Thriving Lives in Higher Education: Advancing Policy and Practice for University Students from Armed Forces families

University life brings both exciting opportunities and unique challenges for all students. For those from Armed Forces families, however, the journey into Higher Education (HE) can involve distinct experiences that have often been overlooked in policy and practice. While schools have begun to recognise and respond to this group, universities have lacked evidence about their needs, aspirations, and potential to thrive. Although there is growing awareness of students from Armed Forces families in efforts to improve access to university, tailored support for this group remains limited. 

The recent report, Thriving Lives in Higher Education, marks an important step forward in understanding and addressing the needs, aspirations, and potential of students from Armed Forces families studying at UK universities. Led by ACCESS, this research was commissioned by the Service Children’s Progression Alliance (SCiP Alliance) as part of its Thriving Through Childhood and Beyond project, which is led by the Naval Children’s Charity and funded by the Armed Forces Covenant Fund Trust. The study provides robust evidence on the experiences of students from Armed Forces families in higher education across the UK. Crucially, the report also sets out a framework for action and a series of recommendations to guide sector-wide change. These provide universities and policymakers with practical steps to recognise these students, harness their strengths, and remove unnecessary barriers through evidence-led, institution-wide practice. The findings will also inform the development of the Thriving Lives Toolkit for universities, contributing to a broader programme of support for children and young people from Armed Forces families as they move through education from early years to adulthood. 

Why focus on students from Armed Forces families?  

In the UK, it is estimated that around 60,000 children have a parent Serving in the Armed Forces at any one time. As these young people transition to adulthood, many enter HE with life experiences shaped by mobility, periods of separation due to deployment, and often frequent and abrupt school changes. These factors can influence educational pathways, sense of belonging, wellbeing, and the practicalities of university life. However, universities have historically lacked specific data, policies, and practices targeted at understanding or supporting this population. 

The SCiP Alliance, a collaboration of organisations dedicated to supporting children and young people from Service families throughout their education, has sought to bridge this evidence gap. Previous pioneering resources such as the Thriving Lives Toolkit focused largely on school settings. This report shifts the lens to the HE sector asking: How can universities enable students from Armed Forces backgrounds not just to cope, but to thrive? 

Aims 

The project had three main aims: 

• To understand the university experiences, strengths, needs, and barriers of students from Armed Forces families across the UK. 

• To identify effective practice and opportunities for improvement. 

• To inform the development of a practical framework for HE to help providers assess and improve support at scale. 

How was the research carried out? 

The research used a mixed-methods design combining four strands of evidence: 

• Rapid evidence review of UK research with Service children in post-16 and HE. 

• Secondary analysis of sector-wide datasets including UCAS (2023–24) and the National Student Survey (2022/23–2023/24). 

• Policy review of 166 university access and participation/widening access plans and 91 Armed Forces Covenant pledges. 

• Primary research with 230 students and 70 HE stakeholders from 73 HEIs across the UK, using online surveys, focus groups, and interviews. 

This broad evidence base allowed the team to capture both national patterns and individual lived experiences.  

Key Findings 

Identity, visibility, and experience 

Many Armed Forces family students remain “hidden” within university systems. Few institutions routinely ask about Armed Forces background at admissions or enrolment, making it hard to track numbers or outcomes. Students themselves described complex relationships with their military identity: some were proud of their military family heritage, while others chose not to disclose it for fear of stigma or misunderstanding. 

The research showed students are spread across nearly all universities and subjects, with concentrations in regions near large military bases. Family circumstances are diverse, encompassing parents still Serving, Veterans, and stepparents. Experiences of high mobility and disrupted schooling created what students called a “normality of change”, shaping their identities well into adulthood. 

Academic experiences 

The study highlights how many students from Armed Forces families enter HE with pronounced strengths, including resilience, adaptability, discipline, and independence, qualities often forged through frequent moves and the emotional demands of deployment. These qualities helped them adjust academically and socially. However, they also faced challenges: 

• Gaps in pre-university guidance due to frequent relocations and varying school provision. 

• Limited recognition of Armed Forces background in admissions decisions. 

• Subject-specific gaps resulting from disrupted schooling. 

While academic performance was not necessarily weaker, the lack of tailored recognition meant these strengths and challenges were not factored into support systems. 

Wellbeing and support needs 

A major theme was the importance of belonging. Many students valued their adaptability and ability to make new friends but described feeling like “perpetual outsiders”. Some faced difficulty accessing mental health services that understood Armed Forces family dynamics, particularly during times of parental deployment or bereavement. 

