Education
How to manage a part-time job alongside your student workload … and boost your CV at the same time | University guide

If you’re planning to go to university, you may also be thinking about getting a job while studying. But it can be difficult to know where to look, especially if you’re moving to an unfamiliar city.
The most important thing is to find a job that’s flexible enough to fit alongside your studies. With the third term increasingly quiet or even empty you might consider filling it with temporary work – but remember your main goal is to get a degree that opens the door to the career you want. Many universities, including Edinburgh, Birmingham and Brunel, recommend working no more than an average of 15 hours a week during term time so that your studies aren’t compromised.
Aside from the usual job search platforms such as LinkedIn, Indeed and Reed, there are other sites worth a look if you want flexible work either during term time or the holidays. Jobtoday, Caterer, E4s, StudentJob and JobsBear all list jobs around the UK, including casual work.
As well as searching on job sites, you could contact local catering companies – they often let you pick up waitering shifts as and when they suit you. From October, Christmas temp roles are worth looking out for as many retail and hospitality companies will be offering flexible working contracts during this time.
Working for a chain that has branches around the country is great because it can give you the flexibility of transferring to another outlet when moving between home and university and vice-versa.
When you get to university, your campus will have an employability or careers team. They should be able to give you guidance on finding jobs in the area, as well as helping you with your CV and cover letter.
Even if the role does not match what you hope to do for a living post-university, having a job while studying will equip you with essential life skills. All jobs involve being organised and punctual, many will help you build resilience and your communication skills as you deal with different people and situations.
Roles such as restaurant work can have great transferable skills such as conflict resolution (dealing with awkward customers), building rapport (with colleagues and not-awkward customers) and being able to work well under pressure. These will all serve you well on your CV.
“Increasingly, major graduate employers are prioritising skills over academic qualifications when selecting candidates,” says Claire Tyler, head of insights at the Institute of Student Employers, the biggest UK student recruitment community.
“We recommend students research the skill requirements of the graduate employers they may wish to apply to after university and then seek part-time work which will help demonstrate these skills.
“Developing skills during part-time employment work is an accessible way students can ensure they stand out in a competitive graduate job market.”
Education
AI can play a critical role in HSA education

- Key Insight: Learn how AI-driven HSA guidance enables personalized benefits education at scale.
- What’s at Stake: Low HSA literacy risks underutilized tax-advantaged savings and increased employer administrative costs.
- Supporting Data: 69% of employees unclear on HSAs; over 50% unaware HSA funds are investable.
- Source: Bullets generated by AI with editorial review
HSAs can be a complicated benefit for employees to
Sixty-nine percent of employees were
“It was clear that benefits administrators and HR teams, as well as their employees, had questions about HSA rules,” says Shuki Licht, head of innovation and AI technology at HealthEquity. “When employees don’t understand their HSAs, they underutilize them, missing out on triple tax advantages and long-term savings opportunities. And for employers, this translates to lower engagement with the benefits they’re investing in and higher administrative costs from repetitive employee questions.”
Read more:
HSAnswers is available right on HealthEquity’s site for workers in any industry for free.
For example, Licht says an employee could ask a question like, ‘I’m turning 65 and signing up for Medicare, can I still contribute to my HSA this year?’ and receive a response immediately, rather than waiting for HR to research and respond. The AI is also
Unlike many AI chat tools on the market, HSAnswers doesn’t rely on public information — it’s built exclusively from HealthEquity’s own knowledge base that includes over 500 curated educational resources, ensuring that users only get reliable and contextually relevant answers whenever and wherever they need them.
Read more:
“What’s important is that we’re meeting employees where they are,” Licht says. “When they have a question at 8 PM on a Sunday about whether a medical expense is qualified, they don’t have to wait until Monday to call benefits administration.”
Benefit leaders need AI support too
While communicating with employees and addressing benefit concerns is a
Having employees engage with a reliable AI tool doesn’t just alleviate some of the administrative burden by eliminating the amount of employees seeking their help; they also have a use for the tech.
