Identifying financial concerns

Some examples of signs that may indicate financial concerns among students:

  • frequent absences, being late, skipping classes
  • being absent from activities and excursions organized by the program
  • often wearing the same, damaged or inappropriate clothing
  • working a lot (and perhaps therefore missing classes)
  • not having all the supplies (books, materials, laptop) needed for the program
  • having few friends or a small network
  • having concentration problems, being chaotic, panicky and/or tense
  • having a quiet or withdrawn attitude, or conversely having a short temper
  • having low self-esteem, feelings of inferiority or shame, or being afraid of failure

An extensive list of signs by which you can recognize students’ financial concerns can be found in the appendix to the guide Dealing with financial concerns among vocational education students from Rotterdam University of Applied Sciences.

In your daily work (during intake, in class, during lunch breaks and in the hallways), be alert to signs of financial concerns. You can use the lack of learning resources at the start of the academic year as an opportunity to identify possible financial concerns. You can also pass on the signs to the study advisor, mentor or another professional who is closer to the student.

Making financial concerns open to discussion

If you suspect that a student has financial concerns, you can discuss this with the student. If you are unsure whether you are the right person to initiate this conversation, discuss it with a colleague, the study advisor or the student’s mentor. Raising financial concerns for discussion can be difficult, but it can greatly help students take the first step toward receiving support. If you talk about the signs you have observed, the following may help:

  • Do not make students raise their situation themselves; for example, ask: 'Many students have financial problems that put them in a difficult position. Could that be the case for you?'
  • Clearly state what you see, and be inquisitive and engaged rather than judgmental. Helpful questions might include: 'I’ve noticed that you don’t have any lunch with you. May I ask you about that? Would you like us to look together at what might be possible? What would help you most at this moment?'
  • Express your own feelings, for example: 'I’ve noticed something and I find it difficult to bring it up.'
  • Do not make students explain the absence of learning resources in front of the group; instead, create an opportunity for a one-to-one conversation.
  • Offer the student a listening ear and think along with them about what is best for their development and academic progress. Be aware that a different solution may be appropriate for different students.

On the Poverty Signals Map, you will find a list of signs and conversation techniques that you can use.

Referrals and available support

Make sure you have an overview of where students can go with financial concerns. Young people can contact the municipality where they live. Many municipalities have an overview of the available options. You can look up together where the student can go with their questions or problems.

In addition to referring students to municipal support, you can also consider:

  • Supporting students in searching for schemes and funds to purchase a laptop, other school supplies, internet access and licenses for teaching materials.
  • Calculating whether the student is entitled to support from the Food Bank and finding out where the nearest food bank is.
  • Pointing students to a clothing bank nearby or to Dress for Success for clothing and advice for a job interview.
  • Supporting students who are moving out on their own for the first time. Kinderhulp offers independent-living packages for young people aged 17 to 21 who have financial concerns.
  • Pointing students to a Repair Café nearby where broken items (such as laptops and bicycles) are repaired.
  • Pointing students to the free city pass, through which many municipalities offer discounts on swimming pools, cinemas and thrift stores.
  • Encouraging students to continue participating in sports and cultural activities. Those under 18 can do so through the Youth Sports & Culture Fund. For those aged 18 and over, there is the Adults Sports & Culture Fund, although not all municipalities participate.
  • Helping student parents around holidays such as Saint Nicholas Day and Christmas, and around their child’s birthday. This may make them eligible for an extra benefit, such as a filled grocery bag or a gift for their child. This can be arranged, for example, through the Sam& for all children foundation.

It can also help all students if, during the intake, you give prospective students and their parents a flyer with information about options for financial support. At the start of the academic year, you can also ask whether any potential (financial) obstacles are expected in the coming year. For example, ask: 'Do you need help paying for your books and other learning resources and being able to participate in all activities?'

You can read more about what else you can do as an education professional for students with financial concerns in the guide Dealing with financial concerns among vocational education students from Rotterdam University of Applied Sciences. This guide provides a framework for thinking and working toward an appropriate and feasible role for professionals in vocational education, as well as practical tools and methods for identifying financial concerns among their students, supporting them and encouraging them to overcome or avoid financial concerns.