Student Finance and Wellbeing Study (SFWS) Scotland 2023-2024: main report

6. Other types of income

6.1. Introduction

This chapter reports data from both the survey and the qualitative research to explore the income students receive which does not form part of their education-related income described in Chapter 5. This includes four categories of income:

• Earnings from paid work: these are calculated from any paid work that takes place across the academic year, including term-time work and earnings predicted for the winter or spring holiday breaks, and, in addition, any summer vacation paid work (prior to the academic year of study).
• Family financial support where available: this includes support from parents, partners and other relatives, with support in the form of financial contributions towards the costs of study, rent and living costs, gifts of money, and the value of other gifts such as computers, household goods, clothes etc.
• Social Security benefits and related financial support, such as Child Benefit, Universal Credit and Child Tax Credit.
• Other miscellaneous income including maintenance payments for children, money from pensions or shares, rent from lodgers and money generated through the sale of books, computers, equipment etc.

6.2. Key findings

• Students' median total income from these other sources (excluding education-related sources) ranged from £6,700 for FE students, £8,700 for HN/undergraduate students, to £15,565 for postgraduate students. It was £6,000 for students from under-represented groups.
• Fewer than half (46%) of FE students had income from paid work, increasing to around three-quarters (76%) of HN/undergraduate students, and over 8 in 10 (83%) of postgraduate students. Around two-fifths (64%) of students from under-represented groups had earnings from paid work.
• The median amount earned from paid work by postgraduate students was £14,800; for HN/undergraduates the median was £7,659; and for FE students was £8,120; and for students from under-represented groups was £8,700.
• The median number of hours worked in the previous 7 days for FE students was 22; for HN/undergraduate students the median was 19 hours; for postgraduate students the median was 27 hours; and for students from under-represented groups the median was 20 hours.
• The most common job sectors that FE and HN/undergraduate students worked in were health and social care; retail and sales; and hospitality, with around 1 in 5 reporting that their main job was in one of these sectors. In contrast, the most common job sector for postgraduate students was teaching and education.
• FE students and those from under-represented groups were the most likely to have income from Social Security benefits (20%), compared with 9% of HN/undergraduate students and 7% of postgraduate students.
• Students from under-represented groups and FE students received a median amount of £8,210 from Social Security benefits, and the median amount was £6,825 for HN/undergraduate students.

6.3. Income from all other sources

6.3.1. FE students

The median amount of income from the four sources analysed in this Chapter (paid work, family, Social Security benefits, and other miscellaneous income), as reported by Further Education (FE) students was £6,700. For female FE students it was £8,000, whilst for male FE students it was £3,740. For FE students whose parents did not have experience of HE, the median income received from other sources was £9,165; for those whose parents did have experience of higher education, the median income was £5,850.

The median income received from other sources was £6,460 for FE students from the 80% least deprived areas, and £5,850 for those from the 20% most deprived areas. For FE students living independently (renting or with a mortgage), the median income received from these other sources was £11,700; compared with £2,633 for those living with their parents.

6.3.2. HN/undergraduate students

The median amount of income from all four other sources reported by HN/undergraduate students was £8,700, with full-time HN/undergraduate students having a median income of £7,659, and part-time HN/undergraduate students a median income from other sources of £17,050.

The median income from other sources for full-time HN/undergraduate students from the 80% least deprived areas was £7,750, and for those from the 20% most deprived, £6,200. Similarly, for full-time students living independently (renting or with a mortgage), the median income from other sources was £7,950, while the median for those living with their parents was £6,650.

The median income from other sources received by male part-time HE students was £18,900; the median for female part-time HE students was £16,405.

For part-time HN/undergraduate students from the 80% least deprived areas, the median amount received from other sources of income was £17,450, and £14,850 for those from the 20% most deprived areas Those part-time students living independently (renting or with a mortgage), the median amount from other sources of income was £17,988 compared with £12,060 for those living with their parents.

6.3.3. Postgraduate students

The median amount of income received by postgraduate students from other sources of income was £15,565: £16,800 for male postgraduate students receiving this type of income and £14,620 for female postgraduate students.

Postgraduate students from the 80% least deprived areas received a median income from these other sources of £16,800; for those from the 20% most deprived the median income was £11,800. Similarly, postgraduate students living independently (renting or with a mortgage) reported a median income from other sources of £16,200, while those living with their parents reported a median of £10,000.

6.3.4. Students from under-represented groups

The median amount received from other sources of income for students from under-represented groups was £9,165: £9,400 for female students and £8,305 for male students.

The median amount received from other sources of income for students from under-represented groups increased with age: £4,600 for those aged 16 to 19, £9,100 for those aged 20 to 24, and £12,740 for students aged 25 or over.

Those from the 80% least deprived areas received a median income from other sources of £9,485; compared with a median of £7,882 for those from the 20% most deprived areas. And those living independently (renting or with a mortgage) reported a median income of £10,760, compared with £5,210 for those living with their parents.

6.4. Income from paid work

6.4.1. FE students

Almost half of FE students (46%) had earnings from paid work. Among those that had paid work, the median amount earned was £8,120 over the academic year. The proportion of FE students who had earnings from paid work increased with age (38% for those aged 16 to 19, 45% for those aged 20 to 24, and 55% for those aged 25 and over). Median earnings for those aged 25 and over were £11,000 and £4,050 for those aged 16 to 19. FE students from the 80% least deprived areas (50%) were more likely to be earning from paid work than those from the 20% most deprived areas (33%).

Hours worked and job sectors

In terms of the number of hours worked alongside studying, Scotland's Independent Committee of Inquiry into Student Finance (known as the Cubie Commission, 1999) recommended students work no more than 10 hours per week. Today, the Student Information Scotland website recommends that students work around 10-15 hours of paid work per week, while the Independent Review of Financial Support for Students in Scotland (Scottish Government, 2017) notes its support for the Cubie Review's recommendation of ideally no more than ten hours per week during term-time.

The median number of hours worked by FE students was 22 hours per week. The median number of hours worked per week by male FE students was 28 hours; for female FE students the median was 20 hours. Those from the 20% most deprived areas worked a median number of 16 hours, and for those from the 80% least deprived the median was 22 hours.

Only 15% of FE students worked fewer hours than the recommended 10 hours per week over the previous 7 days. Almost a third (32%) worked between 10 and 20 hours, 23% worked between 21 and 30 hours, and 29% worked more than 30 hours.

As shown in Table 6.1 there were differences in the number of hours FE students worked over the previous 7 days by sex, age, parental experience of HE, area deprivation and whether or not students were living with their parents.

