Are Your Supports Actually Working? Why Evaluation of Non-Academic Services Can’t Wait
- Amanda Parriag
- Jun 16
- 3 min read
Updated: Jun 19
By Amanda Parriag, ParriagGroup and Susan Underhill, Connor Claire Group
In Canadian post-secondary institutions, non-academic student supports, such as mental health services, housing navigation, food programs, and mentorship, have become essential infrastructure for student success. But as institutions invest in these services, a critical question often goes unanswered: Are they actually working?
Despite the growing scope and sophistication of student support services, most institutions do not measure their effectiveness. Few track who uses these services, whether students’ needs are being met, or how support uptake correlates with retention, performance, or belonging. Without this data, it’s difficult to identify what’s helping and what isn’t.
It’s time to move beyond good intentions.
A Sector-Wide Gap
Recently, ParriagGroup conducted a national review of 100 Canadian college and university websites and literature on non-academic services. The research revealed a telling gap: the vast majority of institutions offer student support services, but very few evaluate their impact. Housing bursaries, food banks, mental health workshops, Indigenous student centres each plays a vital role, yet outcomes are rarely assessed.
Why does this matter? Because as student populations grow more diverse and budgets more constrained, resources need to be allocated wisely. Evidence-informed decision-making is no longer optional; it’s essential to equity, efficiency, and accountability.
What Gets Measured Gets Improved
Institutions that evaluate their non-academic supports consistently discover what students already know:
That a peer mentorship program is working – but not for students with disabilities.
That food banks are well-used – but do little to address cultural appropriateness or stigma.
That crisis mental health services are oversubscribed – yet underused by international or racialized students.
Without student-informed metrics, these dynamics remain invisible.
Evaluation doesn’t mean a full-scale impact study every semester. It means embedding feedback loops into service delivery, tracking usage by demographic group, following up with students, and using the data to adjust design and delivery.
Equity Demands Evidence
As student populations diversify, institutions must resist the temptation to assume that “support for all” means “support that works for all.” Racialized students, Indigenous learners, LGBTQIA2+ students, students with disabilities, and low-income students interact with campus services differently, and they encounter unique barriers to access, trust, and retention.
Equity in service provision requires intentional design, targeted outreach, and rigorous evaluation. It also requires student voice.
And yet, our review found that very few institutions co-create their services with students, let alone measure outcomes by identity group. This means that even the most well-intentioned services may reinforce exclusion.
So What Can Institutions Do?
Here are four low-barrier steps institutions can take to start measuring what matters:
Collect Disaggregated Usage Data
Track who is using your services—by race, gender, disability, income bracket, and more. If you can’t measure reach, you can’t ensure equity.
Ask Students What Works
Go beyond satisfaction surveys. Use focus groups, storytelling, and advisory panels—especially with under-represented groups—to gather honest feedback
Measure Outcomes, Not Just Outputs
Instead of only tracking how many students attend a workshop, ask: Did it change anything? Did they return to class? Did they feel more connected or better supported?
Close the Loop
Evaluation should not sit on a shelf. Share findings with students and staff. Use the data to redesign programs. Adjust, iterate, and evaluate again.
Let’s Redefine Success
Too often, post-secondary institutions define success as having a program. But students define success as feeling supported, seen, and set up to succeed.
Evaluation is not a bureaucratic burden, it’s a justice imperative. It ensures that resources go where they’re needed, that students are not left behind, and that institutions fulfill their commitments to access, retention, and equity.
We can help.
At ParriagGroup and Connor Claire Group, we specialize in designing, evaluating, and co-creating non-academic student supports with a lens on equity, evidence, and lived experience. We work alongside student affairs teams, institutional leaders, and students themselves to build services that actually work and we’ll help you measure it.
Let’s Talk
Are you ready to evaluate your non-academic supports with integrity and impact? Reach out to learn how we can support your campus in building services that work – for everyone.
Amanda Parriag
Susan Underhill
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