The paradox of student support policies: the experiences of students who care for children while studying

In United Kingdom (UK) higher education, different groups of students have moved into and out of the focus of policy and practice, under the headings of widening participation (WP) and the Equality Act 2010. This often-changing focus has the potential to lead to inequitable experiences for those students who do not fit into any of the traditional student typologies, and the policies designed and alleged to support them. This can mean that policies focussed on ‘support’ can have a paradoxical effect on some groups in their implementation, I suggest in this article that Students who Care for Children while Studying (CCS students), are an example of such a group.