Read more:
“We’re even seeing usage from benefits administrators themselves who use it as a reference tool when their employees ask questions,” Licht says. “It ensures consistent, accurate information across the organization.”
As
“AI is going to be transformative for benefit education because it solves the core challenge of scale,” Licht says. “You have millions of employees with individual questions and situations, but limited human resources to provide personalized guidance. AI enables us to deliver that personalized education at scale.”
Education
Why AI’s true power in education isn’t about saving time
Key points:
- When we frame AI as a creative partner rather than a productivity tool, something shifts
- 5 ways to infuse AI into your classroom this school year
- In training educators on AI, don’t outsource the foundational work of teaching
- For more on AI’s role in education, visit eSN’s Digital Learning hub
As a former teacher, educator coach, and principal, I’ve witnessed countless edtech promises come and go. The latest refrain echoes through conference halls and staff meetings: “AI saves teachers X hours a week.” While time is undeniably precious in our profession, this narrative sells both educators and students short. After years of working at the intersection of pedagogy and technology, I’ve come to believe that if we only use AI to do the same things faster, we’re not innovating–we’re just optimizing yesterday.
The real opportunity: From efficiency to impact
Great teaching has never been about efficiency. It’s iterative, adaptive, and deeply human. Teachers read the room, adjust pace mid-lesson, and recognize that moment when understanding dawns in a student’s eyes. Yet most AI tools flatten this beautiful complexity into task lists: generate a worksheet, create a quiz, save time, done.
The question we should be asking isn’t, “How do I get through prep faster?” but rather, “What would I try if I didn’t have to start from scratch?”
Consider the pedagogical best practices we know drive student success: timely personalized feedback, inquiry-based learning, differentiation, regular formative assessments, and fostering metacognition. These are time-intensive practices that many educators struggle to implement consistently–not for lack of desire, but for lack of bandwidth.
AI as a pedagogical ally
When AI is truly designed for education–not just wrapped around a large language model–it becomes a pedagogical ally that reduces barriers to best practices. I recently observed a teacher who’d always wanted to create differentiated choice boards for her diverse learners but never had the time to build them. With AI-powered tools that understand learning progressions and can generate standards-aligned content variations, she transformed a single instructional idea into personalized pathways for 30 students in minutes, then spent her saved time having one-on-one conferences with struggling readers.
This is the multiplier effect. AI didn’t replace her professional judgment; it amplified her impact by removing the mechanical barriers to her pedagogical vision.
Creativity unleashed, not automated
The educators I work with already have innovative ideas, but often lack the time and resources to bring them to life. When we frame AI as a creative partner rather than a productivity tool, something shifts. Teachers begin asking: What if I could finally try project-based learning without spending weekends creating materials? What if I could provide immediate, specific feedback to every student, not just the few I can reach during class?
We’ve seen educators use AI to experiment with flipped classrooms, design escape room reviews, and create interactive scenarios that would have taken days to develop manually. The AI handles the heavy lifting of content generation, alignment, and interactivity, while teachers focus on what only they can do: inspire, connect, and guide.
Educators are the true catalysts
As we evaluate AI tools for our schools, we must look beyond time saved to amplified impact. Does the tool respect teaching’s complexity? Does it support iterative, adaptive instruction? Most importantly, does it free educators to do what they do best?
The catalysts for educational transformation have always been educators themselves. AI’s purpose isn’t to automate teaching, but to clear space for the creativity, experimentation, and human connection that define great pedagogy. When we embrace this vision, we move from doing the same things faster to doing transformative things we never thought possible.
Education
We cannot afford to dismantle Head Start, a program that builds futures, strengthens families and delivers proven returns

The first words I uttered after successfully defending my dissertation were, “Wow, what a ride. From Head Start to Ph.D.!” Saying them reminded me where it all began: sitting cross-legged with a picture book at the Westside Head Start Center, just a few blocks from my childhood home in Jackson, Mississippi.
