Unsurprisingly, the most prominent challenge discussed by participants was access to affordable, reliable, and flexible child care. While several students described child care subsidies and public assistance programs as critical supports that reduced financial burdens, many emphasized resources were often difficult to access or insufficient to meet their needs. Participants reported lengthy approval processes, waitlists, limited provider availability, and transportation barriers that complicated their ability to secure care. Even when child care was available, operating hours frequently aligned with traditional work schedules rather than the realities of college attendance, leaving students without support during evening courses, clinical placements, internships, or other academic obligations. Some participants noted that as children grow older, child care subsidies become more limited despite ongoing caregiving responsibilities. Others highlighted the lack of accredited child care options near their institutions and expressed interest in community-based solutions, such as peer child care networks among student parents. Across the discussion, participants stressed that access to high-quality child care is not merely a convenience but a prerequisite for academic participation and success.

A second major theme centered on institutional flexibility and the extent to which colleges and universities accommodate the realities of parenting while pursuing a degree. Participants described situations in which they were forced to choose between attending class and caring for a sick child, attending medical appointments, breastfeeding, supporting a child during a crisis, or being present during major family emergencies. Several students shared experiences of navigating pregnancy, childbirth, and postpartum recovery while enrolled, often with little institutional guidance regarding available accommodations or support. Although some faculty members demonstrated empathy and flexibility, participants consistently noted that accommodations were dependent on individual professors rather than standardized institutional policies. Additionally, some professors who accommodated late assignments still deducted students’ grades between 10-40% as a penalty. The inconsistency created uncertainty, stress, and feelings of guilt, as students were often left to negotiate their circumstances on a case-by-case basis.

Clinical placements and other high-contact academic requirements were identified as particularly challenging due to their rigid schedules and limited flexibility. This has led to some students unable to finish their program of study and having to stop out of school. Participants emphasized that family-friendly attendance policies, hybrid course options, and clear institutional guidelines for supporting parenting students would significantly improve their ability to persist and succeed.

Finally, housing insecurity, transportation challenges, food insecurity, and emergency financial needs emerged during the discussions as significant barriers to persistence. Participants described balancing rising housing costs, limited affordable family-friendly housing options, and concerns about safety while attempting to maintain stable living environments for their children. Some shared experiences of couch surfing, relying on extended family members, or paying premium rents to secure safe and suitable housing.

Transportation was another recurring challenge, particularly for students commuting to clinical placements or those whose academic success depended on reliable access to a vehicle. Unexpected expenses such as car repairs often created financial crises that threatened students' ability to remain enrolled.

Food insecurity and the cost of everyday necessities, including children's clothing, hygiene products, and health care expenses, further strained already limited budgets. Emergency aid programs were frequently cited as among the most impactful forms of support because they helped students address unforeseen financial hardships before they escalated into barriers to persistence. Collectively, these findings underscore how parenting students' academic success is deeply connected to broader basic needs and financial stability, highlighting the importance of holistic support systems that address both educational and family responsibilities.

Participants also highlighted a lack of visibility, awareness, and institutional recognition of parenting students as a distinct student population institutions are intended to serve. Many reported lacking awareness about existing resources, accommodations, or supports they could access until they self-disclosed their parenting status. Students described spending significant time navigating complex systems, searching for information independently, and relying on peer networks rather than institutional structures. Even when resources such as lactation spaces, priority registration, food pantries, or child care assistance programs were available, awareness of the services was inconsistent.

Beyond access to resources, participants expressed a desire for greater recognition and belonging within campus communities. Several shared that they rarely encountered programming, organizations, or spaces specifically designed for parenting students and often felt invisible in conversations about student success and engagement. Student parent organizations, peer mentoring opportunities, dedicated campus liaisons, and family-friendly events were identified as promising strategies for building community, increasing awareness of resources, and fostering a stronger sense of belonging.