How Tuition Waivers and Holistic Supports Foster Success in Post-Secondary Education Among Care-Experienced Youth

Abstract

Youth transitioning to post-secondary education in Canada face a variety of barriers, but care-experienced youth (CEY) can encounter distinct barriers, including financial insecurity, social isolation, and a lack of academic preparation. This paper explores how tuition waiver programs contribute to CEY student success by alleviating financial burden and facilitating access to higher education. Drawing on an international scoping review and interviews with CEY and support professionals, our research highlights key components of tuition waiver programs that enhance student retention, persistence, engagement, academic achievement, and ultimately graduation. Our findings underscore the necessity of holistic wraparound supports—such as mentorship, mental health services, and academic advising—to ensure successful transitions for CEY and improve their long-term educational and socioeconomic outcomes.

1. Introduction

Youth transitions are facilitated or constrained by a wide range of internal and external influences. Internal influences include gender, knowledge of options, interests, skills and abilities, values, confidence, and motivation, while external influences include financial assistance, labour market opportunities, exposure to a range of career options, access to information and support, and family responsibilities (Campbell & Ungar, 2008). However, transitions tend to be more challenging for care-experienced youth (CEY) as they are tasked with overcoming additional forms of disadvantage and experience greater obstacles to achieving educational milestones such as completing secondary school or pursuing post-secondary education (Gahagan et al., 2023). CEY are more likely than their non-CEY peers to experience (a) discrimination and social stigma, (b) a lack of social and emotional support from their family, (c) a greater likelihood of homelessness, food insecurity, and experience with the justice system, and (d) worse health and social outcomes (Kim et al., 2019; Kovarikova, 2018; Root et al., 2018; Skobba et al., 2018; Toms et al., 2022).

Research has highlighted positive and negative factors that influence CEY success in post-secondary education. This research has underlined the importance of receiving support and guidance from trusted adults, high academic expectations from caregivers and educators, and access to educational supports such as tutoring (Graham et al., 2015). Other supportive factors include financial assistance and tuition fee waivers, the opportunity to remain in care beyond the age of 18, and access to extracurricular programs and social events (Geiger et al., 2018; Graham et al., 2015; Salazar, 2012; Watt & Faulkner, 2020). Personal attributes such as self-determination, motivation, and perseverance are also associated with higher levels of educational attainment and completion of post-secondary programs (Pinkney & Walker, 2020). In contrast, factors such as school instability or disruptions due to relocation, financial difficulties, lack of transportation, housing insecurity, and insufficient social supports were found to hinder educational attainment for CEY (Graham et al., 2015; Pinkney & Walker, 2020; Rácz & Korintus, 2013).

In this paper, we review how ‘success’ in post-secondary education is commonly understood and how tuition waiver programs contribute to successful transitions for CEY. Further, based on our qualitative study with CEY and those who support them, we review the components of tuition waiver programs that are best positioned to support the success of CEY.

2. “Successing” in Post-Secondary Education

Following their research with CEY, van Breda et al. (2012) concluded that care-leavers ‘success’ is “more of a process of journeying towards greater success … than of achieving certain externally imposed success criteria” (p. iii). While transitions from grade school to and through post-secondary education can be relatively smooth and orderly for some, for others, including many CEY, the transition process is neither linear nor predictable. Student transitions are hard and multi-faceted. To graduate, students need to effectively transition into, through, and out of post-secondary education. In Canada, post-secondary graduation rates vary dramatically from under 50% to close to 90% (MacLean’s, 2025) and differ by program, institution, province, and demographic factors. CEY transition experiences are more consistent with van Breda et al.’s (2012) notion of “successing” as a dynamic, non-linear journey towards educational success. In the rich literature on youth transitions to educational and occupational pathways, success has been operationalized in a variety of ways, including the following subjective and objective dimensions. It is important to recognize, however, that “success” has multiple definitions and will vary by institution and across individuals. No two people are likely to define success in exactly the same way.

