Category: Students

  • The triple Rs of scholastic esports

    The triple Rs of scholastic esports

    Key points:

    I know what it feels like to stand in front of a classroom that does not have enough. Not enough computers. Not enough up-to-date software and technical tools. Not enough resources to give every student the experience they deserve. When students notice these gaps, they notice more than the missing tools. They begin to question whether their education and, by extension, their potential really matters. That doubt can quietly drain their confidence.

    This is why dependable resources are not simply a bonus in education. They are a lifeline. In my role leading the Scholastic Esports Academy in the Five Carat Choice Program at Palm Beach Lakes High School, I have watched how access to quality equipment and meaningful project-based learning transforms students from the inside out. It is not only about what they learn but about how they begin to see themselves.

    I have been fortunate to develop partnerships with organizations like Cleverlike Studios, changing the game for my students by bringing advanced technology and creativity directly into the classroom. For example, they learned how to create new characters for Minecraft and designed custom esports jerseys for their Minecraft characters. Students were engaged while learning in games they know and love. These experiences allow them to express their creativity and see their ideas come to life while building complex skills such as coding, digital media, and game design.  

    When students make the leap from simple play to design, careers in technology and digital media suddenly seem accessible, even if they have never seen themselves in these fields before. Scholastic esports is an avenue within the educational landscape that merges the captivating realm of the video game industry with project based learning and educational objectives. It capitalizes on students’ existing interests for STEM subjects, including gamification, digital media, robotics, and financial literacy, directing them towards a structured and educational setting.

    In just five years, the Palm Beach Lakes Scholastic Esports Academy has grown from a small club of ten students to more than five hundred, becoming a full CTE academy that operates both during the school day and after school. Through this experience, students are earning four to five industry certifications along their four year pathway. Their success demonstrates what happens when resources are reliable, relatable, and creativity is encouraged. Students are now able to see themselves in real time through 3D models and their own digital designs, creating new characters for Minecraft and customizing their own esports jerseys.

    Recognizing this success, the Pew Foundation invested nearly $500,000 to expand our infrastructure and transform the program from an after school club into a full daytime classroom experience, creating even greater opportunities for growth and student success. Now, when our students walk into the Esports classroom, they enter a space built around their passions. They see powerful gaming computers, professional streaming equipment, and projects that speak their language. Suddenly, the skills they once thought were only for others become reachable. They begin to realize that their love for video games, robotics, and digital media can open doors to real world careers and college opportunities.

    The results speak for themselves:

    • In FY23 Palm Beach Lakes High School used a Pew Grant to launch the esports course and compared outcomes with a matched group of students.
    • Students who participated in esports had significantly lower rates of in-school or out-of-school suspension, with about half as many incidents as their non-esports peers.
    • Absenteeism among esports students was also slightly lower.
    • While GPA and certification pass rates were similar, the behavioral improvements were clear and meaningful.

    These numbers match what I see every day. Students who once struggled to stay engaged now show up early to practice. They stay late to collaborate. They treat each other with a level of respect and teamwork that carries over into their other classes.

    None of this would be possible without reliable and relatable resources that connect directly to students’ interests and experiences. In a Title I school, these tools make learning meaningful by turning abstract ideas into hands-on projects that students can see, touch, and create. Expanding their minds through hands-on learning and project based materials from companies like Cleverlike Studios, our students gain access to educational tools that connect classroom lessons to real world applications. Coding challenges, game design projects, and digital media activities inspire creativity, critical thinking, and collaboration. Most importantly, this work helps students see that their ideas and talents have value and that their creativity can open doors to future opportunities. 

    For many of my students’ resources have always been scarce. But in the Scholastic Esports Academy they find more than equipment. They find opportunity. They discover that their skills have value beyond the game and that their voices and ideas matter. They begin to picture themselves as leaders in technology, media, and STEM fields.

