Caregiving In the University Community: Exploratory Focus Group to Consider Interest In and Perceived Benefits of a University-Affiliated Intergenerational Care Center

Background and Purpose

Family caregiving for children and older/dependent adults is common among university staff and students and can affect employment, academic persistence, and overall well-being. While some universities offer onsite childcare, onsite adult day services are rare, and integrated intergenerational models are even less common. While caregiver strain is well documented, less attention has been given to caregiving within university communities or to the potential of campus-based intergenerational care to address caregiving needs. This exploratory study examined caregiving experiences among university-affiliated staff and students and explored their perceptions regarding the feasibility, benefits, and challenges of establishing a university-affiliated intergenerational childcare and adult day program. Research areas included (1) unmet caregiving needs within the university community and (2) perceived value and implementation considerations for an intergenerational care model.

Methods

This qualitative, descriptive study used purposive sampling from respondents to a campus-wide dependent-care needs assessment conducted in Spring 2025 (N=675). Individuals who expressed interest in participating in a focus group were invited to join a semi-structured discussion; five participants attended (four full-time staff, one student; median age 47, range 30–59). Two cared for children, two cared for older adults, and one represented a campus organization supporting student caregivers. Participants completed a brief demographic survey via Qualtrics prior to a 50-minute Zoom focus group conducted in May 2025. The session was recorded, transcribed, and analyzed using thematic analysis. No revisions to themes were requested via the member checking process.

Results

Three themes emerged. First, participants described substantial unmet needs for both childcare and older adult care, including affordability, limited availability, insufficient extended-hour options, and a scarcity of adult day services. Caregivers of older adults emphasized the strain of coordinating appointments and concerns about social isolation and safety for their loved ones during the workday.

Second, participants expressed strong support for an intergenerational model. They anticipated socioemotional benefits for children (e.g., empathy, patience) and older adults (e.g., purpose, cognitive and social stimulation), as well as increased “peace of mind” for caregivers. They also noted potential workforce and academic benefits, including reduced caregiver burnout, improved retention, and greater visibility and normalization of caregiving identities on campus.

Third, participants identified implementation challenges—staffing continuity, training needs (including dementia-informed, culturally responsive practices), infection control, and boundary setting between age groups—while proposing practical solutions such as maintaining permanent staff, training, and flexible space design.

Conclusions and Implications

Findings indicate interest in and perceived need for a university-affiliated intergenerational care center. Such a model may reduce caregiver strain, enhance community support, and strengthen employee retention and student persistence. At the university level, focus group participation allows for meaningful and detailed conversation and idea generation for ways to address caregiving needs and pursue intergenerational solutions. For social work practice and policy, campus-based intergenerational care represents an innovative systems-level strategy to support family caregivers within higher education. Further research with larger, more diverse samples is warranted.