Caregiving students represent a significant, yet under-recognized population in US higher education. Unlike countries such as the UK and Australia, the US lacks formal policies to identify, recognize, or support these students. This study addresses the urgent need for research into the prevalence of caregiving students in US universities and the impact of caregiving on their emotional wellbeing and academic performance. The increasing number of caregiving students, driven by demographic aging and familial caregiving pressures, necessitates understanding their unique challenges to ensure equitable opportunities for success in higher education. This study aims to (1) determine the prevalence of caregiving students and the intensity of their responsibilities; (2) examine demographic characteristics associated with caregiving; and (3) investigate the relationship between caregiving and depression, anxiety, and academic performance.

Existing research highlights the significant yet often overlooked challenges faced by caregiving students. Studies in the UK demonstrate a higher likelihood of caregiving students leaving higher education compared to their non-caregiving peers. The US currently lacks a comprehensive understanding of this population, with existing data pointing to the underrepresentation of caregiving students in university surveys and a lack of tailored support services. Studies suggest caregiving students are disproportionately drawn from marginalized racial, ethnic, and socioeconomic groups, further highlighting the need for targeted interventions. Prior research emphasizes the potential for both positive (skill development, enhanced perspective) and negative (stress, emotional strain, academic difficulties) impacts of caregiving on student well-being and academic success. While caregiving for the elderly or chronically ill can be highly stressful, impacting mental and physical health, caregiving for minors can present different challenges and impact student wellbeing differentially.

This study used a university-wide survey of 7592 undergraduate and graduate students at a large public university in North Carolina. The survey assessed caregiving responsibilities, depression (CES-D), anxiety (GAD-7), and demographic information. Student responses were linked to institutional records for GPA, financial aid (Pell Grant), first-generation status, and enrollment status. Caregiving was measured by self-identification (elderly/ill person, minor), hours per day, and days per week. Descriptive statistics, logistic regression (for binary caregiving outcomes), negative binomial regression (for caregiving hours/days), and linear regression (for depression, anxiety, GPA) were used, controlling for demographic variables. Listwise deletion was used to handle missing data (particularly high for GPA).

A significant 5.6% (N=427) of students identified as caregivers: 3.2% (N=239) for elderly/chronically ill individuals and 2.9% (N=227) for minors under 18. Caregivers were more likely to be women, graduate students, part-time, and recipients of financial aid. Caregiving for elderly/ill individuals, but not minors, was significantly associated with negative outcomes. Specifically, caregiving for 3-5 days per week was associated with lower GPAs (B=-0.63, SE=0.20, p<0.01 in the full sample; B=-0.71, SE=0.24, p<0.05 among caregivers for elderly/ill persons). Increased daily caregiving hours for elderly/ill individuals were associated with higher anxiety (B=0.07, SE=0.03, p<0.01) and depression (B=0.07, SE=0.03, p<0.05). Caregiving for minors showed no significant association with depression, anxiety, or GPA. While caregiving was common across racial and ethnic groups, caregivers for minors were more likely to be White non-Latinx than Asian.

This study demonstrates the feasibility and importance of identifying and understanding the experiences of caregiving students within US universities. The findings highlight significant disparities, with caregivers for the elderly or ill facing considerable emotional and academic challenges. The lack of significant associations between caregiving for minors and negative outcomes may reflect differing caregiving demands, or limitations in statistical power due to small sample size in this subgroup. The difference in impact between caregiving for elderly/ill individuals versus minors may be due to the increased physical and emotional demands associated with caring for those with chronic health conditions. The study's findings underscore the critical need for US universities to implement support systems specifically tailored to address the unique challenges faced by caregiving students, particularly those caring for elderly or chronically ill relatives.

This study reveals a substantial population of caregiving students in US universities, who often face significant disadvantages. Caregivers for elderly/ill individuals experience heightened risks for academic and emotional challenges. This highlights a crucial need for universities to develop and implement support services tailored to their needs. Future research should explore causal relationships through longitudinal studies, replicate findings in larger, more diverse samples, and further investigate the specific experiences contributing to disparities.

The study's correlational and cross-sectional design limits causal inferences. The relatively small sample size of caregivers for minors, coupled with high missing GPA data, may have reduced statistical power for that group. While the sample reflects the regional demographics, generalizability to other campuses with more diverse student populations requires further investigation. The study's timing during the COVID-19 pandemic may have influenced results, necessitating further research to assess the long-term impact of the pandemic on caregiving students.