Young informal carers in higher education: The impact of care responsibilities on mental health

Abstract Background Young informal caregivers (YICs) are individuals under 25 years who provide care for a family member with a chronic illness or disability while managing other responsibilities, such as education. This study focuses on caregiving students in HBO5 (associate degree) programs in Flanders (Belgium), aged 18-25, to assess their caregiving burden, emotional wellbeing and support needs. Methods Between 2018 and 2020, cross-sectional surveys were conducted in five Flemish HBO5 schools, targeting 428 students. Of these, 88 (21%) identified as young informal caregivers. The surveys captured demographic information, caregiving activities, perceived burden, and mental wellbeing, utilizing validated tools like MACA YC-18, PANOC-YC20, and WEMWBS. Ethical approval was obtained from SMEC, University of Leuven, Belgium. Results Most YICs were female (95%), and caregiving tasks ranged from providing emotional support (30%) to physical and administrative tasks. The average mental wellbeing score (WEMWBS) was 49/70, with variations depending on caregiving hours. While caregiving provided positive feelings of pride and usefulness, significant challenges included stress (31%) and emotional exhaustion (20%). Schoolwork was less frequently affected but included concentration difficulties (41%). Notably, 80% of students reported that their caregiving role was unknown to the school (staff). Conclusions Young informal caregivers (YIC) face complex challenges balancing care and education. While many derive fulfillment from their caregiving role, substantial emotional and practical support is needed to mitigate stress and promote wellbeing in YICs. Schools should adopt ‘carer-friendly’ practices and education, such as planning support and raising awareness, to better accommodate YICs’ unique needs. Key messages • Young informal caregivers in higher education face significant stress and emotional exhaustion, highlighting the need for better support and awareness in schools. • Despite deriving pride from caregiving, young informal caregivers need substantial emotional and practical support to balance their education and caregiving roles.