The proportion of female FE students working 10-20 hours (38%) was higher than that of male FE students (18%), whereas the proportion of male students working more than 30 hours (41%) was higher than that of female students (24%). FE students aged over 25 were less likely to be working fewer than 10 hours (3%) than those aged 16 to 19 (37%), and were more likely to be working between 10 and 30 hours (66%) than those aged 16 to 19 (32%).

FE students whose parents had experience of HE were more likely to be working less than 10 hours or between 10 and 20 hours over the previous 7 days (56%) than those whose parents did not have experience of HE (42%).

FE students from the 20% most deprived areas were more likely to be working between 10 and 20 hours over the previous 7 days (44%) than those from the 80% least deprived areas (31%), while those from the 80% least deprived areas were more likely to be working more than 30 hours per week (27%) than those from the 20% most deprived areas (17%). FE students who were living with parents were more likely to have worked less than 10 hours (28%) than those living independently (renting or with a mortgage) (9%), and less likely to be working between 10 and 30 hours (45%) than those living independently (63%).

Table 6.1: Number of hours worked per week among FE students from each of the sub-groups (%)

Student characteristics		<10 hours	10-20 hours	21-30 hours	Over 30 hours
Sex	Female	15	38	23	24
	Male	17	18	23	41
Age*	16-19	37	18	14	31
	25 and over	3	39	27	30
Parental experience of HE	Yes	17	39	18	25
	No	13	29	33	25
Area deprivation (SIMD)	20% most deprived areas	14	44	25	17
	80% least deprived areas	15	31	26	27
Accommodation	Living with parents	28	29	16	27
	Living independently (with a rent or mortgage)	9	34	29	27
Total		15	32	23	29

Unweighted bases: Total (130); Sex (Females = 94, Males = 33), Age group (16-19 = 42, 25 and over = 71), parental experience of HE (Yes = 54, No = 56), SIMD (20% most deprived = 33, 80% least deprived = 75), accommodation (living with parents = 49, not living with parents = 76).

* Age category 20-24 is excluded due to low base size.

The three most common job sectors for FE students, who were working, were retail and sales, health and social care, and hospitality and food. Around one in 5 reported that their main job was in one of these sectors (23% in retail, 21% in health and social care, and 19% in hospitality).

6.4.2. HN/undergraduate students

Around three-quarters (76%) of HE students had earnings from paid work, considerably higher than the proportion of FE students who had paid work (46%). Among those who had paid work, the median amount earned was £7,659 over the academic year. Those aged 20 to 24 were the most likely to be in paid work (86%) compared with both those aged 16 to 19 (76%) and those aged 25 and over (71%). Median earnings for those aged 25 and over were £11,468, for those aged 20 to 24 were £7,480, and for those aged 16 to 19 were £5,600.

HN/undergraduate students from the 80% least deprived areas (79%) were more likely to have earnings from paid work, with a median income of £7,750, than those from the 20% most deprived areas (68%), with median earnings of £6,200.

While the proportion of HE students receiving income from paid work was similar for full-time and part-time students, the amount received was not, in part due to part-time students working more hours than full-time students (see section below). The median amount received from paid work for full-time students was £6,580; the median for part-time students was £17,100. Similarly, the proportion of HN/undergraduate students with earnings from paid work was comparable for those whose parents had experience of HE and those whose parents did not (78% and 75%, respectively, with the median earnings for those whose parents had experience of HE being £6,682 and the median earnings for those whose parents did not have experience of HE, £8,919).

Hours worked and job sectors

The median number of hours worked by full-time HE students was 16 hours per week; for part-time students the median was 35 hours per week. There were no differences in the number of hours worked between any of the student subgroups.

One-fifth (20%) of full-time HN/undergraduate students reported working less than the recommended 10 hours over the previous 7 days. Almost half (48%) reported working between 10 and 20 hours, 19% worked 21-30 hours, and 12% had worked more than 30 hours over the previous 7 days. Full-time HN/undergraduate students from the 20% most deprived areas were more likely to have worked 10-20 hours over the previous 7 days (63%) than those from the 80% least deprived areas (46%).

Only 7% of part-time HN/undergraduate students reported working less than the recommended 10 hours over the previous 7 days. The majority (63%) reported working more than 30 hours over the previous 7 days, with 30% having worked between 10-30 hours. Female students were more likely to have worked 20-30 hours over the previous 7 days (20%) than male students (3%), however male students were more likely to be working more than 30 hours (80%) than female students (58%).

Three-quarters (75%) of part-time HN/undergraduate students from the 20% most deprived areas reported working more than 30 hours over the previous 7 days, compared with 59% of those from the 80% least deprived areas. Part-time HN/undergraduate students who were living with their parents were more likely to be working less than 20 hours (37%) than those living independently (19%), and less likely to be working more than 30 hours (49%) than those living independently (67%).

The three most common job sectors for HN/undergraduate students who were working were, hospitality, retail and sales, and health and social care, as they were for FE students. Around one in 5 reported that their main job was in one of these sectors (23% in hospitality, 21% in retail, and 20% in health and social care).

6.4.3. Postgraduate students

Over four fifths (83%) of postgraduate students had earnings from paid work, the highest proportion of all the study level groups. Among those that had paid work, the median amount earned was £14,800 in total over the academic year.

The median income received from paid work for those not living with parents was £15,120; the median received for those living with parents was £10,479.

The median income from paid work differed by several factors. Male postgraduate students had median earnings of £15,470, while female postgraduate students had a median income of £14,599. The median income for postgraduate students aged 25 and over was £18,000, while the median income for those aged 20 to 24 was £7,240.

Postgraduate students from the 80% least deprived areas received a median income from paid work of £15,500, while those from the 20% most deprived areas received a median income from paid work of £13,500.

Hours worked and job sectors

The median number of hours worked by postgraduate students was 27 hours per week. The median number of hours worked per week by male postgraduate students was 35 hours; for female postgraduate students the median was 26 hours. Postgraduate students aged 20-24 worked a median of 15 hours per week, and those aged over 25 worked a median of 31 hours per week. Postgraduate students from the 80% least deprived areas worked a median of 28 hours per week, and those from the 20% most deprived areas worked a median of 20 hours per week.

Only 14% of postgraduate students worked fewer than the recommended 10 hours per week over the previous 7 days. Over a quarter (27%) worked between 10 and 20 hours over the previous 7 days, 14% worked between 21-30 hours, and almost half (45%) worked over 30 hours.

Postgraduate students over 25 were more likely to have worked more than 30 hours in the previous 7 days (51%) than those aged 20 to 24 (24%), and were less likely to have worked 20 hours or less (34%) than those aged 20 to 24 (65%).

Postgraduate students from the 20% most deprived areas were more likely to have worked 10-20 hours in the previous 7 days (46%) than those from the 80% least deprived (24%).

