire)
 All students who were carers had gained entry via access
 83% of carers were aged 26+ years
 83% of carers were female.
 27% of carers were single parents
 77% described themselves as the main carer. (Of the 5
males, one identified themselves as being the main carer)
 24 cared for children, 6 cared for a parent or grandparent
and one student had multiple carer responsibilities.
 77% of student carers indicated that the structure of
clinical and/or academic timetables were problematic

15. Results
Focus group findings
Of the thirty 30 carers, 18 (60%) agreed to take part
in the focus groups (5 radiotherapy and 13 diagnostic
radiography students). The following key themes
were identified.
 Choice of programme
 Expectations
 Support
 Timetabling issues
 Commitment to the programme
 Absence

16. Results
Focus group findings
Choice of programme
 Combining technical/clinical expertise
 Financial considerations
‘The fact that I didn’t have to worry about fees
was important to me at this stage of my life. I have
given up a job to do this and also the family have
made sacrifices. I don’t think I would be here if I
had to pay back the fees.’
 Location – more important than anything else.

17. Results
Focus group findings
Expectations
 Students reported that the programme was more
demanding than expected.
 Students found physics, academic and reflective
writing difficult.
‘I felt OK with most things on the course but the physics was
difficult for me. This was not covered on my access course
Some of it is still difficult for me now.’
‘A lecture on how to reference or do a literature search is not
really that helpful. I would rather have to do it in some way and
then have where I’ve gone wrong pointed out.

18. Results
Focus group findings
Support
 Most students found the personal (academic)
tutor scheme helpful. However many stated
that the clinical tutor at the clinical placement
site was their first choice of contact
 Family support was noted as being crucial.
 Female students felt that their partners did not
fully appreciate the commitment required

19. Results
Focus group findings
Support
 Most students who were carers tended to socialise in their own
group and were unanimous in reporting this support as a
source of motivation to stay on the course
‘We (carers) tend to hang around together. There’s quite a few
of us and we all help each other. We understand what it’s like.’
 Students did not feel part of the wider student community
‘We don’t have time really to socialise and go out a lot like the
other students. I don’t really get involved in anything at
university apart from what I have to do’.
 Some students were not aware of financial support that might
be available.

20. Results
Focus group findings
Timetabling
A variety of timetabling issues were reported as
problematic
 9 am starts (academic & clinical) were incompatible
with many childcare arrangements
 Academic timetabling changes at short notice
 For diagnostic students - 13 week continuous clinical
placement block in year two
‘I really felt like leaving. I felt guilty not having any time
with the kids during the summer. I relied heavily on
parents and friends and felt guilty about that. The
childcare grant does not go anywhere in covering holidays
especially when you have more than one child.’

21. Results
Focus group findings
Timetabling
 Students reported that flexibility on clinical placement
was possible. With most clinical staff understanding
the issues.
 Some students had managed to make individual
arrangements for clinical placement to alleviate the
problems during school holidays. Not all students
requested these changes
‘I don’t want to start asking for special arrangements.
They might think I can’t cope and not give me a job
later on. At least when I’m working I can afford proper
childcare, choose my holidays within reason and get
some flexibility then.’

22. Results
Focus group findings
Commitment to the programme
 Most students (14/18) reported that they had at
some time considered leaving the programme.
The main reasons cited for this was academic
failure, financial difficulties and for diagnostic
students the timing of the clinical placement
block in year 2.
 All students were pleased with their career choice
 Despite the sacrifices, a professional career
would mean a better future for themselves and
their families

23. Results
Focus group findings
Absence
 Student reported concerns that absence due to
attending healthcare appointments with family
members may be detrimental to their overall
attendance record.
 Some students also stated that they had at times,
taken sick leave rather than request authorised
absence as they felt uncomfortable requesting
time off.

24. Results
Focus group findings
Absence
 Students suggested that there should be an agreed
‘carers leave’ so that they were not disadvantaged
 Students felt they did not work to the same flexible
working policies and practice available to NHS and
University staff.
‘You know there’s flexibility when you work in the
NHS. They’ve got family friendly working hours. Staff
at the university get that too. Shouldn’t we be entitled
to some carer days?’
 Students perceived the attendance of carers was
higher than students without carer responsibilities.