    Student Alyssa Chavez said, “Last year, we completed an assignment to design a jersey for our esports teams to wear on Minecraft. The Esports Jersey assignment was very helpful and even inspiring to me because it helped me learn to adapt and appeal to the suggestions and requirements that a client or partner would want me to apply to a project.   The use of the Blockbench program helped me to understand the importance of knowing how to navigate and use a program to do my best work for certain projects. When making the jersey, I took the elements and colors of our ‘Retro Rams’ branding and applied them to the jersey to create a design that represents unity and teamwork, showcasing the unity of our esports team.”

    This is why I believe scholastic esports is not just about gaming. It is about creating a bridge between curiosity and opportunity. It is about giving students in under-resourced communities the confidence to dream bigger and the tools to make those dreams real.

    The ongoing success of our academy is proof that when education is supported with vision, dedication, and the right resources, students will rise. We have created a space where learning feels real, where creativity thrives, and where confidence is built through experience. Partners like Cleverlike Studios have played a part in this progress by providing educational tools that enhance what we do every day. Together, we are demonstrating that reliable and relatable learning environments not only inspire achievement but also prepare students to succeed beyond the classroom.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • HACU Conference Opens with Call to Action Amid Challenges Facing Hispanic Students

    HACU Conference Opens with Call to Action Amid Challenges Facing Hispanic Students

    Dr. Christopher Reber, President of Hudson County Community College, with staff, faculty and students from his college.HACUThe Hispanic Association of Colleges and Universities (HACU) launched its 39th Annual Conference on Saturday, bringing together more than 1,600 education leaders, advocates, and students under the theme “Championing Hispanic Higher Education Success: Forging Transformational Leaders to Uplift Democracy and Prosperity.”

    The three-day gathering in Aurora, Colorado, opened with a sense of urgency as attendees acknowledged both the progress made in Hispanic higher education and the mounting challenges facing students and institutions.

    “The attacks on immigrants and higher education by the Trump administration is reason for why we need organizations like HACU to stand up for students like me,” said Maria Valasquez, 21, a college junior who attended the conference for the first time. “The threats are real and these are scary times for many first-generation college students.”

    The conference began with four specialized pre-conference events on October 31 and November 1, drawing approximately 200 participants total. These included the 14th Annual Deans’ Forum, focused on “Shaping Visionary Leaders for a Thriving and Democratic Future”; the Third Women’s Leadership Symposium; the 24th Annual Latino Higher Education Leadership Institute, themed “Building Transformational Leaders at All Levels to Strengthen Democracy and Prosperity”; and the 11th Annual PreK-12/Higher Education Collaboration Symposium, addressing “Bridging Education for Lifelong Success: Innovation, Collaboration, and Life Readiness.”

    The main conference kicked off with an Opening Plenary convened by Dr. Juan Sanchez Muñoz, HACU’s Governing Board chair and chancellor of the University of California, Merced. HACU Interim CEO Dr. John Moder delivered the Annual Address, followed by the induction of Dr. Félix V. Matos Rodriguez, chancellor of The City University of New York, into HACU’s Hall of Champions 2025.

    Dr. Mordecai Brownlee, President of The Community College of Aurora, and Dr. Christopher Reber, President of Hudson County Community College at the HACU conference.Dr. Mordecai Brownlee, President of The Community College of Aurora, and Dr. Christopher Reber, President of Hudson County Community College at the HACU conference.Corporate and nonprofit partners reaffirmed their commitment to Hispanic student success. Maria Pia Tamburri, Dominion Energy’s vice president of intergovernmental affairs and economic development; Audrey Stewart, Google’s global head of impact and reporting; and Francesca Martinez, the American Heart Association’s national director of the Bernard J. Tyson Office of Health, delivered remarks on behalf of their organizations. Capital One was also recognized for its support.

    A regional focus emerged through the Illinois Hispanic-Serving Institution Summit, also held November 1. After welcoming remarks from Moder and virtual comments from Illinois State Representative La Shawn Ford, a panel discussion addressed the midwestern region’s legislative agenda. The panel featured Dr. Susana Rivera-Mills, president of Aurora University; Dr. Lisa Freeman, president of Northern Illinois University; and Juan Salgado, chancellor of City Colleges of Chicago.