2.1. Attending as Success

Several conceptual models have been put forward to explain the social, economic, and cultural factors influencing individual decisions to undertake college or university studies. Hossler and Gallagher’s (1987) outlined a three-stage process: predisposition (students recognize education as a path to goals), search (refining preferences and applying), and choice (evaluating offers and deciding). Ross (2010) expanded this model by incorporating Perna’s (2006) ideas on economic theory and sociocultural capital. This approach considers multiple influences that shape students’ decisions on whether and where to study, including individual attitudes, family experiences, academic resources, and external forces like economic conditions and public policies.

One definition of “success” in post-secondary education is getting over the many barriers potential students face to even enroll at and attend college or university. Thus, having the opportunity to enroll in a program and attend college or university may, for some, be regarded as a success in itself. For first-generation students whose parents did not attend post-secondary education, the experience of taking part in campus academic and social activities can have a positive aesthetic value that is somewhat different from continuing generation students who had always expected, or been expected, to attend college or university following high school graduation (Dallas, 2023; Quiñonez & Olivas, 2020). For many potential students, attending post-secondary education is not the norm or expectation; thus, doing so is an achievement in and of itself.

2.2. Excelling as Success

Conventional indicators of success in post-secondary education include a student’s overall academic performance, as reflected in their cumulative average, grade point average, or recognition through academic distinctions such as scholarships or other honors (e.g., being placed on the Dean’s List), as well as completing a program in a ‘timely manner’. Pascarella and Terenzini (2005) determined that college grades serve as one of the strongest indicators of student retention and persistence, program completion, and subsequent enrollment in graduate-level programs. Strong academic performance, particularly during the first year, plays a crucial role in future academic success and the likelihood of graduating, as higher grades reduce the chances that students will pause their studies or stop-out and enhance their chances of completing their program on time (Adelman, 1999). It is important to note here that “excelling” does not necessarily mean achieving high grades but may just be consistently achieving passing grades that allow the student to continue in their program and graduate.

2.3. Persisting as Success

Student success in post-secondary education is often defined by persistence, which refers to a student’s ability to progress from one academic term to the next. Though persistence is best conceptualized as continuing in a given course of action despite facing some challenge or roadblock, universities and colleges often consider persistence as the same as retention. Do the students come back the next term or the next year and continue to pay tuition? Student persistence has been widely studied in higher education. It has long concerned institutions because it directly impacts graduation rates, institutional reputation, funding, and overall student success. Tinto’s (1975, 1993, 2006, 2023) work in the area of student persistence has emerged as one of the dominant, if not paradigmatic, conceptualizations of student progression from one academic term to the next. Tinto’s theoretical model of attrition explains how interactions within academic and social systems influence students’ withdrawal decisions. Student persistence does not happen by chance—students need to be supported in all aspects of their development, some more so than others.

A crucial factor in student persistence is engagement, both academically and socially, as students who are more engaged in campus activities are more likely to return (Dost & Mazzoli Smith, 2023; Tight, 2020; Tinto, 2023). Student engagement has long been understood to have a “significant influence on student outcomes, including the successful completion of studies” (Redmond et al., 2018, p. 183). Opportunities for engagement extend beyond the classroom and include participation in extracurricular activities, recreation, social events, community involvement, and forming friendships (Donaldson & Graham, 1999; Millican, 2014; Redmond et al., 2018; Tinto, 2006). Students with strong support networks tend to adapt more easily to college or university life, highlighting the importance of community ties and institutional support.

However, those balancing competing external obligations, such as work and/or caregiving responsibilities, may find it harder to engage and persist in post-secondary studies. CEY experience economic instability once aging out of care, as they juggle multiple jobs to make ends meet (Tobolowsky et al., 2019), and many CEY who identify as female are mothers by the age of 24 (Hook & Courtney, 2011). These obligations may limit their ability and time to engage in activities that can increase institutional inclusion and enhance their sense of belonging, which is closely tied to their likelihood to persist (S. M. Smith et al., 2025). Shore et al. (2011) have argued that individuals who feel a sense of belonging and who believe that their unique contributions are valued perform better over time.

