In higher education, a persistent paradox exists. Despite significant investments in student support services, many learners, especially those most in need, aren't taking advantage of these resources. As institutions seek to address equity gaps, understanding this disconnect is essential.
Awareness is high, but usage is low
A WGU Labs study of 962 Western Governors University students revealed an interesting pattern that likely mirrors challenges across higher education, particularly for adult online learners:
- While 77% of students report awareness of available support services and 63% of them express strong satisfaction with them, only 8% of the overall student population regularly utilizes these resources.
Perhaps most concerning is that nearly one-third of students (disproportionately women and students of color) indicated they were too busy to access support. For students balancing work, family, and caregiving responsibilities, this limited time availability creates a compounding challenge: those juggling multiple responsibilities, such as work, family, and caregiving, who could benefit most from support, are precisely those who struggle to access it.
What students say they need
When asked how support systems could better serve their needs, students identified three priorities:
- Centralized resource hubs to streamline access and reduce frustration with fragmented systems
- Proactive outreach that reduces reliance on students to self-identify needs
- Expanded availability beyond traditional hours, especially important for students of color, women, and first-generation learners
These findings suggest institutions should focus less on adding new services and more on ensuring that existing ones are accessible, timely, and coordinated.
Opportunities and limitations of AI in student support
As artificial intelligence increasingly shapes higher education, students expressed openness but also caution in regard to receiving technology-centered resources:
- 81% indicated willingness to engage with some form of AI-powered support, but only 36% felt comfortable doing so in practice
- 84% want to maintain human mentor relationships regardless of AI availability, and the same percentage prefer humans for emotional support
- 75% want people, not algorithms, guiding complex academic planning
This suggests AI could serve a complementary role in student support, perhaps handling routine questions, providing 24/7 assistance, or identifying early warning signs, while preserving human connections for deeper needs.
Moving forward: A blended approach
These findings point to a future where people and purpose-built technology could support students in tandem, providing on-demand services for simple tasks while leveraging human connections for solving more complex challenges. Institutions may also consider leveraging AI to create proactive systems that identify and support struggling students, and utilizing design-based research to inform the creation of holistic learning experiences that contemplate the needs of adult, working learners.
The path forward is not a choice between human connection and technological efficiency, but a thoughtful integration of both to create support systems that meet students where they are, when they need help, in ways that respect their complex lives. As higher education continues to adapt to increasingly diverse student populations, this balanced approach may represent the most promising route to closing persistent equity gaps in student success.
Explore the full report for additional insights into how institutions can strengthen student support systems and improve outcomes.