25. Results
Exploration of absence rates for carers and
non-carers.
 In response to the issues raised by students on
attendance, absence data on the 122 diagnostic
radiography students and the 93 radiotherapy
students were collected from directorate records and
analysed using SPSS Version 16.
 Diagnostic Radiography programme absence for
carers was significantly lower than that of non-carers.
For the radiotherapy programme there were no
significant differences between absence for carers
and non-carers

26.  It was reassuring that most students were pleased
with their career choice.
 It is of concern that students did not examine
programme structures before application as location
was the decisive factor
 The need for embedding effective study skills into the
curriculum was highlighted by all students particularly
with regard to Year 1
 Students considered leaving the course following
academic failure.
Discussion

27.  Student carers felt excluded from the wider university
community,
 Lack of social and academic integration have been
reported as reasons for attrition (Cullen 1994, NUS
Survey 2009)
 McGivney 2003 suggested that a sense of inclusion
or exclusion was particularly important for students
with children
 Support they received from their peer group was one
of the most positive aspects of university life which
may explain why students in this study did not report
feelings of isolation.
Discussion

28.  Students felt well supported on clinical placement;
 Despite these positive relationships, some students
expressed reluctance to request flexibility in
placement areas even when experiencing
difficulties.
 The fact that students would rather take time off as
‘sick’ rather than request authorised absence is
worrying.
 Transparent procedures would be beneficial to
students and staff
Discussion

29.  Attendance has been identified as a determinant
of academic performance and attainment
(Newman 2008).
 Academic departments should not only monitor
attendance but also encourage it by making their
academic and clinical programme structure,
where possible, more accessible to all students.
Discussion

30.  There was a lack of awareness of the financial
support available to students, and the application
process was not clear. This is in agreement with a
recent national study on student parents conducted
by the NUS.
 The NHS student bursary allowance pays a net
maximum amount of £123.25 per week for one child.
For two or more eligible children the weekly net
maximum is £182.75.
Finance

31.  Department of Health - attrition for allied health
professions programmes should not exceed 10%
and attrition amongst ethnic minority group students
should not exceed the average attrition rate. It is
therefore reasonable to suggest that this should
apply to students who are carers
 The Equality Act 2010 – HEIs will have to consider
how their policies, programmes and service delivery
affect people with protected characteristics.
Policy & Practice

32.  The NHS has adopted family
friendly, flexible working
polices
 The NHS has a stated
commitment to equality and
by having a diverse
workforce, needs of local
populations are met.
 Thus those responsible for
delivering medical and allied
health programmes have a
duty to ensure they recruit
and retain a diverse student
population.
Policy & Practice

33.  Programme structure should be designed with
consideration for this group
 Students should be actively encouraged to discuss their
carer responsibilities at the earliest opportunity
 Programme leaders and admissions tutors should be
explicit about the structure of the programme
 There should also be targeted financial advice
 The student absence policy is currently being reviewed
for all allied health professional undergraduates at this
university.
 This study is also contributing at faculty and institutional
level to the discussion on developing inclusive practice
Recommendations

34. Acknowledgements
 Thanks to Helen Orton, Bev Ball, Flora
Al- Samarraie, Jo sharp and Joy Burrill
for help in the facilitation of the large
scale study, and to all students who took
part.

35. References
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http://www.ucas.ac.uk/> [accessed 09/09, 2009].
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mature student recruitment to higher education. Department for Education
 National Union of Students. Meet the parents: The experience of students with
children in further and higher education, January 2009
 Cullen MA. Weighing it up: A case study of discontinuing access students.
University of Edinburgh, Centre for Continuing Education Research Report 1994;
Occasional Paper Series 2(1)
 Society of Radiographers. Improving student retention guidelines and good
practice 2008. Available at: http://doc-lib.sor.org/improving-student-retention-
guidelines-and-good-practice/5-retention-radiography-courses
 Maynard E, Pearsall S. What about male mature students? A comparison of the
experiences of men and women students. Journal of Access Studies 1994;9:229-
229.