2.4. Completing as Success

In the higher education research literature, graduation from college or university is frequently referred to as the ‘ultimate measure of success’ (Jaafar & Cuéllar, 2020; Kirby & Amason, 2020; N. V. Smith, 2015). Students discontinue their studies prior to graduation for various reasons, including personal, financial, academic, and social challenges (Tinto, 1993). Pre-enrollment factors such as family support, financial stability, personal attributes, and past educational experiences significantly influence a student’s likelihood of persisting to graduation. Personal traits like perfectionism have been linked to better academic performance, while individual resilience helps students navigate the challenges of higher education. Students who struggle academically or lack a sense of belonging are more likely to withdraw prior to graduation (Astin, 1993; Wilson et al., 2019). However, it is important to note that withdrawal can be a form of success. Post-secondary education is not the best path for all students, so if a student comes to the realization that PSE is not a fit for the student, but something else is, then this is success as well.

A key contributor to attrition is inadequate academic preparedness (Adelman, 2006), and so-called ‘non-traditional’ students often face the competing demands of work and family obligations (Dart & Spratt, 2021). First-generation students and marginalized students, such as Indigenous and racialized students, may also experience difficulties integrating into the academic community (Eskandarpour, 2024; Lehmann, 2007), given the historical context in which academic spaces were developed (Dupree & Boykin, 2021).

Ensuring undergraduate students are adequately supported has also been a significant challenge (Bernacki et al., 2021; Fariani et al., 2023). Early alert programs are designed to support students through early detection of academic concerns, establishing intervention plans to mitigate issues related to persistence and performance. Early interventions aim to connect students to the appropriate services and support personnel on campus, increasing student persistence and creating a sense of caring and belonging for the student body (Jokhan et al., 2019; Villano et al., 2018). But again, concerns related to ensuring students are given resources that specifically benefit their needs have been a challenge (Bernacki et al., 2021; Zheng et al., 2022).

2.5. Transitioning as Success

For students who persevere from matriculation to graduation, transitioning through post-secondary education to employment is generally regarded as another key indicator of success. Subjectively, the extent to which this achievement is judged to be a success, as assessed by the graduate and society at large, depends on the nature of the occupation, employment status (e.g., full-time vs. part-time, temporary vs. permanent), earnings, and various other indices of quality of life (Kuh et al., 2006).

2.6. Reframing Success Through the Lens of Successing

Taken together, the conceptualizations of attending, excelling, persisting, completing, and transitioning illustrate the diverse ways in which post-secondary success is defined and pursued by care-experienced youth (CEY). However, these discrete markers risk treating success as a fixed state or endpoint, which stands in contrast to the more fluid, dynamic, and individualized process of successing (van Breda et al., 2012). As the lived experiences of CEY demonstrate, success is rarely linear, uniform, or neatly completed—it is a continual process of striving, navigating setbacks, and redefining goals in response to life’s challenges. Successing reframes success not as a singular achievement but as an ongoing, adaptive journey toward stability, self-determination, and belonging. This orientation is especially important for CEY, whose educational trajectories are often shaped by precarity, dislocation, and resilience. By foregrounding successing, we acknowledge the everyday victories and sustained efforts that mark progress, even when conventional metrics of success (e.g., timely graduation or full-time employment) are not immediately realized. Recognizing and valuing this process aligns more authentically with the strengths, aspirations, and lived realities of CEY and offers a more inclusive foundation for supporting their post-secondary journeys.