The two most common job sectors for postgraduate students who were working were, teaching and education and health and social care, with 27% reporting their main job was in teaching and education, and 26% reporting it was in health and social care. Fewer than 1 in 10 of postgraduates' main job was in any other sector.

6.4.4. Students from under-represented groups

Around two thirds (64%) of students from under-represented groups had earnings from paid work. Among those that had paid work, the median amount earned was £8,700 over the academic year. The proportion of female students earning from paid work (67%) was higher than that of male students (56%). The median earnings from paid work for female students was £8,500; the median earnings for male students was £9,600. Students aged 16 to 19 from under-represented groups (52%) were less likely to have earnings from paid work than those aged 20 to 24 (70%) and those aged 25 and over (67%). Median earnings for those aged 25 and over were £11,850 compared with £8,125 for students aged 20 to 24, and £5,220 for those aged 16 to 19.

Those from the 80% least deprived areas were more likely to have earnings from paid work (68%) than those from the 20% most deprived areas (50%), although the median earnings were similar (£8,800 and £8,700, respectively).

The proportion of students from under-represented groups with earnings from paid work was higher for those living independently (renting or with a mortgage) (69%) compared with those living with their parents (54%). The median earnings from paid work for those living independently was £9,600; the median earnings for those living with their parents was £6,600.

Hours worked and job sectors

The median number of hours worked by students from under-represented groups was 20 hours per week. Those aged over 25 worked a median number of 24 hours per week, and the median for those aged 20 to 24 was 16 hours per week. Students from under-represented groups living independently (renting or with a mortgage) worked a median of 22 hours per week, and those living with parents worked a median of 15 hours per week.

Only 15% of students from under-represented groups worked fewer than the recommended 10 hours per week over the previous 7 days. Over a third (38%) worked between 10 and 20 hours, 18% worked 21-30 hours, and 29% worked more than 30 hours over the previous 7 days.

As shown in Table 6.2 there were differences in the number of hours students from under-represented groups worked over the previous 7 days by sex, age, area deprivation and whether or not students were living with their parents.

When asked about work in the previous 7 days:

• the proportion of male students from under-represented groups who had worked more than 30 hours (43%) was higher than that of female students (26%).
• Students aged 25 and over were more likely to have worked more than 30 hours (40%) than those aged 20 to 24 (15%) and those aged 16 to 19 (6%).
• Those aged 16 to 19 (74%) and 20 to 24 (70%) were more likely to have worked less than 20 hours than those aged over 25 (41%).
• Students from under-represented groups from the 20% most deprived areas were more likely to have worked 10-20 hours over the previous 7 days (51%) than those from the 80% least deprived (37%), and less likely to have worked 21-30 hours (10%) than those from the 80% least deprived (21%).
• Those living with their parents were more likely to have worked less than 20 hours (71%) than those living independently (renting or with a mortgage) (48%), and less likely to have worked more than 30 hours (11%) than those living independently (33%).

Table 6.2: Number of hours worked per week among students from under-represented groups from each of the sub-groups (%)

Student characteristics		<10 hours	10-20 hours	21-30 hours	Over 30 hours
Sex	Female	15	39	20	26
	Male	12	32	13	43
Age	16-19	23	51	20	6
	20-24	24	46	15	15
	25 and over	9	32	19	40
Area deprivation (SIMD)	20% most deprived areas	11	51	10	28
	80% least deprived areas	15	37	21	27
Accommodation	Living with parents	23	48	18	11
	Living independently (with a rent or mortgage)	13	35	19	33
Total		15	38	18	29

Unweighted bases: Total (704); Sex (Females = 530, Males = 146), Age group (16-19 = 104, 20-24 = 144, 25 and over = 456), SIMD (20% most deprived = 115, 80% least deprived = 522), accommodation (living with parents = 140, not living with parents = 536).

The three most common job sectors for students who were in paid work from the under-represented groups were health and social care, retail and sales, and hospitality and food. Around a quarter (26%) reported that their main job was in health and social care, 20% in retail and sales and 18% in hospitality.

6.4.5. Reasons for undertaking paid work while studying

Students discussed the various forms of paid work they had undertaken during their studies. Paid work ranged from zero-hour contract jobs to working full-time hours in their desired career. While some students working full-time hours were studying part-time, there were also full-time students working 17-30 hours per week. Working hours also varied greatly across students, with a reported maximum number of approximately 45 hours per week. It was not uncommon for students to work multiple part-time jobs, with up to three separate forms of employment being reported by students taking part in this study.

When discussing paid work, students highlighted their reasons for working alongside studying, their experiences of paid work and any benefits and challenges.

Students discussed their reasons for working, or not, alongside their studies. The primary reason for working while in higher or further education was that students viewed their income from SAAS/FE bursaries and/or student loans as insufficient to meet their everyday needs. Although loans and bursaries were mentioned as a helpful addition to their income, students reported concerns regarding paying rent and bills without taking on additional work.

"Yes, I would say obviously SAAS is a big chunk but the bigger part of my income comes from employment. I definitely wouldnae be able to just live on SAAS. (Care experienced student focus group)"

There were also students who worked that were not in receipt of bursaries, loans, grants or benefits. In these cases, students worked full-time and were in part-time postgraduate or higher education courses. In one case, a student's employer covered the fees of their course.

Other reasons for working included gaining experience in a desired field of work. For example, there were students who worked in caring roles relevant to their degrees. There were also students who decided to study part-time alongside their full-time jobs. Reasons for this included improving career prospects and further developing their knowledge in their current careers. Others sought out work related to their interests within their own institutions, such as student ambassador roles.

6.4.6. Reasons for not undertaking work while studying

There were several reasons given by students for not undertaking paid work. There were students who chose not to work because they had sufficient income to meet their expenses without paid work, including those whose expenses were covered entirely by their parents. Other students did not work because they were able to meet their expenses by living in accommodation that cost less (including living at home), using their savings to cover their expenses or meeting their costs through budgeting. Budgeting skills to manage income were also raised by students who volunteered in their free time instead of undertaking paid work.

"Yeah, my parents do support me so I never really have to worry about rent or food or anything like that. Also I do try to spend as little money as possible really. Like yeah, I tend not to buy many clothes and try to sort of scrimp when I go to the supermarket. (Full-time undergraduate student)"

"I'm very reluctant to give up [volunteering] and I think I've just gotten quite good at cutting corners and living off of less. It's certainly very tempting to go and take a terrible job, which I won't, but I've managed to avoid that just now. It is a little bit more difficult trying to make do without that extra income. (Care experienced student focus group)"

Demanding coursework was another reason why students chose not to undertake paid work. Students expressed a desire to work but perceived their course as challenging and too intensive to balance both work and studies. As mentioned in Chapter 7, students on courses with placements found it difficult to undertake paid work because they did not think employers would grant them time off from their contract while they were in another location.

