Nontraditional students have spent a number of years away from an academic setting since high school, so they are generally older than the typical 22-year old college graduate. In addition to an age difference, nontraditional students usually have jobs and are caregivers for dependents. Because of their responsibilities, they need flexible class schedules and campuses that are smaller and more accessible. They need short-term programs that will certify them for specific jobs that they can step into immediately when they complete a program. More than traditional students, they need help finding the right program for their particular abilities and interests.
Community colleges offer a variety of class schedules to nontraditional students to accommodate their busy lives. Night classes are the most popular and provide a schedule of only one or two nights per week, although the class periods can be longer than for day classes. Nontraditional students who have been employed since high school are sometimes "field" dependent and have trouble understanding concepts that cannot be practically applied in the classroom. Although rigorous in their content, classes for these students offer a more relaxed atmosphere than a typical college class, helping these students transition from the workplace to a classroom environment.
Community college faculty understands that the focus of nontraditional students' lives is not primarily academic work, and instructors provide a great deal of individual attention in the classroom. Faculty advisors assigned to nontraditional students are willing to devote an exceptional amount of time counseling their students to ensure their success. Instructors sometimes pair nontraditional students for study teams and mutual support, often connecting an older student with a younger one. The result can be advantageous to both, as the younger student learns from the experience of the older student, and the older one feels more connected to the predominantly youthful student population.
Juggling adult responsibilities while pursuing secondary education sometimes proves too great a challenge for the nontraditional student, and the dropout rate among these students remains higher than for traditional students. Community colleges try to combat this problem by providing special short-term certification programs, payment plans, personal attention and counseling not found at traditional four-year colleges or universities. Community colleges continue to seek funding to build their course offerings for nontraditional students. Government attention to the needs of nontraditional students and the community colleges that serve them is also steadily increasing.