3. Tuition Waiver Programs for Care-Experienced Youth

The financial burden of post-secondary education is one of the most significant obstacles preventing CEY from accessing college or university programs (Canadian Federation of Students, 2021; Corak et al., 2003). Many of these youth lack the familial and financial support that other students can rely on, making tuition and other costs (e.g., digital devices, internet access, textbooks) an insurmountable barrier. Some Canadian post-secondary institutions have implemented tuition waiver programs to address financial barriers; however, the number of institutions offering such support remains low, and the existing programs vary widely in their scope and effectiveness. Nonetheless, without this intervention, many, if not most, CEY struggle to afford to attend college or university, further perpetuating socioeconomic disparities between them and their peers who have no experience with the child welfare system.

Beyond financial barriers, CEY often experience additional social and institutional obstacles to succeed in their transition to post-secondary education. Many have experienced housing and educational instability, various forms of trauma, and systemic marginalization, which may compound over time to affect their overall well-being and academic performance (Kim et al., 2019; Kovarikova, 2018; Root et al., 2018; Skobba et al., 2018; Toms et al., 2022). Tuition waiver programs not only reduce financial stress but can also be paired with wraparound supports such as mentorship, housing assistance, and mental health resources to ensure students thrive (Avant et al., 2021; Howard & MacQuarrie, 2022; Huang et al., 2018, 2019; Sapiro et al., 2022; Toms et al., 2022; Yang & Bechtold, 2022). Such programs are essential in breaking the cycle of disadvantage by providing CEY with opportunities to gain education, secure stable employment, and contribute meaningfully to society.

Tuition waiver programs for CEY are also necessary due to the multiple intersecting barriers these youth face in accessing and completing post-secondary programs. Due to the impacts of adverse childhood and care experiences, CEY in Canada are significantly less likely to graduate from high school, which in turn greatly limits their opportunity to access post-secondary education (Gahagan et al., 2023; Kovarikova, 2018). Further, CEY experience higher rates of unemployment, homelessness, food insecurity, and interactions with the justice system. Barriers to accessing post-secondary education have lifelong social, economic, and health implications, reinforcing cycles of disadvantage. Given that Black, Indigenous, and 2SLGBTQ+ youth are overrepresented in the child welfare system and underrepresented in post-secondary education, tuition waiver programs can be a crucial intervention to address systemic inequities and create pathways for success for CEY (Gahagan et al., 2024a, 2024b).

Ultimately, investing in tuition waiver programs benefits not only CEY but also society as a whole. By improving access to post-secondary education for these youth, governments and institutions can reduce the long-term costs to the state that are associated with the necessity to interact with social welfare programs, public health care, and the criminal justice systems (Gahagan et al., 2023). Completing post-secondary education is a powerful tool for facilitating upward social mobility, and ensuring more equitable post-secondary access for CEY helps create a more inclusive, diverse, and representative society. While progress has been made, more post-secondary institutions need to adopt and expand comprehensive tuition waiver programs to truly address the systemic barriers faced by CEY and foster long-term positive outcomes.

4. Study Methodologies

For the past three years, the Atlantic Canada Tuition Waiver Working Group has played a leading role in examining how tuition waiver programs impact access to post-secondary education among CEY. This three-phase, four-year research project focuses on evaluating tuition waiver programs across the four Atlantic Canadian provinces: Nova Scotia, New Brunswick, Newfoundland and Labrador, and Prince Edward Island. Following an in-depth scoping review of tuition waiver programs across OECD countries, our interdisciplinary team conducted interviews with CEY, institutional staff involved in tuition waiver programs, and community professionals who support care-experienced youth. Insights gained in these initial phases guide the final phase of the project, currently underway, includes an arts-based knowledge mobilization strategy.

4.1. Theoretical Framework

Our research is grounded in the ecology of inclusive education model by Anderson et al. (2014), which draws on Bronfenbrenner’s (1976) ecological systems theory and the associated bioecological model of human development (Bronfenbrenner & Morris, 2006). This framework positions the learner at the center of an interconnected system of environmental influences that shape educational experiences. These systems include the micro-system (direct relationships with peers, family, and educators), meso-system (interactions between micro-systems), exo-system (indirect influences like institutional policies), macro-system (cultural and societal values), and chrono-system (the impact of time and life transitions).

