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Welfare and Inclusion

Financial problems

Case study

Eva is a third-year student. She finds it very difficult to combine school and work because of her high fixed expenses and arrears. Her study progress suffers because of this. Her grades are now dropping, and she regularly fails to show up to classes. The learning team supervisor engages her in a conversation. At first, Eva tries not to show what is actually going on. Later, Eva tells her that she is having financial problems. She is struggling to pay all the bills. This is having a bad impact on her studies. But Eva does not know where to look for help and she is extremely embarrassed.

What are financial problems?

We speak of financial problems when someone is unable to meet his/her financial obligations for an extended period, and there are (multiple) payment arrears of more than two months. This also applies to students who may be facing:

  • overdue bills by, for example, Afterpay and Klarna;
  • payment arrangements;
  • no longer able to meet study fees;
  • no longer able to withdraw money;
  • going red;
  • receiving letters from collection agencies and bailiffs;

For students, financial problems can lead to study delays and even study dropouts. Other consequences of money worries and financial problems are:

Stress

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Students are less able to concentrate, plan well and, in addition, they are tired. This affects their education and/or work, social life, health and living situation.

Shame

Often, students are ashamed of their money problems. Concerns are not shared with those around them. As a result, students often feel lonely and do not get help.

Threat to future opportunities

Money worries and financial problems prevent students from building their future. Students in debt are more likely to be absent, pay little attention to school, and they are tired from working so much. In addition, students are more likely to drop out of school early.

Signalling financial problems

There are several signals among students that may indicate financial worries. One signal does not have to indicate financial worries: with several signals, it is advisable to ask further about the student’s financial situation. Pay attention to the following signals:

– missing classes;
– working a lot;
– frequently arriving late;
– no or outdated study materials/digital resources;
– poorer grades;
– getting few credits and yet staying enrolled because of student loans;
– considering dropping out of studies;
– having a payment arrangement with the college;
– study delay;
– having concentration problems;
– having fear of failure;
– mental complaints such as headaches, stress, being tense and/or sleeping problems;
– not participating in social activities;
– always or often being in the red
– not going on study trips;
– are paying off debts.

How can you offer support as a counsellor?

Discussing through conversation techniques

If a student suspects financial problems, you can discuss this in an approachable way. You can use the following conversation techniques to do this:

  • Normalising the situation
    Humans are social creatures. We find it difficult to talk about issues if we think we are the only one. Normalising lets you know that the problem is not weird and that talking about it can help: ‘More than half of students find it hard to make ends meet. One in five students find making ends meet really hard. How is this for you?’
  • Acknowledge resistance in advance
    Talking about money matters can evoke resistance. By acknowledging resistance up front, you can dispel it somewhat: ‘It may be a cheeky question and you don’t have to answer, but how are things going financially?’
  • Encourage the student to choose for themselves
    People need space to make their own decisions. Emphasising this autonomy makes us feel less like we ‘have to’ do something: ‘You may also say “no”, but would it be something for you to talk further with a dean?’
  • Open questions
    Open questions prompt the other person to tell their story: ‘Could you tell me more about your side job?’
  • Express confidentiality
    By explicitly stating that a conversation is confidential, you can put the student more at ease and let them know that you are there for them: ‘Anything you tell me stays among us. How are you getting on with paying your tuition fees and books?’

General tips

– Discuss the topic of finances as early as possible, such as during a day of trial study or an application interview: ‘How do you plan to manage the financial side of studying?’ or ‘Do you have a part-time job? What makes you work so many hours?’

– Include a standard question about the student’s financial situation in the intake form of the study programme. This way, you can identify a possible financial problem at the start of the study or the academic year.

– Repeat information and questions about financial matters regularly. This increases the chances that students will dare to discuss it, and that they can then be helped in the right place.

– The financial administration knows which students fail to pay tuition fees or pay them late. So they can spot the problems earlier. The student counsellor can request information there about a student’s payment arrears when financial problems are suspected. The financial administration can also contact the student and/or learning-teams supervisor itself if it is spotted.

– Have you noticed that a student is struggling to make ends meet? Refer, call or e-mail the dean, or other resources together with the student, and keep a finger on the pulse.

– Keep an extra eye on long-term students.

– You can incorporate money matters as a theme in your lessons. For example, think about practising preparing a budget. Or ask questions about support measures, such as care allowance. Would you like some inspiration for that? Researchers from the Schulden en Incasso lectorate would be happy to think along with you!

Refer student: internal/external

Internal

Utrecht University of Applied Sciences has a number of internal support options for financial problems.

External

Does the student not want help from Utrecht University of Applied Sciences? Then there are also external referral options. These depend on the (severity) of the financial situation, the degree of self-sufficiency and the student’s needs.

When financial self-sufficiency is high

With average financial self-sufficiency

Refer the student to social counsellors, the legal desk or a community team/neighbourhood team in his or her place of residence.

With low financial self-sufficiency and/or serious payment problems

Refer the student to the municipality to prevent serious financial problems.

Follow-up case study

Eva told her story and the learning team supervisor was able to give her good advice. Eva then sought help from the neighbourhood team. She is working with them to find a targeted solution to her problems. It has been agreed that Eva will attend classes as much as possible. If this is not possible, she will indicate this. Eva does not want her school performance to bear the brunt of her financial and private problems.

Here you can read more on the subject:

Magazine studying without financial worries
Background reports studying without financial worries
Signalling, discussing and referring money worries (including for the education domain)

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