"I did really want to have a job but I think the course is just too challenging, and I know a lot of my peers, they tried to do that and balance it, and they had to give up their jobs quite soon. (Part-time HNC/HND student)"

However, there were also students who were unable to take up paid employment while studying due to a range of barriers. An example of this was student parents not having access to sufficient childcare, particularly free or funded childcare, to enable them to work. Student parents with access to paid childcare said that the amount of work they would be able to do while studying would only cover the cost of paying for childcare, therefore not benefiting their overall financial situation. There were student parents who were working while studying but were able to do so because they had a partner, family member or friend who could provide free childcare while they worked. Carers faced similar challenges to student parents. Caring responsibilities for a partner, parent or adult children made paid work difficult or impossible without support, and not all student parents or carers had anyone they could rely on to support them with caring.

Mental and physical health were other barriers to working for students. Some students who were disabled or struggled with their mental health discussed the potential difficulties of working alongside their education. For example, there were students with anxiety who were concerned that working while studying would be too overwhelming. Additionally, there were also disabled students who wanted to work but despite applying for jobs had not secured employment.

"Originally it was due to my mental health and disabilities, but now it's very much a case of I am actively looking - but I'm not getting anything back! (Full-time FE care experienced student)"

6.4.7. Experiences of paid work

Students described their experiences of working while studying and highlighted both the benefits and challenges of doing so.

Benefits of undertaking paid work

The main benefit to students for undertaking paid work while studying was it helped them to cover their expenses. This in turn reduced financial stress related to paying bills and rent, as student bursaries and loans were considered insufficient to meet their needs.

Students discussed their experiences of managing work and studying, and there were a range of factors which made balancing work and studying more straightforward. For example, there were students who sought out forms of employment that complemented their study schedules, such as jobs that allowed them to work shifts during evenings, weekends or days they did not need to attend classes at college or university. There were also students who reported using zero-hour contracts to their advantage. This included being able to work as and when they needed extra income. Students could therefore decide not to work during busy periods of their courses, such as during exam time or when multiple assessments were due.

"Yes, it's really flexible, which I think is ideal, because then I can make loads of money, or as much money as I need, and then if I've got three essays, I can spend those two weeks just writing them, and then go back to doing it again. (Full-time postgraduate (Masters) student)"

Having a positive working relationship with their employer also helped students manage paid work and studies. Employer support with flexible working arrangements helped students navigate their study schedules, such as having the ability to swap shifts during exam periods or meet course deadlines. There were also students who worked full-time and studied part-time, who had managers who allowed them to work flexibly to enable them to attend classes and other course obligations.

"If you've got kids and it's school runs and all that, it's to give you that flexibility to make your work fit around your life. For example, me doing the Masters is a good indication. My class time - I make that work with flexi. So if it's a two-hour class that I go to, I work an extra two hours back later in the week to balance that. I think that's the best way I can describe it. (Part-time postgraduate (Masters) estranged student)"

"I'm so lucky to have the type of job I have because they just - they work round me, they work round what I need and what I want, so there's quite a lot of… I've got a really good flexible working agreement, which a lot of people that I'm in uni with don't have the same luxury of that. (Full-time undergraduate estranged student)"

Students that were in paid work relevant to their degrees reported a positive impact on managing their work and studies. These forms of employment allowed students to see and apply their learning from their education into practice. The relevance and interest in their paid work also positively impacted students in terms of burden, making it less challenging to balance their work and education.

"Hard, but because I like it, it's not as hard, do you know what I mean? The experience that I get from what I do is tremendous. It's like I can see - so I read, I can see it in real life so all these theories and things, what I read and what I learn, I can see it in my work. I can also apply some of it. (Part-time undergraduate student parent)"

"It's useful. It teaches a lot of relevant theories and things I could use in my full-time job, so I appreciate that I have the opportunity to study it. (Part-time postgraduate (Masters) student)"

6.4.8. Challenges of undertaking paid work

Students also recalled a number of challenges they experienced as a result of working while studying. Students who worked part-time reported experiences of financial instability due to infrequent and sporadic shifts. To overcome this challenge, some students discussed changing jobs so they could take on contracted hours to guarantee a stable income.

Undertaking paid work while studying also had an impact on some students' attendance and attainment at college or university. For example, there were students who worked long hours on top of studying as a means to cover their expenses which reduced the time they had to study and could negatively impact their grades. Additionally, students who worked night shifts reported instances where they missed morning classes due to exhaustion related to their paid work.

"I think the biggest downside to working is not having enough time to study because you're having to work and then that affects you, whereas other students who don't have to work necessarily they have substantially more time to be able to study. (Full-time undergraduate student)"

"Semester 1 of third year, I failed three modules, which was partly to do with the amount that I was working and just not spending enough time doing uni stuff, so it had a bigger impact. I think that's what's really, this year, made me think, I can't do that again. (Full-time undergraduate estranged student)"

In comparison to students with positive working relationships with their employers, there were students who highlighted a negative impact on their mental health due to the stress from their paid work and challenging experiences with management.

"I felt like I was just constantly catching up, just constantly doing something, and it was very draining. I felt a sort of pressure in my head that I only really got when I did exams. It was really horrible, because the management would really short staff us so they didn't have to pay the shift. (Full-time undergraduate student)"

The demanding nature of balancing paid work and studies also left some students with little time to relax or socialise with friends and family. Burnout and exhaustion were common experiences among these students and some said they had to reduce their hours working, or stop working altogether, so they could manage coursework pressure and protect their mental health.

"Yes, so this academic year it's the least that I've worked, but I think it's just realising that I shouldn't put so much pressure on myself, if that makes sense. (Full-time undergraduate estranged student)"

"It's a long work week. I work 50 hours a week, so it gets very draining sometimes. Come home. Sleep. Wake up. Do it all over again. It goes back to the balance of sometimes where I can just - I'm exhausted. I sometimes find it hard to find time to study. (Part-time HNC/HND student)"

"It's the time away from my family, I work the weekends so we can't practically go out for dinner during the weekend because I have to sleep and I have to work. My daughter isn't really happy about it but I have explained to her that for now this is what I am able to do and once I have my degree, I can get a job that I can do while they are in school and when everybody comes back from school, we will be together as a family so that is what I'm working towards. (Full-time FE care experienced and estranged student)"

6.5. Income from family members

6.5.1. FE students

Around 4 in 10 (41%) FE students received income from family members and the median amount received was £300 over the academic year. Younger students aged 16 to 19 (60%) were more likely than students aged 20 and over (for example, 24% of those aged 25 and over) to have received income from family members.

Those in the 20% most deprived areas and those living independently (33% and 26%, respectively) were more likely than those in the 80% least deprived and those living with their parents to have income from family members (49% and 59%, respectively).

