Flexibility and support enable better academic outcomes for young carers

While becoming a carer can offer young people a sense of purpose and emotional fulfilment, the demands of caring can have major impacts on a young person’s life, including their academic outcomes.

Young carers provide unpaid care and support to family, friends, and community members who need help due to illness, frailty, disability, mental health problems, or addiction. These carers can be adults or children and do not always live with the person they are caring for.

In 2022, there were an estimated 3 million carers in Australia, with around 13% (390,300) aged 16-24 years. This number is increasing and is likely an undercount due to various factors, including people not identifying themselves as carers.

Earlier this year, the Australian Bureau of Statistics released data highlighting the significant contribution of unpaid care (childcare and adult care) to society and the economy. Adult care activities were valued at $136.7 billion in the September quarter 2024.

Our recent report, Impacts of caring on children’s learning and wellbeing, highlights the unique challenges faced by young carers and examines how ongoing caring responsibilities can constrain academic performance, social engagement and mental wellbeing.

It shows young carers tend to have lower NAPLAN results at Year 9, are less likely to complete Year 12, and are less likely to complete higher education compared to their non-caring peers. The large time commitment required in a caring role, which can be unpredictable, can lead to physical and mental health issues and financial hardship.

Despite these challenges, young carers are highly motivated to succeed in education and bring a wealth of strengths with them. There is an opportunity for education systems to facilitate opportunities to attract and retain carers. One of the biggest challenges is the identification of students who are carers, highlighting the importance of collecting good data.

However, young people (or carers of any age) who are studying while also providing care need more than just recognition - they need real flexibility and tailored support. Whether it's assignment extensions, alternative placements or inclusive timetabling, these adjustments should be built into course structures and processes.

Research by La Trobe University has also identified strategies which could better support carers in higher education, including:

• promoting awareness of the strengths and challenges of carers
• using language that is label-free, jargon-free, and intersectional
• increasing flexibility in course structure, mode of attendance, timetabling, assignment extensions, and placement alternatives.

Supporting targeted outreach to community groups and carer networks, financial and psychological support, and improving access to information are also important.

When we listen to the voices of carers, and respond with practical solutions, we create education systems that truly supports choice, access and success.

By creating a more inclusive and supportive environment that enables carers to thrive, we are improving not only their lives, but those of their families and communities.