Financial pressures were also reported, especially when moving from family accommodation into independent living. Although some scholarships exist, awareness was limited, and processes unclear. Students emphasised that wellbeing and social support were as crucial as academic provision in shaping their success. 

Staff awareness and institutional policy 

Staff awareness of this student group was inconsistent across the sector. Many staff interviewed admitted they had little idea how many students at their institution came from Armed Forces families or what their specific needs might be. 

Institutional strategies largely overlooked this group. Only a quarter of access and participation plans referenced them, and most Armed Forces Covenant pledges focused on serving personnel or Veterans rather than students from Armed Forces families. Where support did exist, it was often linked to individual champions rather than embedded in institutional policy. 

Emerging good practice 

Despite the inconsistencies across the sector and institutional gaps, the research also unearthed examples of emergent good practice, often driven by individual champions rather than embedded institutional policy: 

• A small number of universities, notably those close to military populations, have piloted peer support groups or included Service family background in their access and participation plans. 

• Cross-sector partnerships with Armed Forces charities, student services, and local authorities have created targeted bursaries or “one-stop shop” support points, with promising results in student satisfaction and engagement. 
• Interventions that specifically recognise and validate the Service family identity, provide opportunities to connect with others, and offer clear signposting to financial and wellbeing support were valued most highly by student participants. 

Recommendations 

The report sets out six headline recommendations, rooted in student voice and evidence from across the sector.  Together, they offer a roadmap for institutions and sector bodies to improve recognition, inclusion, and support for students from Armed Forces families. 

1. Make students from Armed Forces families more visible  

Systematically identify and monitor this cohort using UCAS and enrolment data. Integrate this information into student records to enable targeted support and track outcomes.  

2. Champion student voice and co-design  

Actively involve students from Armed Forces families in shaping university support. Expand peer mentoring, create advisory roles, and ensure student perspectives inform decision-making. 

3. Embed transition support  

Recognise the impact of military life on educational journeys by using contextual admissions. Offer tailored outreach, induction, and support to ease the move into university life. 

4. Raise staff awareness through training and resources  

Equip academic and professional staff with practical tools, case studies, and guidance. Build institutional knowledge of the challenges and strengths of students from Armed Forces families. 

5. Expand and clearly signpost support services  

Ensure students are aware of what’s available, from bursaries and financial advice to wellbeing and careers support. Tailor services to reflect the realities of military-connected life. 

6. Embed and evaluate long-term change  

Include this cohort in institutional strategies, monitor their progress, and embed support into policies and planning cycles. Use data and evaluation to drive continuous improvement. 

What does good practice look like? 

Building on the evidence, the research proposes a four-principle framework to guide meaningful and sustainable change across the higher education sector. These principles reflect what students say they need, what staff find effective, and what the wider evidence supports. 

1. Adopt a university-wide approach 

Recognise this cohort in institutional policies, systems, and strategies. Move beyond reliance on individual champions by embedding support across all departments and services.  

2. Foster belonging 

Create inclusive environments where students feel seen, valued, and connected. Peer networks, tailored induction, and visible representation help strengthen confidence and community. 

3. Increase staff awareness 

Equip staff across academic and professional roles with the tools and understanding to support students from Armed Forces families. A shared knowledge base ensures no student is overlooked. 

4. Enhance student success 

Offer flexible academic, wellbeing, and careers support that reflects both the challenges and strengths shaped by military family life. 

Together, these principles provide a foundation for institutions to assess current provision, identify gaps, and plan targeted improvements. They also underpin the forthcoming Thriving Lives Toolkit for Universities, which will offer practical resources, case studies, and guidance to support delivery at scale. 

Next steps for the sector 

Students from Armed Forces families bring resilience, adaptability, and unique perspectives to university life. Yet they remain under-represented in policy and practice, with support often inconsistent and ad hoc. 

This research provides the first UK-wide evidence base of their experiences and sets out a clear, actionable framework for change. By improving visibility, embedding student voice, and taking a whole-institution approach, universities can move from isolated efforts to sustained, sector-wide impact. 

Universities and sector bodies are encouraged to use the full report and framework to assess current provision and plan targeted improvements. 

You can access the full report here

Explore practical resources in the Thriving Lives Toolkit on the SCiP Alliance website 

Many thanks Dr Liz Spruin and Dr Amanda Carr for writing this Research Spotlight.