6.5.2. HN/undergraduate students

A higher proportion of HN/ undergraduate students (62%) compared with FE students (41%) were receiving income from family members. Among those receiving this income, the median amount received was £825 over the academic year. Full-time students were more likely to be receiving income from family members (67%), with a median income of £950, than part-time students (40%) with a median income of £300.

Similar to FE students, the proportion of HN/undergraduate students receiving income from family members decreased with age, with 82% of HN/undergraduate students aged 16 to 19, 79% of those aged 20 to 24, and 34% of those aged over 25 receiving this income. The median income from family members for those aged 24 or under was £1,000 and £250 for those aged 25 and over.

HN/undergraduate students from the 20% most deprived areas (50%) were less likely than those from the 80% least deprived areas (66%) to have received income from family members, with median incomes of £500 and £900, respectively. Those who were living with their parents (79%) were more likely to be receiving income from family members than those who were living independently (renting or with a mortgage) (56%). The median income from family members for those living with their parents was £600, and for those living independently (renting or with a mortgage) was £1,100.

6.5.3. Postgraduate students

Over half (54%) of postgraduate students reported receiving income from family members, and among those, the median amount received was £800 over the academic year. Those aged 20 to 24 were twice as likely (90%) as those aged 25 and over (45%) to receive income from family members. Female students and those aged 25 and over received a median income from family members of £600 compared with £1,000 median income for male students and those aged 20 to 24.

Those living with their parents (85%) were significantly more likely than those living independently (renting or with a mortgage) (50%) to be receiving income from family members, with similar median levels of income (£800 and £900, respectively). Those from the 20% most deprived areas received a median income from family members of £560 and those from the 80% least deprived areas received a median income of £900, although there was no difference in the proportions who received income from family members.

6.5.4. Students from under-represented groups

Half (50%) of students from under-represented groups reported receiving income from family members, and among those who reported receiving this income, the median amount received over the academic year was £450. In comparison, only around a third (34%) of those aged 25 and over received income from family members compared with, for example, 74% of those aged 16 to 19, with median incomes of £300 and £480, respectively.

Students from under-represented groups from the 80% least deprived areas were more likely (55%) to have received income from family members than those from the 20% most deprived areas (41%), with median incomes of £500 and £300, respectively.

Around three-quarters (74%) of students from under-represented groups who lived with their parents received income from family members, compared with 42% of those living independently (renting or with a mortgage), with median incomes of £400 and £500, respectively.

6.5.5. Regular financial contributions

Students in the qualitative research who received regular financial contributions from their parents and others were from higher-income households, and were living away from home, either in privately rented accommodation or halls of residence. There were students who were entirely funded by their parents, and therefore had no need to take out student loans or to take on paid work during term-time. Others were partially funded, with payments from their parents and others supplementing incomes from student support from SAAS, their college and paid work.

The amount provided to those who received regular financial support from their parents was reported to range from £1,200 to £13,000 per year. Students primarily used this income towards the costs of their rent, or for other essentials such as food and bills. The frequency of regular financial contributions varied, ranging from annual lump sums to pay for a year's rent to monthly instalments.

"Yeah so, my parents send me about £1,000 each month yeah. That's to cover rent, food, any other expenses really. […] They felt I'd need support to be able to cover my costs and they sort of…yeah put that figure forward and that's been good enough to see me through. (Full-time undergraduate student)"

Students who were completely funded by their parents were more financially comfortable and reported less anxiety than those who relied on student loans and/or bursaries which were supplemented with paid work. Not having to worry about how to pay for accommodation, and without the prospect of repaying student loan debts, these students had more disposable income than their peers. They were able to afford to go out for meals, socialise with friends and accrue savings for the future, which appeared to have positive impacts on their mental health. Even in instances where parents provided seemingly small monthly amounts, it nonetheless was perceived to make a considerable difference, allowing students to put money aside for savings or pay for course costs.

"I try not to eat too much into my SAAS. I try to put as much of that to my savings as possible, but obviously there are expenses that you just have to cover once in a while. […] So, that extra £100 from my mum does really help. (Part-time HNC/HND student)"

However, where parental financial contributions were low and were not supplemented by other forms of income, this could present challenges for students. An 18 year old who lived at home and received no additional funding through their college received £50 'pocket money' each month, from which they were expected to buy a range of essential and non-essential items. Noting that the £50 'doesn't last that long', the student said they felt too uncomfortable to ask their parents for more, and sometimes skipped lunch at college when their allowance had run out.

It was said that parental financial contributions may change over time. For example, some postgraduate students, or those returning to study after a break, explained that while they had previously received regular funding from their parents, including paying for rent, they now received ad hoc payments or nothing at all. This was due to their parents either no longer being able to afford to help out or because their parents wished them to be more self-sufficient.

Ad hoc financial contributions

Among the qualitative research participants, many received financial contributions from their parents and others on an ad hoc basis. These were used to supplement income from student loans, bursaries and paid work. Ad hoc payments from parents took different forms. There were those who noted that their parents would 'slip' them some money for groceries, rail fares, bills, or to treat themselves, or as a gift for birthdays or Christmas. In these situations, the money appeared to be intended as a non-repayable gift, something which some students had mixed feelings about.

"For me paying rent to my partner, he has been very accommodating occasionally if I can't pay a month. […] I hate to owe him money so I will always try and pay what I'm due but a couple of months he's maybe subsidised me and said 'don't worry I'll pick it up this time', or maybe my mum will send me some money to help cover the rent. (FE student focus group)"

In other cases, ad hoc support was provided by parents and others in response to a request for help from the student – either because they were unable to cover their essential costs, such as rent or energy bills, or because an unexpected cost had arisen. Students who were unable to rely financially on their parents - including those who were estranged, care experienced and from low income households - mentioned receiving financial payments from grandparents, siblings, aunts, uncles, friends and friend's parents. Some of these payments were non-repayable while others were provided as informal loans.

A postgraduate student who received ad hoc support from their parents in large payments, which allowed them to pay three or four months' rent, reflected on how grateful they were for this support, but questioned whether how they would have managed without it.

"I think to myself, if I didn't have my partner and we didn't have - or the person that I was with wasn't able to provide that small bits or that amount of money that paid for our rent for four months - how we'd have done it. It's that thing of, I'm sure we would've; we would've figured something out but while it's nice that it happens, it's frightening to think if it didn't. (FE student focus group)"

Informal loans

It was common among students who took part in the qualitative research to borrow money from friends and family to tide them over until their SAAS or college funding instalments arrived or they received their wages from paid work. Students who informally borrowed from their family and friends tended to be financially vulnerable, receiving little or no financial support from their parents. Borrowers included both full-time and part-time students, student parents, care experienced and estranged students.

