Reaching students who are disengaged with careers services

Corrine John, placements partner at the University of South Wales, explores what careers services can do to remove barriers to engagement for widening participation students

Engaging students who are least likely to use careers services remains one of the most pressing challenges for higher education. Since the first Graduate Outcomes survey was released for those who left university in 2017/18, there has been a growing emphasis on exactly that: graduate outcomes.

Meanwhile, research has highlighted trends around social, economic and cultural capital, as well as challenges such as diminished confidence and the under-utilisation of careers services among widening participation (WP) students.1

To explore this further, focus groups conducted in 2023 with WP students at a Wales-based higher education institution identified barriers that limit engagement and pointed to ways forward.

In a world where careers are increasingly fluid, second thoughts are not a setback. They're a sign that graduates are thinking critically, acting courageously, and shaping careers that truly fit.

Barriers to engagement

Research and student feedback indicate that WP students are less likely to make use of careers support due to limited awareness, competing time pressures and a perception that services are 'not for them'.2,3 Many balance part-time employment with study, reducing capacity to attend extra-curricular sessions.4

Focus group participants echoed this picture, noting that blanket emails are often ignored by them, lengthy content is off-putting, and booking systems can feel intimidating. A shortage of appointments and complex online systems further deterred students from seeking support.

Reaching students where they are

Communication emerged as a central theme. While email remains the default tool, students reported that they are more likely to act on concise, visually appealing and campus-specific messages. Social media platforms, particularly TikTok and Instagram, were consistently identified as more engaging and relatable. These channels enable services to showcase events, normalise participation and reduce uncertainty.

Students also noted that content encountered on social media is more likely to be shared with peers, amplifying its impact. This reflects sector evidence: careers practitioners increasingly identify student engagement as their biggest challenge, while research shows that student use of short-form social media for information has accelerated in recent years.5,6

The importance of trusted messengers

Students valued careers messages delivered by tutors or peers above those from the service itself. Peer mentoring, particularly by final-year students, was seen as a powerful way to encourage earlier-year cohorts. This aligns with research on the benefits of peer-to-peer support in employability contexts.7

Curriculum integration

In-classroom delivery was highlighted as one of the most effective ways of reaching disengaged students. Sessions linked to assessments were perceived as particularly valuable, ensuring careers content was unavoidable and equitable. Students also suggested informal, drop-in style sessions, such as conversations over coffee, as a way of lowering barriers.

Practical recommendations

To better reach disengaged groups, careers services can:

• tailor communication to campuses and cohorts, using clear headlines and visual design
• diversify outreach through shortform video on social media
• collaborate with academics to embed employability into timetabled sessions • expand peer-to-peer mentoring to normalise careers engagement
• streamline booking systems and increase appointment availability, supported by 'nudge' reminders through digital calendars.

The 2023 focus groups make clear that disengagement is not about apathy but about structural, cultural and logistical barriers. Addressing these challenges requires careers services to adapt, recognising that traditional communication and delivery may not resonate with all students. By adopting targeted, peer-informed and curriculum-integrated strategies, services can become more accessible and relevant, ultimately supporting graduate outcomes and social mobility.

Notes

1. Futuretrack: Transitions into employment, further study and other outcomes, HECSU/Warwick Institute for Employment Research, 2013.
2. Working class students and the career decision-making process: a qualitative study, HECSU/Edge Hill University, 2008.
3. Confidence matters when it comes to engaging with careers services, Wonkhe, 2022.
4. The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations, Active Learning in Higher Education, 2011.
5. Measuring student engagement with careers services, What do graduates do? 2023/2024, 2023.
6. How higher ed students' media consumption has changed during the pandemic, ED, 2020.
7. Nudge theory in an employability context, Prospects Luminate, 2020.

Written by

Corrine John

Placements partner

University of South Wales