    The summit provided a platform for discussing HACU’s policy and legislative priorities in Illinois, including the critical role college and university presidents play in advancing and sustaining Hispanic-Serving Institutions across the state. Participants shared promising practices and explored collaborative approaches to strengthen institutional capacity.

    Seven honorees are being recognized throughout the conference for their contributions to improving opportunities for college students, with awards presented during various events over the three days.

    “As a president of a Hispanic-Serving Institution and member of HACU’s Board of Directors, I witness firsthand how these colleges and universities transform lives, strengthen families, and fortify our economy,” said Dr. Mordecai I. Brownlee, President of The Community College of Aurora. “The mission of HACU is not a moment — it’s a movement. Despite the challenges of our times, our collective commitment to equity, opportunity, and excellence is just getting started.”
     

    In an interview, Brownlee said that Hispanic-Serving Institutions are not just essential to higher education — they are essential to America’s economic growth and democratic future. 

     

    “By investing in HSIs, our nation invests in innovation, workforce readiness, and prosperity for all,” he said. “The mission of HACU is not simply about serving Hispanic students; it’s about strengthening the very foundation of America’s competitiveness and civic vitality.”  

     

    The conference continues through November 3, as higher education leaders work to chart a path forward for Hispanic student success amid an increasingly complex political landscape.

    Source link

  • Student accommodation – a tale of two cities, and 2point4 students

    Student accommodation – a tale of two cities, and 2point4 students

    I think it’s fair for students to assume that if they end up leaving home to go to university, they’ll be able to rent somewhere to live that is demonstrably safe, reasonably suitable for their needs, affordable, and of a reasonable distance from campus.

    I think it’s fair for students to assume that when they are accepted to study away from home at a university, that the university that recruits them will have had at least an eye on whether accommodation that is safe, suitable, affordable and nearby will actually be available.

    I also think it’s fair to say that endless surveys, research studies, polls and stories suggest that as the sector has expanded, the reality of the student experience feels like it’s been getting further and further away from that expectation.

    2011’s “Students at the Heart of the System” and 2016’s “Success as a Knowledge Economy” were both pretty much silent on student accommodation.

    In fact the closest that the last government got to policy on student housing was when 2019’s universities minister Chris Skidmore called a roundtable on the issue, following construction delays that led to hundreds of first year students in temporary accommodation that year:

    Poor accommodation, high living costs and a lack of information can seriously affect student welfare and mental health, so providers must be held to account. With the number of students expected to rise sharply due to demographic changes in the 2020s, now is the time to prepare and think ahead about how we deliver and regulate student accommodation for the future. Accommodation is a central issue of the student experience and it is the duty of accommodation providers, HE institutions and Government to think carefully about what needs to happen in the future.

    Pro-European Skidmore was relieved of his position by the PM after the general election that followed.

    So it was pleasing to find that two of the four factors pick up a mention in the Post-16 Education and Skills white paper:

    Accommodation costs have increased significantly. Average student rents across England are now close to the level of the maximum student loan and in London they are above it. There has also been an acute lack of available accommodation in some places. This is more likely to impact on people from low-income backgrounds, influencing their choice of provider or preventing them accessing or completing higher education all together.

    Of price and availability, only price gets a data source – the 2024 London iteration of Unipol’s Accommodation Costs Survey 2024, which actually found that in the capital, a student in receipt of the average maintenance loan will need to find an extra £2,890 just to cover the average rent for Purpose-Built Student Accommodation (PBSA).

    There’s long been a debate about the extent to which many of the problems are caused by a failure to stimulate supply, or a failure to to control demand – although if Glasgow’s problems in 2022 are anything to go by, it’s tended to be a debate more about buck-passing and blame-pinning than one focussed on generating a solution.

    The white paper’s solution concerns itself with the relationship between the two:

    We will work with the sector and others so that the supply of student accommodation meets demand, including increasing the supply of affordable accommodation where that is needed. We will work with the sector, drafting a statement of expectations on accommodation which will call upon providers to work strategically with their local authorities to ensure there is adequate accommodation for the individuals they recruit.