The amounts borrowed from friends and family varied. Some regularly borrowed £10 or £20 at a time, while others borrowed up to £400 a month from an individual or groups of different people. Some students borrowed money frequently, using this as an additional source of regular income, albeit one which was repayable. Money was borrowed to cover bills, rent or other essentials. Others borrowed money less frequently as and when they needed it, for example, to cover larger or unexpected payments such as holidays, repairs to cars or broken boilers, or in lieu of late payments from bursaries, loans or wages. It was notable how strongly students conceived of these as loans which had to be paid back. This was partly due to feelings of indebtedness and a reluctance to owe people money, but for those who borrowed from friends and family regularly, this also meant students felt they could ask for loans again in the future, if and when they needed it.

"Basically, if I pay it back, I know that if I need it again, I can get it again. Whereas if I don't pay it back then it's not an option really. (Full-time FE care experienced student parent)"

In-kind support and contributing to the household

Students who lived at home were able to access additional 'in-kind' support, irrespective of whether their parents made regular or ad hoc financial contributions. This took the form of free accommodation, food and bills. Students noted that it was cheaper to live at home than move into rented accommodation, with some staying at home because they could not afford to move out. However, the in-kind support they received was a largely unacknowledged aspect of financial support accessed through parents/guardians, and was rarely mentioned by students who lived at home but did not pay 'digs'.

By contrast, some students who lived at home said that they paid 'digs', a nominal contribution towards the costs of running the household. Some students gave their parents money for groceries every now and again, or they looked after the upkeep of a car as part of their contribution. Others had a more formal arrangement in place and were expected to make a regular payment. A postgraduate student who lived at home highlighted the benefits of not being charged for this by their parents in terms of being able to accrue savings.

"There are discussions in the next year or so for me starting to contribute something like board, but as long as I keep the car maintained, maybe occasionally buy the odd grocery thing here or there, they're not that much bothered. They quite want to see my savings grow at the minute - which again I'm very fortunate for, very thankful for. (Postgraduate student focus group)"

Impacts of receiving financial support from family and friends

Students highlighted a range of ways in which they benefitted from receiving financial support from parents, family and friends. Regular financial contributions removed some of the worry around money and allowed students to feel comfortable knowing that their costs were covered. The large payments received by some meant they did not have to work during term-time, leaving them free to socialise and able to focus on their studies. They were also able to graduate free of student loan debt, and could save for the future. For those who were partially funded, regular and ad hoc payments from parents and others helped to fill the perceived gaps in terms of the funding provided by colleges and SAAS, with students turning to family and friends for help when they were unable to cover the costs of essentials. However, many students who participated in the qualitative research noted that they were unable to rely on their parents financially, either because they were estranged, care experienced, or because their parents could not afford to provide financial contributions. This led students to take informal loans from friends and other family members to 'tide them over'.

Despite the benefits of receiving financial support from family and friends, those who were helped in this way nonetheless spoke of how uncomfortable they felt as a result. Students said they were reluctant to ask for money, noting their embarrassment at having to 'beg' others for help to pay for essentials, whether they viewed the payment as repayable or not. For postgraduate students, in particular, having to ask for money raised issues around extended financial dependence on parents, at a time when students felt they should be increasingly self-sufficient. Students who had been forced to request additional help from their family or friends expressed concern at being considered a burden as a result.

"At the end of my Masters, when I did have to extend it, I felt really guilty asking people for money. […] My mum has a little bit extra money that she could help me out with when I had to extend my Masters. […] So, yes, it felt not great having to ask her for help even though I felt like, at 23, I should've been able to do things for myself and not have to ask for help. (Full-time postgraduate (PhD) student)"

"Especially my flatmate now, having to organise bills. She pays two of the bills. She pays gas and electric and council tax, and I've had to ask her quite a few times, 'Oh, can I pay you back when I get paid?' She's always fine with it, but it feels embarrassing to have to ask, to be like, 'Oh, I don't have enough.' (Full-time postgraduate (PhD) student)"

More broadly, students also highlighted the difficulties of discussing household finances with their parents/guardians. While some students felt that receiving financial support from their parents/guardian had not impacted on their relationship, others felt it had a detrimental impact, noting how it could sometimes cause arguments. Even those who were heavily or entirely funded by their parents mentioned how reluctant their parents were to discuss the degree to which they would fund their living costs. Among those who said their parents were unable to afford to make financial contributions, some refused to ask for help, regardless of how bad their financial situation might be.

6.6. Income from Social Security benefits

6.6.1. Introduction

Most full-time students are not eligible to claim social security benefits. However, the following full-time student groups may be eligible: estranged students aged under 22 who are studying an FE course; parents; students living with a partner who is not a student, and some students with a disability. The amount of benefits students in these groups receive is dependent upon, in most cases, how much financial support a student accesses through their student funding (from SAAS or their college). An exception to this is disability benefits which are not calculated based on income.

For students studying at FE level, it is more likely they will be able to remain on benefits while studying, as they are eligible for less student support. Some colleges may 'top up' benefits with the FE bursary. HE students who are eligible for benefits are expected to access any student support that they are eligible for before applying for social security benefits, and this can have an impact on the amount of social security benefits they then get (and can even end benefits completely). Postgraduate students in particular groups, such as those with children or disabilities, may be eligible for some social security benefits. This section explores students' experiences of accessing social security benefits.

6.6.2. FE students

A fifth (20%) of FE students were receiving income from Social Security benefits. Among those who were receiving this income, the median amount received was £8,210 in total over the academic year.

The proportion of FE students receiving Social Security benefits increased with age, with 6% of those aged 16 to 19 receiving this income, 19% of those aged 20 to 24, and 34% of those aged 25 and over.

FE students not living with their parents were more likely to be receiving Social Security benefits (29%), reporting a median income from this source of £9,652, compared with those living with parents (7%), who reported a median income from this source of £6,737.

6.6.3. HN/undergraduate students

Around 1 in 10 (9%) of all HN/undergraduate students were receiving income from Social Security benefits. Among those who were receiving this income, the median amount received was £6,825 over the academic year. The proportion of HN/undergraduate students receiving income from benefits was higher for part-time students (18%) than full-time students (7%). The median amount received by part-time students was £9,682; the median amount received by full-time students was £5,850.

As seen with FE students, more female students were receiving benefits (10%) than male students (5%). The proportion of HN/undergraduate students receiving benefits increased with age, with only 1% of those aged 16 to 19 receiving benefits, rising to 5% of those aged 20 to 24 (with a median income of £6,240) and 19% of those aged 25 and over (with a median income of £7,371).

The proportion of HN/undergraduate students receiving income from benefits whose parents had no experience of HE (12%) was higher than the proportion of those whose parents did have experience of HE (7%). The median amount received for those whose parents had no experience of HE was £7,761 and for those whose parents did have experience of HE was £5,850.

