Year of Award

2024

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

Education

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Jeb Puryear

Commitee Members

Dr. Jingjing Sun, Allison Wilson, Blake Emidy

Keywords

Basic needs, higher education, university, college, students, campus

Subject Categories

Adult and Continuing Education | Higher Education Administration

Abstract

This paper addresses the increasing challenges faced by colleges and universities in supporting students who are struggling with food insecurity, housing instability, and mental health issues. These basic needs, which are critical to student success, have been exacerbated in recent years, prompting institutions to reassess their role in supporting student well-being beyond academic requirements. Specifically, the paper explores how the Montana University System (MUS), a network of public higher education institutions, is addressing these issues and what further outreach is needed to support students holistically. The study seeks to answer the question: "How are colleges in Montana addressing student basic needs, and what additional outreach is required to support aspects of higher education beyond academic program requirements?" To explore this, interviews were conducted with student affairs professionals within MUS, revealing both the systemic barriers they face and the resources they rely on to assist students dealing with basic needs insecurities. The findings highlight a range of challenges including limited funding, lack of coordination across institutions, and the difficulty of integrating basic needs support into existing campus services. Additionally, the research uncovers promising practices, such as campus food pantries, emergency housing programs, and mental health support initiatives, that are being implemented to address these growing concerns. This paper not only sheds light on the current state of basic needs support within Montana’s higher education system but also offers critical insights for policy improvements. By identifying gaps in outreach and resource allocation, the paper provides recommendations for enhancing support services and creating a more comprehensive framework to address basic needs insecurities. The implications of these findings extend beyond Montana, offering a potential model for other state university systems facing similar challenges. Ultimately, the research calls for a more integrated approach to student success that includes meeting the fundamental needs of students as part of their overall educational experience.

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