Millions of adults in midlife and beyond are choosing to take college courses—whether for credit, non-credit certificates, or personal enrichment. If you’re curious about the trend, there’s a class for nearly every interest, from starting a business and mastering artificial intelligence to picking up a new hobby.
Across the United States, many older students enroll to earn professional credentials, expand skills, or pursue degrees. For some, the goal is career advancement, higher pay, and greater job security; for others, the aim is personal growth, discovering new passions, or simply the joy of learning.
At Northern Arizona University in Flagstaff, director of continuing education Eric Deschamps notes that adult learners may also be juggling family responsibilities or full-time work. Yet returning to school can open doors that might not otherwise be available, offering new opportunities and fresh perspectives.
Older students often bring a wealth of work and life experience to their studies, which can enrich classroom discussions. Balancing classes with work, caregiving, and family duties is demanding, but the process can sharpen priorities and provide meaningful fulfillment.
Experts offer guidance on returning to school, what to consider beforehand, and how to balance studies with other commitments.
Why the demand for ongoing learning is rising
UCLA Extension, the continuing education division at the University of California, Los Angeles, runs more than 90 certificate and specialization programs. Ranges include interior design, early childhood education, accounting, photography, paralegal studies, and music production. Courses cover diverse topics such as retirement planning, novel writing, the business side of sports and the arts, and even ikebana—the Japanese art of flower arranging.
In the last academic year, about 33,500 students enrolled in UCLA Extension, with roughly half being over age 35. UCLA itself counted around 32,600 degree-seeking undergraduates that year.
Traci Fordham, UCLA’s interim associate dean for academic programs and learning innovation, describes adult learners as “the new majority student”—typically employed, often balancing family life, seeking up-skilling, or charting a career change.
Many adults pursue classes for professional development in response to economic shifts, technological advances, and evolving job markets. As Deschamps explains, rapid advances in areas like artificial intelligence mean skills from even a decade ago can become outdated, prompting a need for fresh training.
What you should consider before returning to school
If you’re contemplating going back to school as an adult, advisors suggest evaluating your time, budget, and the potential benefits and costs. This includes financial implications, the risk of burnout, and the reality that meaningful rewards from education can take time to emerge.
Deschamps recommends envisioning where you want to be in five or ten years and identifying how additional coursework or a certificate could help you reach that destination. For instance, starting a microbrewery might be facilitated by classes in brewing or entrepreneurship. If you’re aiming for a promotion or a career shift, targeted training can demonstrate your qualifications.
Institutions like UCLA and Northern Arizona University strive to keep continuing education affordable relative to degree programs and offer financial assistance. They also provide flexible learning options, including in-person and online classes, accelerated formats, and self-paced study to help adults integrate schooling with life and work.
Real-world perspectives on funding and progress
Katie Swavely, UCLA’s assistant director for academic advising and student success, began at a community college before transferring to UCLA for anthropology. She later earned a master’s degree in counseling with a focus on academic advising, supported by employer tuition assistance. Swavely emphasizes that the journey to further study can be tough—budgeting tightly, balancing family duties, and weighing whether it’s worth taking the plunge. Still, she encourages investing in oneself and taking the leap when the time feels right.
She now hopes to enroll in a book editing course, continuing her education through the university.
Overcoming common hurdles for lifelong learners
A major barrier for many adults is psychological: concerns about rusty writing, insufficient math or tech skills, and the fear of failure. Fordham notes that access issues can prevent some from even imagining themselves in higher education after years away.
Swavely highlights the importance of building a support network and making use of counseling and advising services available to students.
Her practical advice is to seek community—around family, peers, and instructors—to build confidence. Setting boundaries and granting yourself grace when help is needed are essential.
Her guiding message for prospective adult students is simple: you’re never too old to learn, and it’s worth taking the first step even if the path isn’t perfectly clear at the outset.
Controversial takeaway and reflection
If you think higher education is only for recent graduates, this trend challenges that assumption. It raises questions about the best ways to fund and structure lifelong learning, the role of employers in supporting ongoing education, and how communities can create more accessible pathways for nontraditional students. Do you agree that lifelong learning should be a standard expectation for professionals, or should it remain a voluntary choice? What reforms would make continuing education easier and more affordable for adults juggling work and family responsibilities?
