Howard 1

Basic Needs Insecurity in Higher Education

Gwyneth Howard

Dr. April Perry

HESA 695

26 April 2023
 Howard 2

When student affairs professionals talk about student needs, rising tuition prices and

gross amounts of student debt are often the first mentioned or written about, but not basic needs

(Vollman, 2017). Besides money, basic needs include resources such as food and housing that are

central to a student's survival. These needs come with students to college and must be met in

some fashion. Unfortunately, it is an ongoing trend that college students experience basic needs

insecurity (BNI) and lack resources from their institution to have their needs met. Students need

to have their basic needs met not only in order to succeed in higher education, but to survive

(Maslow, 1943). Additionally, those most impacted by basic needs insecurity are socially

marginalized or oppressed populations (Best Colleges, 2022). In recent years, the COVID

pandemic increased experiences of BNI across campuses nationally. Higher education needs to

change how they address BNI amongst college students in lasting ways. This paper will explore

basic needs insecurity on college campuses and call for change for the sake of our students.

Basic Needs Insecurity, Food Insecurity, and Housing Insecurity

Broadly speaking, basic needs insecurity (BNI) can be defined as “insecurity or

instability related to food, shelter, water and safety” (Robbins et al., 2022, p.1). For students who

do not have these basic needs met, studies have shown that they perform worse academically,

struggle with healthy social connections, have decreased campus involvement, and poor physical

and mental health (Glantsman et al., 2021; Leung et al., 2021; Meza et al., 2018; Robbins et al.,

2022).

Food Insecurity (FI) is defined as “the lack of consistent access to enough food for an

active, healthy life” by the US Department of Agriculture (n.d.). Students experiencing FI often

sacrifice nutritional food and skip meals (Best Colleges, 2022). Approximately 44%-67% of

college students experience FI at some point during their education (Henry, 2017; Vollman,
 Howard 3

2017). The ‘starving college student’ trope is problematic and normalizes food insecurity in

higher education (Henry, 2017). Few universities have food banks for students, and even fewer

research food insecurity trends at their institution (Henry, 2017). Food insecurity is found to

occur at higher rates among college students than society as a whole, demonstrating the serious

need for further research and systemic changes (Henry, 2017).

Housing insecurity (HI) can range from struggles to pay rent and utility bills up to

homelessness (Leung et al., 2021). Statistics on students experiencing HI vary, research finds

33-52% of college students experience some form of housing insecurity during their education

(Leung et al., 2021; Robbins et al., 2022). Housing insecurity has less research than food

insecurity, but one trend found is that students who experience higher rates of HI are women,

have children or are graduate students (Robbins et al., 2022). Students who struggle to maintain

housing have a serious issue, their safety and wellbeing is threatened when they experience

housing insecurity. We view homelessness as a serious issue in general society, and it is time we

do the same.

Disproportionately Affected Populations

Those who experience BNI often fall victim to “pervasive racist, sexist and classist tropes

of blaming the poor for their life circumstances… influencing how individuals approach helping

students in need” (Broton et al., 2022, p. 2). Identity populations who experience higher rates of

BNI include racial and ethnic minorities, LGBTQIA+ individuals, and persons with disabilities

(Robbins et al., 2022). Other populations that experience high levels of BNI are students older

than 25, former foster youth, first generation students, transfer students, students living off

campus, community college students, students who work or utilize the federal work study

program, and independent students (Robbins et al., 2022). To expand on independent students,
 Howard 4

these are students categorized as lacking financial and/or familial resources, which makes them

more susceptible to experience basic needs insecurity during college (Bohanon, 2018). A recent

study from the Institute for Women’s Policy Research (IWPR) found that minoritized and

marginalized populations are disproportionately represented within this group (Bohanon, 2018).

The study found that the independent student population is 61% women, 51% parents, and 45%

students of color (Bohanon, 2018). Additionally, independent students are twice as likely to live

in poverty and are 70% less likely to finish a degree within six years (Bohanon, 2018).

Considering the aforementioned populations that experience BNI at an increased rate, BNI can

be considered a systemic issue that prevents diversity, equity, and inclusion in higher education

spaces. For campuses that include equity and diversity initiatives in their mission statements or

strategic plans, addressing basic needs insecurity must be included as well.

COVID-19 Pandemic Impact

The COVID-19 Pandemic had a significant impact on higher education, including

causing increased BNI for students during this time. Nearly three in five college students

experienced basic needs insecurity during 2020, the highest rates ever found amongst collegians

(Best Colleges, 2022). Student populations who experience BNI at disproportionate levels faced

increased insecurities during the pandemic, however some groups not traditionally at risk

experienced BNI as well (Glantsman et al., 2021). This means that COVID leveled the playing

field between high risk and low risk populations, making BNI an increased possibility for college

students as a whole. Groups that became newly vulnerable to experiencing BNI include

international students, students living on campus, and female students (Glantsman et al., 2021).