Applied to post-secondary education, this model emphasizes the complex, multi-level factors that affect inclusivity. For example, financial barriers may arise from micro-level family dynamics, meso-level institutional partnerships, exo-level policy decisions, and macro-level economic conditions. The chrono-system captures how these influences change over time. This ecological lens provides a comprehensive framework for understanding and promoting inclusive practices in post-secondary education.

4.2. Phase 1: Scoping Review

The primary goals of the scoping review were twofold: first, to draw insights from policies and practices in other OECD countries that could enhance our understanding of the barriers faced by CEY in accessing post-secondary education; and second, to explore the potential for using tuition waiver programs in Canada to mitigate these challenges. The findings from this first phase informed the development of interview protocols for the second phase, during which the in-depth interviews were conducted.

4.2.1. Methodological Approach

To deepen our understanding of how tuition waiver programs serve CEY, our research team conducted a scoping review of peer-reviewed literature from OECD nations that were published in English. The review followed the methodological framework established by Arksey and O’Malley (2005), as well as the PRISMA-ScR guidelines (Tricco et al., 2018). While focusing the search to English-language sources is acknowledged as a limitation, this decision was based on the capacity of the research team and the constraints of the project timeline. The review was guided by two central research questions: (1) In what ways do tuition waiver policies and related interventions provide insights applicable to the Canadian context and the fulfillment of United Nations Sustainable Development Goal 4? (2) How effective are such programs in addressing barriers to post-secondary access for CEY?

4.2.2. Search Strategy and Screening

The search strategy was developed by two academic librarians and subsequently reviewed twice by external experts through the CADTH’s PRESS process. The full search protocol is detailed in Slipp and Gahagan (2023). Between 7 November and 21 November 2022, 14 academic databases were searched, including PsycInfo, MEDLINE, ERIC, and others, yielding 740 records. After removing 263 duplicates, 477 titles and abstracts were screened. From these, 108 English-language studies were selected for full-text review. Studies were excluded if they were not peer-reviewed, not relevant, conference proceedings, or unavailable in full-text English format. Calibration sessions were held to ensure consistency in the review process and agreement on inclusion and exclusion criteria.

4.2.3. Data Extraction and Analysis

Using Covidence’s Data Extraction 2.0 Tool, the research team performed a structured extraction of data from the selected studies. In total, 13 studies were later excluded based on group consensus, leaving 58 studies for final inclusion in the review. Extracted data included article characteristics (e.g., country, year, funding source, and social context), methodological details (e.g., research design, theoretical framework, and study aims), participant demographics (e.g., age, race/ethnicity, gender, educational stage, and LGBTQ+ identity), and specifics of the intervention (e.g., type, provider, and evaluation methods). Team members were each assigned to thematic areas aligned with the research questions to analyze the data. Individual syntheses were then reviewed collaboratively to draft the final report from the scoping review phase.

4.3. Phase 2: In-Depth Interviews

The second phase of our research involved interviews with a range of participants, including CEY, institutional staff involved in administering tuition waiver programs, and community-based professionals who support care-experienced youth. This phase of our research was guided by the following research questions: (1) What are some of the key components of tuition waiver programs for CEY? (2) How are tuition waiver programs, interventions, policies, or related programs addressing barriers to post-secondary education for CEY? (3) What are the key measures of success for these programs, and how should these be measured? (4) How can existing tuition waiver programs be improved to better facilitate access to post-secondary education for CEY?