    Policies requiring work between universities and their “area” don’t have a great history in England – partly because the government and its silos can never make their mind up over who to place duties on, and how to hold them accountable.

    Hence in the Higher Education and Research Act 2017, it was universities, via the Office for Students (OfS), that were told to cooperate with one or more electoral registration officers in England to enable the electoral registration of students – only for a 2021 Cabinet Office evaluation of that condition to show that nearly half of all providers (47 per cent) reported that they had had no communications with any local authorities over the issue at all.

    As such, on this one the government seems to be pinning its hopes on two policy levers. The first looks like it will be a version of guidance already published by Universities UK in 2011 – a set of “reflective questions” and “case studies” to support university leaders in considering their long-term approach to student accommodation.

    The second is the statutory planning framework, which requires that the size, type and tenure of housing needed for different groups in the community should be assessed and reflected in planning policies, with students specifically listed as one of the groups that must be considered.

    It got an update in December 2024, removing student accommodation from exceptions to affordable housing policy requirements – part of the government’s broader push to increase affordable housing delivery and ensure that all types of residential development contribute to meeting housing needs.

    The question is whether those levers will work – and in an attempt to work that out, I’ve been down a dispiriting rabbit hole of departmental silos, shaky data, poor relationships, and a fundamental failure to get close to matching supply with demand.

    Growing demand

    Let’s first look at demand. The closest we get to “official” figures on the type of student housing that students are in is the TTACCOM field in the HESA student record. It is to be collected once a year, and differentiates between “provider maintained property”, “parental/guardian home,” “other.” “not known,” “not in attendance at the provider,” “own residence,” “other rented accommodation” and “private-sector halls.”

    It is a dataset widely believed to be plagued with quality issues. The once-per-year collection of the thing seems to be carried out at different times – although most seem to do it during September enrolment, when housing may still be in flux. There is also widely believed to be significant confusion amongst students as to which of the boxes to tick, and timing issues may miss postgraduate students depending on their start date.

    Nevertheless, other than a census whose data was collected in 2020, and council tax exemption data compiled from Local Authorities, it’s pretty much all we have – and appears in all sorts of reports in the housing sector to justify invitations to invest in “get rich quick” PBSA schemes around the country.

    What we don’t know when the sector is expanding is how many students will need a bedspace rather than remain at home, but we can bet that international students will – and we know that the post-2019 changes to the immigration system saw a sharp increase in international students, with international PGT student enrolments in England rising from 265,755 in 2019/20 to 408,240 in 2023/24.

    We know that that figure rose much faster than Home Office officials ever envisaged in their assessment of the impact of the changes to the graduate route, which itself never considered accommodation. And neither did the International Education “Strategy” of 2019.

    At least for a part of that period, that figure is a major under-estimation, because that circa 150k doesn’t include dependents – most of whom have now been barred from coming. For England it also doesn’t factor in universities in the rest of the UK (mainly Scotland) with campuses in England. And it misses altogether any impacts from the graduate route visa, switching from it to being skilled in the city, or any desire that home students might have to stay in the area and contribute to economic growth.

    It doesn’t tell us how many students couldn’t find somewhere safe, affordable, close or suitable in 2019, it doesn’t factor in any reduction of demand for bedspaces from changes to home student habits, and it doesn’t tell us anything about the distribution or concentration of the net increase in demand.

    But if we use that 150k figure as a rule of thumb, that’s the equivalent of 63,000 extra “homes” that needed to be built to accommodate the increase – a responsibility that the government places on local authorities at a ratio of 2.4 bedspaces = a home.

    2point4 students

    Say what? Local authorities have to free up land approve planning requests to hit central government targets on housebuilding, and it turns out that in the Housing Delivery Test measurement rule book, the number of net homes delivered is the the net additional dwellings over a rolling 3 year period, with an adjustment for PBSA calculated by dividing the total number of students living in student only households by the total number of student only households in England.