Those from the 20% most deprived areas were twice as likely to receive benefits (16%) than those from the 80% least deprived areas (8%). The median amount received by those from the 20% most deprived areas was £5,840, and was £7,371 for those from the 80% least deprived areas.

6.6.4. Postgraduate students

A smaller proportion (7%) of postgraduate students reported receiving income from Social Security benefits than both FE and HN/undergraduate students. Due to the small base sizes, no further analysis was possible for this group (N=28).

6.6.5. Students from under-represented groups

A fifth (20%) of students from under-represented groups were receiving income from Social Security benefits, with the median amount received being £8,210 over the academic year.

The proportion of students from under-represented groups receiving income from benefits increased with age, with 7% of those aged 16 to 19 reporting income from this source, 12% of those aged 20 to 24, and 28% of those aged 25 and over. The proportion of male and female students receiving income from benefits was similar, however, the median amount of income for female students was £8,775 compared with £6,737 for males.

The proportion of students from under-represented groups who received income from benefits was higher for those whose parents did not have experience of HE (24%) when compared with those whose parents had HE experience (17%). The median amounts received were £9,087 and £6,737, respectively.

Students from the 20% most deprived areas (26%) were more likely to be receiving benefits than those from the 80% least deprived areas (17%), although the median income from benefits was similar (£8,210 and £8,151, respectively).

Students from under-represented groups who were living independently (renting or with a mortgage) were more likely to have income from benefits (23%) than those living with their parents (10%), with median incomes of £8,931 and £6,737, respectively.

6.6.6. Student experiences of social security benefits

Students who participated in an interview or focus group received a range of different social security benefits including Universal Credit (UC), often in combination with family and/or disability benefits.

There were students who received social security benefits alongside other sources of income, including bursaries and loans. For these students, social security benefits helped them to meet their expenses, for example by bridging the gap between other sources of income. There were also students who relied on social security benefits as their main source of income. Without social security benefits these students said they would not be able to pay for essentials, such as accommodation, and could not afford to study.

"It [social security benefits] helps in a good way and maybe if I am waiting to be paid, if there is just a day left or two days left, so with the Child Benefit I can be able to provide what my kids need. (Full-time FE care experienced and estranged student)"

"[Without benefits] I would probably still be in a homeless unit, to be honest. […] If it wasn't for Universal Credit, my DLA, I wouldn't be able to even get to the college. I also wouldn't have my own flat or anything. (Full-time FE estranged student)"

Despite social security benefits being a vital source of income, there were students who faced challenges applying for benefits. This included challenges completing application forms, supplying evidence and coping financially while they waited for an outcome. There were also students who did not know whether they were eligible for certain benefits which could lead to delays in applying or not applying at all.

Some of the challenges students faced related specifically to Universal Credit. For example, there was a student who complained that the Department for Work and Pensions (UK Government), DWP, scheduled meetings about Universal Credit at times they were in college which impacted on their course attendance and put their student funding at risk. There were also FE students who were struggling to meet their expenses while receiving Universal Credit because of how it interacted with the funding they accessed via the college. These students found they were financially better off when they came off Universal Credit as their FE bursary increased.

"There have been a couple of days that I've had to take days out of college just because I've booked Universal Credit appointments, which my lecturers are already breathing down my throat about my attendance - which annoys me because the Universal Credit know that I'm at college. They know what days I'm at college. My DLA, other than that application, doesn't give me that much hassle. (Full-time FE estranged student)"

Students shared that they did not think there was enough knowledge among their peers about the eligibility criteria for social security benefits or how they interact with other sources of income, particularly the interaction between Universal Credit and other sources of support, such as the Further Education Bursary (FEB). As a result, there were students who did not apply for additional sources of income alongside Universal Credit for fear of losing this source of income.

"That was quite a struggle, just trying to support myself, the food, the house, and just being able to survive. I was working cash-in-hand jobs on the side, trying to make some extra money while getting money off the government but then I actually found out - I heard that the college was doing a discretionary payment. So I spoke to them about that and they told me how it works. So I came off the Universal Credit and they put me on to that and the college actually paid for my house and gave me money to help me get food and that so I wasnae having to go out and work, do so many hours, do myself in, stressing out. It relieved a bit of stress and all that. So that was quite good that way. The only downfall with that is I had to hear that off another student rather than being able to hear it from the college themself. It was good in the end. It did help a lot. It helped pay for the house. (Estranged student focus group)"

Students' attitudes to Universal Credit varied. There were students who would have liked to receive Universal Credit because they struggled to cover their expenses on the support they were eligible for from SAAS; however they were not eligible for it, because they were a postgraduate. There were also student parents who were about to be transferred to Universal Credit and expressed concern about how their overall income would be impacted by this change.

"I do still get Working Tax Credit and Child Tax Credit, but unfortunately I have been getting the dreaded letter now that I'm gonnae be put on Universal Credit, which means I will lose the Child Tax element because I don't get the Child Benefit, which automatically disqualifies me for getting the child element or any other help around at all. So, that's something I'm not looking forward. […] it means I'm gonnae be having £200 a month less and it's not as if I do have an overly-generous income. Otherwise I wouldn't qualify for the Working Tax element either. (Student parent focus group)"

Disabled students' benefits

Disabled FE and HN/undergraduate students are eligible for the Transition Fund, provided by the Independent Living Fund Scotland and designed to help young people become more independent, spend time with others, become more engaged in their communities and try new things. The Transition Fund is available to disabled people in Scotland aged 16-25 for a limited number of purposes, e.g. for sports lessons, driving lessons, music or art lessons, joining classes or clubs, gym memberships, or photography or technology equipment. None of the students who participated in an interview or focus group mentioned receiving this support.

Disabled students may be eligible for Adult Disability Payment (ADP) or its predecessors, Personal Independent Payment (PIP) or Disability Living Allowance (DLA), which provides a payment every four weeks to help people with a disability or long-term health condition. The value of the payment depends on how someone's condition affects their ability to do everyday activities and get around. There are two parts to ADP and PIP: daily living and mobility; people qualify for one or both. Someone can apply for disability benefits if they are studying full-time or working, as income and savings are not taken into account.

Experiences of applying for disability benefits varied among students who participated in the qualitative research. Those who received support with the application tended to find the process more straightforward. Support included help gathering evidence and advisors coming to their home to help with the application. Those who completed the application on their own found it more challenging. There were participants who did not know they were eligible for disability benefits or whose initial application was rejected and had to appeal the decision – both of which resulted in delays in receiving support.