4.3.1. Research Ethics Approval and Informed Consent

Prior to conducting interviews, our researchers sought and were granted ethical approval from the research ethics boards at all 10 of our partner post-secondary institutions. Following initial contact, interview participants were provided with a list of frequently asked questions about our research project along with a consent form to sign. The consent materials explained that participation in the interviews was voluntary, individuals could skip questions they preferred not to answer, and they had the option of withdrawing their participation at any time of their choosing. They were also advised that there were minimal risks, although discussing sensitive topics could cause discomfort for some. It was further noted that all responses would be anonymized, kept confidential, securely stored, and used solely by the research team. Contact information for the principal investigator and the institution’s ethics board was also provided.

4.3.2. Methodological Approach

Thirty-one interviews were conducted between April and November 2024. These were recorded using Microsoft Teams and lasted between 45 and 60 min. These followed an interview script that was developed based on the preceding scoping review phase. The transcribed interview data were open-coded with data analysis conducted using MAXQDA version 24 software.

4.3.3. Data Analysis

The interview data were subjected to a thorough analysis aimed at identifying, examining, and integrating content aligned with the study’s overarching research objectives (Carter et al., 2015; Davies, 2000). This approach was grounded in an emergent thematic content analysis methodology, which enabled an in-depth analysis of participant responses (Bengtsson, 2016; Krippendorff, 2013). Initial coding was conducted inductively, allowing for a broad and inclusive identification of potential themes. This open-ended coding served as the preliminary stage in a deeper analysis intended to uncover meaningful patterns and interpretations within the data.

The construction of themes and categories was carried out through an iterative process that emphasized consistency and analytical rigor. Drawing on Bengtsson’s (2016) four-phase model for textual analysis, the process included the following: (a) decontextualisation, wherein key meaning units were identified and coded independently of their original context; (b) recontextualisation, which involved revisiting the raw data to confirm the accuracy and relevance of the codes; (c) categorisation, through which coded material was organized into categories; and (d) compilation, where findings were synthesized into a coherent narrative that supported the interpretation and validation of the results. This layered and systematic approach enabled a contextualized understanding of the interview data.

5. Findings: Strengthening Tuition Waiver Programs with Holistic Wraparound Supports

Phases 1 and 2 of our research have yielded a great deal of information regarding how tuition waiver programs can be best positioned to support CEY in post-secondary education—too much to be fully reported here. The complete findings of the scoping review have been summarised in Gahagan et al. (2023). Combined, the results of the scoping review and our in-depth interviews underscore the critical role of holistic wraparound supports in ensuring the success of CEY in post-secondary education.

5.1. Scoping Review Findings

The findings of the scoping review highlighted the importance of providing holistic wraparound supports to support CEY consequent to their enrollment. A variety of shortcomings with campus services were identified through the articles reviewed, with calls for more specialized and comprehensive approaches to service provision for this vulnerable student population.

One over-arching theme recurrent in the articles was the need to prioritize improvements to counselling, mental health, and emotional supports for CEY in post-secondary programs (Avant et al., 2021; Dworsky & Pérez, 2010; Hernandez, 2010; Hernandez et al., 2017; Howard & MacQuarrie, 2022; Huang et al., 2018, 2019; Lenz-Rashid, 2018; Lopez et al., 2022; Nishimoto et al., 2020; Rácz & Korintus, 2013; Salazar, 2012; Salazar & Schelbe, 2021; Tobolowsky et al., 2019; Yang & Bechtold, 2022). This included the need to support students to overcome the effects of trauma and violence experienced prior to entering, or while in, the child welfare system.

Some of the articles singled out a need for better academic support, such as access to tutors. The results of a study reported by Okpych and Courtney (2021) found that increased institutional expenditures on academic support services and instruction increased the odds of graduation for former foster youth. Several of the articles advocated that specialized training and professional development be made available to higher education staff to better provide holistic wraparound services and supports to former youth in care in recognition of their diverse backgrounds and unique needs (Toms et al., 2022; Tobolowsky et al., 2019; Yang & Bechtold, 2022).

