Fear of debt and constant money worries are the main reasons students from disadvantaged families are the most likely to drop-out of university, according to fresh research.

The study, carried out by the Joseph Rowntree Foundation, found a disproportionate drop-out rate among students from less wealthy backgrounds compared to better-off students.

The progress of more than 300 students from deprived neighbourhoods was followed by Professor Andy Furlong and Dr Alasdair Forsyth at the University of Glasgow.

The results showed poorer students were more likely to leave early -- failing to finish or foregoing the chance to go on to a more advanced course.

Their college careers were also more complicated with more deferring taking up their place and switching courses, or repeating a year for non-academic reasons.

The four main difficulties were:

Unfamiliarity with higher education -- many of the students interviewed were the first from their family to go to university and felt they were badly advised.

Lack of money and financial security -- finances limited their choice and length of course.

Worries about incurring debt through student loans and other borrowing -- fear of debt appeared to be a much greater deterrent to students staying in higher education than the sums they borrowed.

Isolation and low morale -- some disadvantaged students who went to prestigious universities said they had trouble fitting in.

Prof Furlong said, "Our work confirms disadvantaged young people are not enjoying as great a level of success in higher education as their peers.

"They are often deterred by economic hardship and fear of debt from entering full-time education in the first place.

"But those who do make it to university or equivalent degree course are more likely to quit before reaching their academic potential.

"Better financial help, especially non-repayable bursaries, would enable more of them to complete their degrees, especially those who enrol for longer, more prestigious courses."

The research was carried out in Scotland but the authors argue its insights are equally relevant to higher education in other parts of the UK.