    The current ratio is 2.4 – with source data from the Census 2021, prepared by the Office for National Statistics. The problem is that if the ratio is too high, local authorities receive insufficient credit for student accommodation, discouraging PBSA development and potentially forcing students back into the private rental sector, constraining family housing supply.

    Conversely, if the ratio is too low, authorities can meet housing targets by over delivering PBSA relative to general needs housing, creating a loophole that masks underperformance in delivering homes for non-student populations.

    The risks are then compounded by two potential flaws – first, the 2.4 figure derives from Census 2021 data collected during pandemic lockdowns when student living arrangements were highly atypical (although ONS assures us that all is fine), and second, applying a single national average ignores substantial geographic variation – students in high-cost cities like London share accommodation at far higher rates than those in cities with abundant PBSA supply.

    The other problem is how housing needs are calculated in the first place. Until last December, local authorities calculated housing needs using household projections from 2014 demographic data – a figure that served as both the target for their Local Plans and the benchmark against which actual delivery was measured in the Housing Delivery Test.

    The method started with projected household growth over ten years (where students were only implicitly captured as part of demographic trends in household formation, but with no explicit student adjustment), applied an affordability adjustment, and capped increases at 40 per cent for authorities with adopted plans, while adding a controversial 35 per cent “urban uplift” to the 20 largest cities.

    That all created a perverse “doom loop” – areas that had historically underdelivered housing saw suppressed household formation in their projections (people couldn’t form independent households and instead shared or stayed in parental homes), which in turn produced lower calculated need figures, perpetuating the cycle of undersupply – meaning councils were both planning for inadequate housing and being measured against those same inadequate targets.

    To be fair, to get their Local Plan approved, authorities were required to assess student accommodation needs through direct liaison with universities and could set specific student housing policies.

    But when delivery is subsequently measured in the Housing Delivery Test, the denominator is either the adopted plan requirement (which might include explicit student provision) or the minimum standard method figure (where students remained invisible except through household projections) – with the only explicit student adjustment appearing on the delivery side through the 2.4 ratio used to convert completed PBSA bedrooms into dwelling-equivalents. That means councils have to consciously plan for student housing growth but are often measured against targets that fail to capture it.

    If anything, the new method is worse. Post-December 2024, it calculates annual need as 0.8 per cent of existing housing stock, adjusted for affordability based on house prices versus workplace earnings. But that excludes students in PBSA, as these don’t count as dwelling stock, and ignores rental affordability pressures specific to students. Since it focuses on homeownership affordability, student housing crises may go undetected unless they influence broader house price trends. And unlike the previous method, it doesn’t account for changes in household formation or rapid student population growth.

    Supplying new homes

    Nevertheless, whether we’re talking about James Brokenshire or Robert Jenrik’s collective English target of 300,000 new homes a year, or the current government’s revised target of 370,000 homes a year (a target that looks set to be missed), the method for doing so works like this.

    Councils are given targets, and duties to consider in their local plans. If the way that students are factored into both need and delivery is faulty, that has the potential to cause real problems in cities – undersupply pushes rents up, and oversupply of PBSA doesn’t help because families can’t flow into buildings designed for students.

    When they put together their local plans, councils are told that encouraging more dedicated student accommodation “may provide low cost housing” that “takes pressure off the private rented sector” and “increases the overall housing stock”. In other words, the clear steer is that where there is student numbers growth, it should really all be soaked up by PBSA – and where there isn’t, that PBSA will see students move out of HMOs and flats and into halls.

    Is that what has happened? Not quite. Notwithstanding the data quality issues in the HESA stats I reference above, if I just look at those renting (ie those saying they’re in PBSA, university halls or “other rented”) in 2019/20 and 2023/24 (ignoring what we used to call “alternative” providers), we see an increase of 22,915 in private PBSA, a decrease of 5,030 in university halls, and an increase in “other rented” of 93,110.