5.2. Interview Findings

While tuition waiver programs help to alleviate financial burdens associated with paying for college and university expenses, they do not necessarily address the broader challenges that CEY face, such as mental health struggles, lack of academic preparedness, and social isolation. The following comments from two tuition waiver recipients who were interviewed illustrate this:

Due to my upbringing in the foster care system, my mental health is really bad … I moved around a lot and went through a lot, and it significantly impacted my school attendance and enrollment.

I feel like it’s a lot of pressure … I don’t think anyone can really relate to the amount of pressure unless you’re in a similar circumstance where, like, you have no one else to fall back on … it’s you and your brain against the world.

As we noted above, student sense of belonging is vital to their persistence in post-secondary education. Many of our interview participants emphasized that without comprehensive support systems—including mentorship, mental health services, tutoring, and peer networks—CEY often struggle to stay engaged, persist in their studies, and navigate the complexities of post-secondary studies. A school mental health program administrator made the following observation:

If you look at a child’s circumstances in care … by the time they reached junior high, they could have already had multiple transitions, multiple schools, multiple losses … by the time they reach this age they’re just in survival mode.

Unlike their peers who may have utilized available family supports, CEY often lack stable, long-term educational guidance, making wraparound supports essential for helping them to overcome challenges and foster resilience.

Some CEY reported experiencing impostor syndrome, expressing that they did not belong in a college or university setting due to their life experiences. One tuition waiver recipient described this as follows:

There’s a lot of, like, impostor syndrome that’s happening, so there’s that barrier, that mental kind of barrier … So, maybe I’m not supposed to be here. I’m in this program that’s reducing this barrier, but … maybe this is just not where I’m supposed to be.

Others highlighted the stress of balancing academic responsibilities with financial pressures, as many of these youth are financially independent and do not have family members to rely on. Additionally, participants pointed to the need for consistent, trauma-informed advising and mentorship, as many CEY have experienced periods of feeling isolated, instability (e.g., housing instability, financial challenges), and loss. Two student services personnel described the challenges related to the unique life experiences of CEY in this way.

A common theme amongst these youth once they leave care is just loneliness … a lot of them have no connections to their biological family … and are often left with a sense of loneliness that is significant.

They just don’t see themselves [in a post-secondary institution] … it’s a lot of confidence building … trauma and lack of confidence certainly play a part.

High staff turnover in support roles was identified as a major issue, as students often found themselves having to tell and retell their personal stories to new student support staff and advisors, disrupting the continuity in their networks of support. The following quote from a post-secondary program coordinator illustrates the importance of these networks:

That support network is huge. It’s so, so valuable, especially to our students who are going to post-secondary for the first time and sometimes, more often than not, the first generation to go to post-secondary.

Beyond academic supports, holistic wraparound supports also address mental health and well-being, which were repeatedly mentioned as barriers to student success. Many students arrive in post-secondary educational settings with unresolved trauma—without access to counseling and mental health resources, these challenges can negatively impact their ability to focus on their studies and succeed academically. Some of our interview participants stressed that one key factor to ensuring student retention and academic progress was having access to a specific, identifiable support person or navigator who can proactively check in with students, help them access needed resources (including mental health supports as needed), and provide encouragement. The following quotes from staff who work to support CEY in post-secondary education are demonstrative of this view:

I think that there needs to be, like, a specific contact person, or two specific contact people actually, like, instead of just a department, or like send an email to this, you know, admissions … It needs to be an actual … person. So somebody in an administrative role needs to be a key contact person … so that they know who to contact with this specific question.

Having familiar faces on the inside … having people share their stories, and having, like, that post-secondary mentor … that support network is huge. It’s so, so valuable, especially to our students who are going to post-secondary for the first time and sometimes, more often than not, the first generation to go to post-secondary.

If they could have a navigator that … texted them and had regular check-ins … about, like, I see these emails about [name of institution] awards … really building a relationship with the students. And if there’s only 10 a year at [name of institution], there is the staff capacity to really nurture those students.