Additional areas of challenge were identified as a consequence of COVID including lack of

access to technology and textbooks, increased credit card usage, inability to pay bills, loss of
 Howard 5

income from families, and decreased wages (Glantsman et al., 2021; Soria et al., 2020). The past

three years have taught us that any student could fall victim to basic needs insecurity at any time,

and we therefore must be prepared to support students experiencing it.

Call to Action

Basic needs insecurity is an ongoing issue in higher education that needs immediate

intervention. With BNI rates on the rise as result of the COVID pandemic, institutions must

adapt by providing and expanding support services. Many schools lack any resources for their

students experiencing BNI, and those who have them often do not provide effective support. At

institutions such as mine, a southeastern regional comprehensive university, the only access to

food banks and emergency housing come from church ministries- meaning there are no secular

resources at the university. With the increased admission and enrollment of nontraditional

students, the increased rates of BNI at our institutions tracks (Vollman, 2017). We invite students

to attend our schools, but once students arrive, we do not provide enough support to make sure

their basic needs are met. This is a failure in the higher education industry that must change.

Small steps for institutions include utilizing existing administrative records to identify

BNI among students and “create intentional and provocative communication” around the topic

(Broton et al., p. 233). Resources on campus such as food banks, free toiletries or housewares,

free closets, community gardens, emergency housing, housing during school breaks, and

consistent hours at campus dining venues are all services that institutions should consider

providing to combat BNI on their campus (Vollman, 2017). Additionally, further research and

campus assessment are needed on basic needs insecurity for college students to obtain more

accurate statistics and a deeper understanding of lived experiences; it is a severely under

 Howard 6

researched topic (Robbins et al., 2022). We must ensure that our students not only earn degrees,

but survive on our campuses.

 Howard 7

References

Best Colleges (2022, March 31). Student Homelessness and Basic Needs Insecurity.

https://www.bestcolleges.com/resources/homeless-student-guide/

Bohanon, M. (2018, February 20). New data shows most students are on their own and

struggling financially. Insight into Diversity.

https://www.insightintodiversity.com/new-data-shows-most-students-are-on-their-own-an

d-struggling-financially/#:~:text=The%20report%27s%20authors%20argue%20that,of%2

0the%20U.S.%20college%20population.

Broton, K. M., Mohebali, M., & Goldrick-Rab, S. (2022). Deconstructing assumptions about

college students with basic needs insecurity: Insights from a meal voucher program.

Journal of College Student Development. 63(2), 229-234.

https://doi.org/10.1353/csd.2022.0018

Glantsman, O., McGarity-Palmer, R., Swanson, H. L., Carroll, J. T., Zinter, K. E., Lancaster, K.

M., & Berardi, L. (2021). Risk of food and housing insecurity among college students

during the COVID-19 pandemic. Journal of Community Psychology. 50, 2726-2745.

Henry, L. (2017). Understanding food insecurity among college students: Experience,

motivation, and local solutions. Annals of Anthropological Practice. 41(1), 6-19.

Leung, C. W., Farooqui, S. Wolfson, J. A., & Cohen, A. J. (2021). Understanding the cumulative

burden of basic needs insecurities: Associations with health and academic achievement

among college students. American Journal of Health Promotion. 35(2), 275-278.

https://doi.org/10.1177/0890117120946210

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.

 Howard 8

Meza A., Altman E., Martinez S., & Leung C.W. (2018) It’s a feeling that one is not worth food:

A qualitative study exploring the psycho- social experience and academic consequences

of food insecurity among college students. Journal of Academic of Nutrition and

Dietetics. 119(10), 1713-1721. https://doi.org/10.1016/j.jand.2018.09.006

Robbins, M. K., Spence, M. & Steeves, E. A. (2022). A cross sectional assessment of basic needs

insecurity prevalence and associated factors among college students enrolled at a large,

public university in the Southeastern U.S. BMC Public Health. 22(419), 1-11.

https://doi.org/10.1186/s12889-022-12817-6

Soria, K. M., Horgos, B., Chirikov, I., & Jones‐White, D. (2020). First‐generation students’

experiences during the COVID‐19 pandemic. University of Minnesota Digital

Conservancy.

https://conservancy.umn.edu/bitstream/handle/11299/214934/First-Generation%20Studen

ts.pdf?sequence= 1%26isAllowed=y

United States Department of Agriculture (2022, October 17). Definitions of Food Security.

https://www.ers. usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/defin

itions-of-food-security/

Vollman, A. (2017, July 3). Homeless and hungry in college: Students find on-campus support to

help with basic needs. Insight into Diversity.

https://www.insightintodiversity.com/homeless-and-hungry-in-college-students-find-on-c

ampus-support-to-help-with-basic-needs/