    But not all local authority areas are equal. Again, the fact that this is a bodge tells its own story, but if we were to map each university simplistically to its local authority area, ignore London because of its complexity and do some more bodging where multiple LAs get a joint housing target, the figures look like this:

     

    [Full screen]

    Here you can use the drop down to toggle between years, as well as see the overall increase over the five years. Note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Again that data quality issue and its coverage may be an issue – just because HESA shows a student enrolled with a provider at, say, Teesside University doesn’t mean they’re all living in Middlesbrough given that it has a campus at the Queen Elizabeth Olympic Park in Stratford.

    If anything, the above shows how poor the data is – if 150k more international students were knocking around by 2023/24, but the totals outside London only show 50k, either the rest all poured into London, the rest all poured into alternative providers, 100k home students are now not renting, or the “others” and “not knowns” in the HESA data are hiding where students have actually lived.

    We can also see the above increases by housing type:

     

     

    [Full screen]

    This time you can use the drop down to toggle between increase over the period by type. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Notwithstanding the data issues, the tables make lots of sense. We know about sharp increases in rent in places like Exeter and Bristol, and we’ve heard about oversupply of PBSA issues in places like Coventry and Portsmouth.

    What this then allows us to do is look at the relationship between the targets that local authorities were subject to on housebuilding, and the extent to which student numbers increases ate into those targets.

    First, here’s local authorities and the impact of students in off-street housing (assuming, as per earlier, that every home = 2.4 students):

     

     

    [Full screen]

    This time you can use the drop down to toggle between that areas’s housebuilding target under the last government, the increase that HESA shows in students renting off-street housing expressed as “homes”, and then the proportion of the target that eats into. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Explaining that table becomes a game in itself. Is the Middlesbrough figure something to do with London? Is Hatfield all about students living in Luton or up the M1? But generally we can see where new students in off-street housing have made it even harder for those local authorities to hit their targets.

    Now here’s local authorities and the impact of students in both sorts of PBSA (assuming, as per earlier, that every home = 2.4 students):

     

    [Full screen]

    Finally, you can use the drop down to toggle between that areas’s housebuilding target under the last government, the increase that HESA shows in students renting university or private PBSA expressed as “homes”, and then the proportion of the target that eats into. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    In some ways, the LAs above the line represent some good news – PBSA has done some soaking up. The ones to worry about are the ones below the line – because there, the LA will have been counting new beds towards its targets, but once cities right at the bottom tip into over-supply, that stock can’t be redistributed to families.

    Add it all up, and it pretty much guarantees a perpetual mismatch between student housing supply and demand, with universities recruiting students faster than the planning system can recognise the need for accommodation, some local authorities green lighting projects only for demand to collapse, and local authorities generally blamed for failures that are baked into the measurement framework itself.

    And nowhere is the problem more vivid than the city where I was a student in the 1990s – Bristol.

    Time for a cool sharp harp

    Back in 1995 when I became a student, I was lucky enough to find an HMO, operated by a retired couple, literally opposite the St Matthias campus of UWE in Fishponds. It had an actual living room, decent sized desks in each room, and rent that was affordable if I indulged in a little part-time work.

    On graduation, we moved a bit – first to another property in Fishponds, and then to a flat on Park Street, the hill that runs from the city centre up the University of Bristol where I was based as NUS’ regional officer. I thought I knew the city.

    Thirty years on, things are unrecognisable. St Matthias has been closed, most landlords have turned living rooms into extra bedrooms, and a glance at the going rent prices for both PBSA and HMOs suggests I’d have been priced out of university altogether. So acute has the accommodation crisis been in Bristol that, in recent years, both universities have ended up meeting their guarantee of accommodation to new students by housing them in Newport. In Wales.

    That has all contributed to a growing sense of crisis in the city – and an eye-watering 9 per cent increase in already sky-high rents in the city between 2021/22 and 2023/24. But to get a sense of what went wrong, and why it will almost certainly continue to go wrong, we need to know what the city has been doing over planning.

