Top 10 Reasons Why Caregiving is a Suitable Part-Time Job for UK International Students

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Introduction

Caregiving has emerged as a compelling part-time job option for international students in the UK. Balancing academic responsibilities with work is a common challenge, and caregiving offers a unique blend of flexibility, personal development, and financial stability. This article explores the top ten reasons why caregiving is an ideal choice for international students, drawing on key findings from existing literature.

1. Flexibility to Balance Academic Demands

One of the primary reasons caregiving is suitable for international students is its flexibility. Unlike many other part-time jobs, caregiving roles often allow students to choose shifts that align with their academic schedules. This flexibility is crucial for maintaining a work-life balance, especially for students navigating a new educational system. Research by Champagne-Holland (2023) highlights that flexibility in work hours is a significant factor for students managing dual responsibilities, allowing them to prioritize their studies without sacrificing income. However, despite the flexibility offered by caregiving, there is a noticeable gap in the literature regarding the long-term impact of such jobs on students’ academic performance. Addressing this gap could provide insights into how caregiving roles can be better structured to support student success.

2. Development of Interpersonal and Language Skills

Caregiving roles demand strong interpersonal skills, as caregivers often work closely with individuals from various backgrounds. This interaction enhances communication abilities, making it an excellent opportunity for international students to improve their language proficiency. Gallie (2023) found that non-traditional students, including international ones, benefit greatly from jobs that require constant communication, as it accelerates language acquisition and cultural assimilation. However, while the development of language skills is often touted as a benefit, the varying levels of language proficiency among international students can affect their ability to perform effectively in caregiving roles. More research is needed to explore how language barriers can be overcome in caregiving environments.

3. Empathy and Compassion as Core Values

Caregiving inherently involves empathy and compassion, qualities that are universally valued and transferable to various professional settings. Engaging in caregiving helps international students cultivate these attributes, which are often emphasized in the UK’s professional culture. According to Spacey, Sanderson, and Zile (2024), caregiving experiences contribute significantly to the emotional intelligence of students, preparing them for future careers that require empathy and interpersonal sensitivity. Nonetheless, while empathy is a critical skill, the emotional toll of caregiving on students is less discussed in the literature. Understanding the psychological impacts could inform better support mechanisms for student caregivers.

4. Hands-On Experience and Professional Development

Caregiving provides hands-on experience that is highly relevant in various healthcare and social work professions. For students aspiring to careers in these fields, caregiving offers practical exposure that complements their academic learning. Hasson, McKenna, and Keeney (2013) emphasized that student nurses who worked part-time as healthcare assistants gained invaluable experience that enhanced their clinical competencies and employability. Yet, there is a gap in the literature regarding how caregiving roles align with other non-healthcare related career paths. Future studies could explore how these experiences translate into skills applicable across different industries.

5. Financial Stability and Support

For many international students, financial stability is a pressing concern. Caregiving, often accompanied by competitive pay, offers a reliable source of income that can alleviate the financial burdens associated with studying abroad. Carmichael et al. (2008) noted that informal caregiving roles in the UK provide a crucial financial cushion for students, allowing them to meet their living expenses without compromising their academic performance. However, the literature does not extensively cover how financial pressures influence students’ choice of part-time jobs. More research could shed light on the financial motivations behind taking up caregiving and how it impacts students’ overall well-being.

6. Contribution to Mental Health and Wellness

Engaging in caregiving can also have positive effects on mental health and wellness. The sense of fulfillment derived from helping others can counteract the stress and anxiety that many international students experience. Dang et al. (2024) found that caregiving roles provide a sense of purpose and community, which are essential for maintaining mental health while studying abroad. Despite these benefits, the literature is sparse on the potential negative mental health impacts of caregiving, such as burnout and compassion fatigue. Exploring these aspects could lead to better mental health support for student caregivers.

7. Enhanced Time Management Skills

Caregiving requires excellent time management skills, as caregivers often juggle multiple tasks and responsibilities. This necessity forces international students to develop strong organizational skills that are beneficial both academically and professionally. Stoten (2023) suggests that part-time work, such as caregiving, compels students to become more disciplined with their time, ultimately leading to improved academic performance. Nevertheless, the challenge of balancing caregiving with academic work can sometimes lead to stress and overcommitment, a topic that is underexplored in the current literature. Investigating how students manage this balance could provide strategies for mitigating these challenges.

8. Cultural Exchange and Integration

Working as a caregiver offers international students the opportunity to engage deeply with the local culture. This role often involves interacting with elderly or disabled individuals, providing students with insights into the UK’s social fabric and cultural values. According to Ajibade and Mwalillanda (2024), such cultural exchange is crucial for the integration of international students, helping them feel more connected to their host country. However, the literature tends to overlook the challenges that international students might face in culturally adjusting to caregiving roles. Further research could explore how cultural differences impact the caregiving experience and the strategies students use to navigate these challenges.