Overall, our research, through the scoping review and in-depth interviews, strongly indicates that holistic wraparound supports in tuition waiver programs are not just beneficial but necessary to help level the playing field for CEY in post-secondary education. Without these additional services and supports, CEY are left to navigate an unfamiliar and often overwhelming system on their own, which increases their risk of discontinuing their academic program prior to completion. By integrating comprehensive supports which are available at most post-secondary institutions—including financial assistance, guidance and counseling, academic mentorship, peer connections, and mental health services—post-secondary institutions can create a more inclusive and equitable learning environment where care-experienced students are not only able to access higher education but to thrive within it.

6. Summary and Conclusions

Success in post-secondary education for CEY must be understood as a multidimensional and dynamic process rather than a single, static outcome. Drawing from van Breda et al.’s (2012) concept of “successing,” this study highlights how CEY experience educational journeys marked by persistence, interruption, resilience, and transformation. Success for CEY cannot be narrowly defined through traditional academic indicators alone (e.g., GPA or timely graduation). Rather, it must also include the ability to engage meaningfully with academic life, overcome institutional and social obstacles, and transition into meaningful employment and adulthood with confidence and support.

Our research, which combined an international scoping review with in-depth interviews with CEY and stakeholders who work to support them, demonstrates that tuition waiver programs play an essential role in reducing financial barriers that prevent CEY from accessing post-secondary education. However, financial aid alone is insufficient. Our findings make clear that tuition waiver programs must be embedded within a broader ecosystem of holistic wraparound supports—including mentorship, trauma-informed advising, consistent student support personnel, academic tutoring, housing and food security, and mental health services. These supports help CEY address the compounded effects of prior adversity, systemic exclusion, and educational disruption that disproportionately affect this population.

Institutional consistency and proactive outreach were particularly emphasized by participants as crucial to fostering student belonging and engagement—two foundational elements of persistence. Moreover, the findings underscore the value of developing relationships with specific, identifiable institutional staff or navigators who serve as stable points of contact for CEY throughout their academic journey. Such roles not only support problem-solving and crisis intervention but also facilitate trust, promote persistence, and humanize institutional structures that may otherwise feel impersonal or alienating to marginalized students.

Support for adversity and trauma is no longer seen as the purview of healthcare alone, with educators and school staff being identified as a key group to provide safe and supportive spaces for learning and recovery (Berardi & Morton, 2017; Henshaw, 2022). Many educational organizations are adopting trauma-informed approaches to better support their students and staff across all levels of education. Post-secondary institutions are particularly well suited to adopt this approach with their on-site advisors, supervisors, social work and health teams, EDIRA programs, and wide breadth of groups to promote engagement and belonging. Based on six key principles, safety, trustworthiness, and transparency, peer support, collaboration and mutuality, empowerment, voice and choice, and cultural, historical, and gender issues (Centers for Disease Control and Prevention, 2022), trauma-informed care aims to acknowledge, address, and prevent trauma and re-traumatization. Specific guidelines, tools, and evaluation frameworks for adopting trauma-informed care into systems, including post-secondary education, have been developed (Davidson, 2024; National Child Traumatic Stress Network, 2017, 2021) and should be considered in the creation of holistic wraparound supports for CEY.

In conclusion, the study highlights the need to expand and institutionalize comprehensive tuition waiver programs supported by multi-layered, trauma-informed, and culturally responsive supports. These initiatives should be designed not merely to enable CEY to access post-secondary education, but to succeed on their own terms. Policymakers and institutional leaders must recognize that CEY require more than tuition assistance—they need consistent, holistic supports that affirm their potential and mitigate the structural disadvantages they face. Investing in these programs is not only a moral imperative grounded in equity and social justice, but also a pragmatic strategy to reduce long-term societal costs related to unemployment, homelessness, and barriers to further education. By fostering inclusive and supportive post-secondary environments, we can break cycles of disadvantage and open new pathways to success for CEY.