    The last actual Local Plan for the city is a decade old, notwithstanding some policy bits and bobs since – and a major review has been underway. So as part of the contribution to the intel on local housing need – required to get the new plan passed – in April 2024, council officials drafted a document called “Managing the Development of Purpose-Built Student Accommodation topic paper” with the aim of enabling the delivery of sufficient PBSA to match (all) future growth in student numbers.

    It notes that the council’s “Policy H7: Managing the development of purpose-built student accommodation” identified a need for some 8,800 additional student bed spaces city-wide by 2040 – supposedly the total future estimated need for bed spaces over the period 2023 to 2040.

    The paper suggests some stilted relationships. The council had “requested” future student number projections and accommodation needs from UWE and UoB, with UWE responding in March 2023 and UoB in August 2023. UWE indicated flat growth to 2030 and could not provide reliable figures beyond that, rejecting projections of significant growth, leading the council to assume no additional bedspace need for UWE.

    UoB, on the other hand, provided historic and projected student numbers from 2020 to 2039, identifying consistently 85 per cent of its student headcount as needing accommodation. The increase in students needing accommodation from 2023 to 2039 was therefore calculated at 8,834, rounded to 8,800 bed spaces, forming the total projected need.

    Whether there’s a real relationship between UoB’s growth projections and a) its financial projection returns to OfS, b) its access and participation plan, or c) reality is almost moot – but if nothing else it shows the ambition to grow in this particular Russell Group provider.

    Scrutiny on the Thekla

    When they got the draft plan, the planning inspectors were worried about lots of the assumptions – in the main they queried why UWE demand had been excluded. The council said UWE’s expected growth was largely apprenticeships, short courses and online learning centred on Frenchay in South Gloucestershire, so extra Bristol bedspaces were “unlikely to be significant”.

    They also asked about HMOs. The council was using a “sandwiching” rule – the idea that letting a home be boxed in by HMOs on both sides makes local problems worse. Was that the right approach? They asked why “too many HMOs” had been set at ten per cent of nearby homes. And they were confused about where Article 4 Directions – restricting approval for conversation of a house to an HMO – would apply.

    The council’s answer was that “sandwiching” ramps up noise, parking and rubbish even when HMO numbers are low. Ten per cent was the point where those harms jumped above the norm. There are seven Article 4 areas across the city – and its map showed where they were.

    The University of Bristol also wasn’t thrilled. It argued that the 8,800-bed “need” was unsound because it ignored existing undersupply and growth from UWE and others, and it misaligned base dates so permissions since March 2019 reduced area caps without counting as need. Hard caps on expansion were, they said, too low, inflexible and at odds with the policy’s promise to match student growth with PBSA, and the way those caps were derived – applying an average city-centre density to campuses and growth areas – was methodologically wrong.

    It also backed the idea that new-build PBSA beds should be affordable “in principle”, but rejected a blanket affordable-student requirement and the implied role of the university in nominating and managing those beds. The net effect, they warned, was that tighter PBSA supply would push students into the general housing stock, drive rents higher and harm both Bristol’s attractiveness and UoB’s competitiveness.

    The proposed affordability rules deserve scrutiny. For the 2024 paper, the council pulled together two things – what students paid, and the money they had. On rents, it looked at 2021 price lists for UoB and UWE halls, big private PBSA providers, and shared houses via Bristol SU Lettings, plus national surveys showing Bristol near the top for student rents in 2021 and 2023.

    But on incomes, let’s ignore for a minute that the council doesn’t mention international students at all in the paper (!). It ended up using DfE’s 2021/22 student income survey and the government’s maintenance loan levels, assuming the full maintenance loan was a reasonable minimum income most students can rely on. It then defined an “affordable” student rent as no more than half of that full maintenance loan for the year, noting students don’t pay council tax and PBSA rents usually include bills.

    Then to estimate how many would need help, it used Student Loans Company data on the share of students getting the full maintenance loan (household income £25,000 or less) – roughly 23–29 per cent at UoB and 41–51 per cent at UWE in the mid-2010s – and took a punt on a mid-point for Bristol overall – such that Policy H7 would ask for “at least” 35 per cent of beds in new PBSA to be affordable on that definition, with those affordable beds allocated through the relevant university where it runs the building or holds a nominations agreement.

