For many adult learners, the decision to return to college doesn’t begin with a long-term plan.
It begins with a moment.
For Brandie, that moment came unexpectedly while watching a documentary about a cold case involving a young girl whose story never received justice.
Something shifted.
“I don’t know,” she shared. “There was just something in me. After I watched that, I literally went online and started researching schools.”
That single spark became the start of a new journey: Brandie enrolled in college, chose a path toward criminal justice, and began pursuing her dream of becoming a detective.
Not because it was easy.
But because she thought it mattered.
A Calling Bigger Than Circumstance
Brandie is not a traditional student.
She is a working adult, a single mother of three, and a grandmother. Like so many learners institutions hope to reengage, she carries full responsibilities alongside her academic goals.
Balancing life and coursework is demanding.
“It’s hard,” she admitted. “I’m so tired all the time.”
Her days often include working from home with multiple screens going at once. She has work responsibilities on one computer, coursework on another, family needs always close by.
And yet, she persists.
“I just do what needs to be done.”
Her story reflects what higher education leaders know to be true: adult learners are extraordinarily capable, but they are often carrying more than most systems were designed to support.
The Power of Support in the Right Moment
Like many returning students, Brandie’s path back to college was not linear.
What happened next became a turning point.
“It honestly is by the grace of God… things just trickled. You contacted me, and everything changed from there.”
What could have been an overwhelming transition became a clear next step, all because someone reached out, followed up, and helped her move forward.
That’s what reengagement looks like when it works.
Why Adult Learners Need More Than Access
Brandie’s experience highlights something critical for institutions: re-enrollment isn’t just about reopening the door.
It’s about walking alongside students once they step through it.
“So far, I have no complaints,” she said. “If I have questions, someone always gets back to me quickly. You check up on me often… You honestly make it way easier for me.”
That kind of support – proactive, consistent, human – can be the difference between stopping out again and pushing through.
Especially for students balancing everything.
Self-Doubt Is Often one of the Biggest Barriers
When asked what she would say to someone thinking of returning to school, Brandie didn’t hesitate.
“To do it,” she said. “I thought I couldn’t do it… at 37 years old, I was like, there’s no way.”
Like millions of former students across the country, Brandie’s greatest hurdle wasn’t academic readiness.
It was self-belief.
But now?
“If I can do it, anyone can do it. It’s very hard, but it will be worth it in the end.”
Her confidence has grown alongside her progress.
“I just feel like… on top of the world. Like I can succeed at anything.”
The Role Institutions Play in Stories Like This
Brandie’s story is personal, but it is not rare.
It represents the lived reality of the adult learners higher education must reach in order to close attainment gaps, stabilize enrollment, and fulfill the mission of access and opportunity.
Adult learners don’t need motivation.
They need partnership, infrastructure, and consistent support designed for real life.
At myFootpath, we work alongside colleges and universities to reengage students who have paused their education and help them return with confidence by providing the outreach, guidance, and persistence support that makes completion possible.
Because behind every stopped-out student is a story still being written.
And students like Brandie remind us what’s possible when institutions meet learners where they are.
Brandie’s Advice, in Her Own Words
“You just got to do it. Just do it.”
And with the right support, they can.