"I didn't actually even get interviewed for my PIP. They had managed to pull evidence from doctors and ambulance letters and stuff and they'd just taken it and they were like, 'Right, here you go.' Which I didn't expect at all. (Full-time FE care experienced student)"

Receiving disability benefits had a range of positive impacts on students. For some students, disability benefits made up most of their income and without it they would have been unable to pay for housing, bills or food, let alone study. An estranged student said receiving ADP acted as a safety net for them, particularly over the summer when they did not have SAAS payments and had no family support.

"I qualified for and receive Adult Disability Payments. […] It took them about six months for them to fully process it and interview me over the phone and everything like that. They do back pay. When I'd just become estranged in February and my money was running out and I'd just started a new job and hadn't been paid yet, it meant that I could live. […] That's a safety net I have until 2027. That's when they'll reassess me. That's a source of income that's going to be particularly helpful during summer next year when I don't have SAAS and I'm potentially looking at where I'm going next and being between jobs. (Estranged student focus group)"

Without the mobility part of disability benefits there were students who would have been unable to physically attend college. Receiving disability benefits also provided a gateway for one student to receive additional support related to their health which was having an impact on their studies.

"[Motability car has made] A massive difference, as I say I go to the chemist every day and that would be a struggle without the Mobility car. Getting to college and back would be a struggle. I get my kids on a Tuesday after school, picking them up fae school would be a nightmare. But aye its changed my life dramatically having a Mobility car. […] The buses are always cancelled, or running late, or taxis are extortionate and there's not really any trains or anything within the town, it's all outwith. (Full-time FE care experienced student parent)"

"It's [Disability benefits] actually managed to help me get a private hospital appointment for something that was previously impacting my studies, like health-wise, and that's within the next two weeks, I believe. So, it's definitely helping me get on my feet health-wise and stuff. […] I'm quite weird about my disabilities and stuff. I've not fully accepted that I am disabled, so it's annoying that I have to claim them but I'm glad that they're there. (Full-time FE care experienced student)"

Student parents' benefits

Some FE, HE and Postgraduate student parents may also be eligible for various family benefits. These include Child Benefit, the Scottish Child Payment, Best Start Food Grant vouchers, and Working Tax Credit.

Parents who took part in an interview or focus group accessed a range of family benefits including Child Benefit, Child Tax Credit, Scottish Child Payment, Child Disability Payment, Best Start Grant. Some received these alongside other benefits such as Universal Credit, disability payments, Working Tax Credit, and Council Tax reductions. Student parents who received family benefits said they helped them with affording everyday living costs for their family. There were students who had some of their family benefits removed due to income thresholds which placed greater financial strain on them.

"We were told in the summer that we don't qualify for anything additional like Tax Credits, Scottish Child Payment. Nothing like that can - we're not allowed it, apparently. […] We did get it; we got it last year but in the summer they just decided, no. We earn too much money, apparently, one being on minimum wage full time and the other one being a student. I don't get it myself but here we are. (Student parent focus group)"

Carers' benefits

Only one of the carers who participated in the qualitative research was receiving Carer's Allowance. They purposefully studied part-time so they could claim Carer's Allowance. Other student carers said they had not applied for Carer's Allowance because they were not eligible for it because they studied full-time, or because they were unsure if they were eligible for it. There was a view among student carers in this research that the rule on studying part-time was unfair as it put greater financial strain on them by requiring them to take longer to complete their studies.

"It's [course] part-time because that's a requirement of the Carer's Allowance that you can't study full-time which is a fairly stupid rule because you could be sitting in the house all day with somebody which is because they need that but you're doing nothing and you could quite easily be studying all day. Not particularly for me but it's very, I think it's a particularly cruel rule for younger people. I mean I do know younger people who have made the decision to study full-time in order to give themselves a qualification quicker and they've had to give up the Carer's Allowance, that does'nae mean you've given up caring it just means you're doing it for nothing you know. (Part-time undergraduate student carer)"

There were also student carers in this research who were anxious about applying for Carer's Allowance while receiving Universal Credit as they did not know how they would interact and they did not want to risk losing Universal Credit. Students said they would welcome more information about how different benefits interact so they could make informed decisions.

"It would be nice to have a bit more clarity on what, you know, actually have it in writing what I'm eligible for and what I have to do to maintain that and what the rules around it are. It's all very vague and no one seems to be able to provide you with that information. […] That impacts us just in the sense that I feel we would be eligible for more. (Full-time undergraduate student parent and carer)"

Although outwith the timeline of the fieldwork for this study, from November 2024, the Scottish Government's new Carer Support Payment will be rolled out to replace the Carer's Allowance in Scotland.

6.7. Income from other miscellaneous sources

Students also reported receiving income from a range of other miscellaneous sources. The types of income accounted for in the analysis below include maintenance payments from former partners or spouses, income received from rent payments, income from gifts from friends or others, or from pensions or shares, and income from selling possessions e.g. clothes, books, computer equipment or other items.

6.7.1. FE students

Over a quarter (29%) of FE students reported receiving income from other miscellaneous sources. Among FE students who were receiving this type of income, the median amount received was £100 over the academic year. The proportion of FE students receiving income from other miscellaneous sources decreased with age, with 37% of those aged 16 to 19 receiving miscellaneous income, compared with 21% of those aged 25 and over.

FE students from the 80% least deprived areas were more likely (32%) to be receiving income from other miscellaneous sources than those from the 20% most deprived areas (20%), as were those living with their parents (35%) compared with those living independently (23%).

6.7.2. HN/undergraduate students

Around a third (34%) of HN/undergraduate students reported receiving income from other miscellaneous sources, with the median amount received of £115 over the academic year – broadly similar to that for FE students. The proportion of full-time HN/undergraduate students receiving income from other miscellaneous sources (35%) was higher than that for part-time HN/undergraduate students (28%).

The proportion of HE students receiving income from other miscellaneous sources was lower for those aged 25 and over (28%), compared with those aged 16 to 19 (37%).

6.7.3. Postgraduate students

Two-fifths (40%) of postgraduate students reported receiving income from other miscellaneous sources – this was higher than for the other student groups in this study. Among those receiving this income, the median income received was £200 over the academic year. Almost half (46%) of female postgraduate students reported receiving income from other miscellaneous sources, compared with 28% of male postgraduate students.

6.7.4. Students from under-represented groups

Almost a third (32%) of students from under-represented groups were receiving income from other miscellaneous sources. Among those receiving this income, the median amount received was £110 in total over the academic year – similar to that for FE and HN/undergraduate students.

The proportion of under-represented students receiving income from other miscellaneous sources decreased with age. Around a third of those aged 16 to 19 and 20 to 24 (37% and 35%, respectively) received income from miscellaneous sources compared with 28% of those aged 25 and over.

Around a third (34%) of under-represented students from the 80% least deprived areas received income from other miscellaneous sources, compared with around a quarter (24%) of those from the 20% most deprived areas.