I don’t remember every detail from those early years, but I remember the feeling: I was happy at Head Start. I remember the books, the music, the joy. That five-minute bus ride from our house to the Westside Center turned out to be the shortest distance between potential and achievement.
And my story is not unique. Every year, hundreds of thousands of children — kids whose names we may never know, though our futures depend on them — walk through Head Start’s doors. Like me, they find structure, literacy, curiosity and belonging.
For many families, Head Start is the first place outside the home where a child’s potential is nurtured and celebrated. Yet, this program that builds futures and strengthens families is now under threat, and it’s imperative that we protect it.
Years later, while training for high school cross-country meets, I’d run past the park next to the center and pause, flooded with memories. Head Start laid the foundation for everything that followed. It gave me structure, sparked my curiosity and built my early literacy skills. It even fed my short-lived obsession with chocolate milk.
More than that, Head Start made me feel seen and valued.
Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.
There’s a clear, unbroken line between the early lessons I learned at Head Start and the doctoral dissertation I defended decades later. Head Start didn’t just teach me my ABCs — it taught me that learning could be joyful, that I was capable and that I belonged in a classroom.
That belief carried me through elementary school, Yale and George Washington University and to a Ph.D. in public policy and public administration. Now, as part of my research at the Urban Institute, I’m working to expand access to high-quality early learning, because I know firsthand what a difference it makes.
Research backs up what my story shows: Investments in Head Start and high-quality early childhood education change lives by improving health and educational achievement in later years, and benefit the economy. Yet today there is growing skepticism about the value of Head Start, reflecting an ongoing reluctance to give early childhood education the respect it deserves.
If Head Start funding is cut, thousands of children — especially from communities like mine in Jackson, where families worked hard but opportunities were limited — could lose access to a program that helps level the playing field. These are the children of young parents and single parents, of working families who may not have many other options but still dare to dream big for their kids.
And that is why I am worried. Funding for Head Start has been under threat. Although President Donald Trump’s proposed fiscal 2026 budget would maintain Head Start funding at its current $12.3 billion, Project 2025, the influential conservative policy document, calls for eliminating the program. The administration recently announced that Head Start would no longer enroll undocumented children, which a group of Democratic attorneys general say will force some programs to close.
Related: Head Start is in turmoil
I feel compelled to speak out because, for our family, Head Start wasn’t just a preschool — it was the beginning of everything. For me, it meant a future I never could have imagined. For my mother, Head Start meant peace of mind — knowing her son was in a nurturing, educational environment during the critical developmental years. My mother, Nicole, brought character, heart and an unwavering belief in my potential — and Head Start helped carry that forward.
My mother was just 18 when she enrolled me in Head Start. “A young mother with big dreams and limited resources,” she recounted to me recently, adding that she had “showed up to an open house with a baby in my arms and hope in my heart.”
Soon afterward, Mrs. Helen Robinson, who was in charge of the Head Start in Jackson, entered our lives. She visited our home regularly, bringing books, activities and reassurance. A little yellow school bus picked me up each morning.
Head Start didn’t just support me, though. It also supported my mother and gave her tips and confidence. She took me to the library regularly and made sure I was always surrounded by books and learning materials that would challenge and inspire me.
It helped my mother and countless others like her gain insight into child development, early learning and what it means to advocate for their children’s future.
Twenty-five years after those early mornings when I climbed onto the Head Start bus, we both still think about how different our lives might have been without that opportunity. Head Start stood beside us, and that support changed our lives.
As we debate national priorities, we must ask ourselves: Can we afford to dismantle a program that builds futures, strengthens families and delivers proven returns?
My family provides living proof of Head Start’s power.
This isn’t just our story. It is the story of millions of others and could be the story of millions more if we choose to protect and invest in what works.
Travis Reginal holds a doctorate in public policy and public administration and is a graduate of the Head Start program, Yale University and George Washington University. He is a former Urban Institute researcher.
Contact the opinion editor at opinion@hechingerreport.org.
This story about the Head Start funding was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
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