In recent decades, universities across the globe opened their doors to a much broader group of students, a phenomenon not only driven by increasing demographics but also opportunities for those whose previous generations did not have a university education. These students are referred to in many research studies as first-generation students (FGS). Research has shown that, compared to continuing-generation students (CGS), the proportion of FGS in part-time employment and the number of hours they work are higher. FGS repeatedly consider whether studying at university is the right choice for them (Vengřinová, 2023). Moreover, FGS often stem from lower socioeconomic backgrounds, are more likely to live off-campus rather than in student residences, and continue to help out at home in various ways, or to care for their own children, which is why they have less time to focus on their studies (Archer & Leathwood, 2005; Bowl, 2003; Chowdry et al., 2013; Hurst, 2012; Nuñez & Cuccaro-Alamin, 1998; Reay et al., 2005). In sum, it can be argued that students without academic backgrounds experience more significant uncertainties about the various steps involved in studying than CGS. It is assumed that first-generation students face similar challenges across countries; this symposium, therefore, focuses on the specific situation and support structures for first-generation students in four different higher education landscapes: Austria, the Czech Republic, Germany, and the UK, each presenting unique thematic angles: Common characteristics depicting FGS will be presented in the first symposium paper. By putting a specific focus on the German context, it examines the ways in which intersectional disadvantages are taken into account in research and institutional support for FGS. The second paper puts a specific focus on uncertainty during the transition to university from the perspective of emerging adulthood. Qualitative research shows that, in the Czech Republic, FGS have less space to explore and figure out who they are and what they expect from the future. Compared to CGS, the period of emerging adulthood is, therefore, shorter for them. As has been mentioned above, FGS face more severe and diverse problems and challenges during their studies. For example, research shows that FGS may be more vulnerable to mental health problems than their CGS peers (Smith & McLellan, 2023). The third paper presents findings from a mixed methods study comparing mental health problems in FGS and CGS in the UK.  Lastly, in the fourth paper, we discuss the intentions of non-traditional students to drop out, with a particular focus on the Austrian situation.

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