9. Resume Building and Career Exploration

Experience in caregiving can significantly enhance an international student’s resume, making them stand out in a competitive job market. Employers often value the diverse skill set that caregivers bring, including problem-solving, communication, and empathy. Nedelsky and Malleson (2023) argue that caregiving experience is particularly valuable in sectors that prioritize social responsibility and ethical practices. Despite the benefits, there is a gap in understanding how caregiving experience is perceived in non-care related industries. Further exploration could reveal how employers in various fields value caregiving experience and how it can be effectively highlighted on resumes.

10. Personal Growth and Fulfillment

Finally, caregiving offers profound opportunities for personal growth and fulfillment. The challenges and rewards of caring for others can lead to increased self-awareness, resilience, and a deeper understanding of human nature. Du Plessis and Vidwans (2023) note that caregiving roles often lead to significant personal development, as students learn to navigate complex emotional and social situations. However, the long-term impact of caregiving on personal development is not well documented. Future research could explore how the experiences gained from caregiving shape students’ personal and professional trajectories over time.

Conclusion

In conclusion, caregiving stands out as a suitable part-time job for international students in the UK due to its flexibility, opportunities for skill development, and the financial and emotional benefits it offers. While the literature highlights numerous advantages, it also reveals gaps that justify further research, particularly in understanding the long-term impacts of caregiving on academic performance, mental health, and career prospects. Addressing these gaps could lead to more tailored support for student caregivers, ensuring that they can maximize the benefits of caregiving while pursuing their academic goals. The integration of caregiving into the student experience not only supports individual growth but also contributes to the broader goal of fostering a more inclusive and compassionate society. As international students continue to seek ways to balance work and study, caregiving remains a viable and rewarding option that deserves recognition and support.

You can access our FREE downloadable audiobook on “Simplified Caregiver’s Audiobook: A Step-by-Step Guide to Caring for Older Adults in Elderly Care Homes” to improve your chances of securing caregiver part-time jobs while studying.

References

• Ajibade, B. O., & Mwalillanda, P. (2024). Fostering inclusivity: Navigating loneliness and wellbeing among Nigerian international students in the UK Higher Education. medRxiv, 2024–06.
• Becker, F., & Becker, S. (2008). Young adult carers in the UK. Experiences, needs and services for carers aged, 16–24.
• Carmichael, F., Hulme, C., Sheppard, S., & Connell, G. (2008). Work–life imbalance: Informal care and paid employment in the UK. Feminist Economics, 14(2), 3–35.
• Champagne-Holland, M. (2023). “Short-Term Band-Aid Solutions”: A Feminist Analysis of Family Caregiving and Caregiver Immigration Policies in Canada (Doctoral dissertation).
• Cowan, F., & Robinson, K. (2023). ‘Caring as a Female Concern’: Social Work Students’ Choices within the Boundaries of care. The British Journal of Social Work, 53(8), 3964–3982.
• Dang, S., Looijmans, A., Lamura, G., & Hagedoorn, M. (2024). Perceived life balance among young adult students: a comparison between caregivers and non-caregivers. BMC psychology, 12(1), 18.
• Du Plessis, R., & Vidwans, M. (2023). Gender, careers, and kids: a qualitative study of the partners of international employees. Kōtuitui: New Zealand Journal of Social Sciences Online, 1–19.
• Gallie, C. (2023). Non-Traditional International Students’ Perceptions of Support Services: A Phenomenological Study (Doctoral dissertation, University of West Georgia).
• Hasson, F., McKenna, H. P., & Keeney, S. (2013). A qualitative study exploring the impact of student nurses working part time as a health care assistant. Nurse education today, 33(8), 873–879.
• Nedelsky, J., & Malleson, T. (2023). Part-time for all: A care manifesto. Oxford University Press.
• Rawlinson, S. (2023). “Little Islands”: Challenges and Opportunities for Student Carers at the University of Westminster.
• Runacres, J., Herron, D., Buckless, K., & Worrall, S. (2024). Student carer experiences of higher education and support: a scoping review. International Journal of Inclusive Education, 28(7), 1275–1292.
• Spacey, R., Sanderson, R., & Zile, A. (2024). The care-less academy? Making space for parents and carers in higher education. Widening Participation and Lifelong Learning, 26(1), 7–33.
• Stoten, D. W. (2023). “I’ve been in a box too long and I didn’t even realise that I was.” How can we conceptualise the subjective well-being of students undertaking a part-time DBA? The IICC model. The Journal of Continuing Higher Education, 71(3), 241–258.