    UoB was uneasy about being required to nominate and manage affordable beds – it risked making the university a “de-facto market gatekeeper” – although how anyone else was supposed to make sure cheaper rooms went to poorer students is anyone’s guess.

    More fundamentally, UoB’s England-undergraduate “full loan” share fell from 28.3 per cent in 2014/15 to 22.5 per cent in 2017/18, and UWE’s from 51.4 per cent to 40.7 per cent over the same years, with the combined “all students” measure dropping from 26.0 to 18.8 per cent – a slide driven by the frozen £25,000 means-test, not by falling need.

    Yet the policy sets no ratchet, no uprating with inflation, no room-type or contract-length nuance, and treats a domestic loan as a universal yardstick. Add that the rent evidence leans on 2021 price lists in a market that has moved quickly, and you end up with a single city-wide floor chosen because it models as “viable,” not because it cleanly maps need. If the proxy undercounts and the benchmark can’t move, that looks less like an affordability regime and more like an administrative comfort zone to get past the inspectors.

    Getting in and getting on

    This all ought to be an access and participation issue. In its Equality of Opportunity Risk Register (EORR), OfS Risk 11 says that increasing student numbers may limit a student’s access to key elements of their expected higher education experience, disproportionately affecting those without the financial resources or wider support to react appropriately.

    Tellingly, even that framing assumes that the “capacity issues” would be caused by more students rather than reduced capacity for a flat number of students – if Bristol hits its targets without commensurate bed space build, UWE would be hit – and both could be hit by Renter’s Rights Act-related HMO reduction. As I’ve noted here before, one of the signature faults of APP regulation is assuming a stable external environment.

    OfS warns that those from a low household income, disabled students, mature students, care experienced students and estranged could all be impacted by capacity issues – and in their approved APPs, both Bristol and UWE have targets for students from low household incomes and for disabled students, Bristol has a mature-student target, and while neither set numeric targets for care-experienced or estranged students, the plans still emphasise support schemes.

    So you’d assume that OfS – whose own staff must know how expensive renting is in Bristol given most of them are based there – has made sure that both universities have robust Risk 11 intervention strategies over accommodation supply in their plans. You’d assume wrong.

    UWE names “suitable accommodation” under OfS Risk 11 but responds via its financial support intervention. And Bristol only mentions Risk 11 in its progression analysis for students declaring a mental health condition, highlighting capacity constraints around access to work experience.

    What a mess

    Taken together, we have a system that appears to be structurally incapable of delivering what students need. In any city, it feels like there’s little coordination between universities expanding their recruitment and local authorities planning for accommodation, little cooperation between the departments counting students and the ones building homes, and no ability to plan when the data is collected once a year, at different times, and when nobody trusts it anyway.

    There’s no ability to forecast when universities won’t (or can’t) share reliable growth projections, when international student numbers can surge by 50 per cent in four years, and when the only response is to assume it away or round it to zero. And there’s no ability to control where demand goes when one institution can decide to grow by 8,800 students while another flatlines, when students can be bussed to Newport to meet a “guarantee,” and when affordability definitions are frozen in time while rents spiral upward.

    The frameworks that exist – the planning consultations, the policy requirements, the emerging statements of expectation – are designed for a world where growth (and contraction) is gradual, relationships are strong, and data is reliable. Fundamentally, they’re designed for a world where immigration policy is stable, and student numbers are rationed. That world does not exist.

    There’s a lot here that I’ve not touched. The Renters’ Rights Bill will reshape the private rented sector – greater security but potentially fewer landlords willing to let to students at all, particularly in HMO-dense areas where profit margins are already squeezed and local authorities are tightening regulation. For PBSA developers, uncertainty is the enemy of investment. Planning policies that cap bed numbers, impose affordability requirements that shift depending on which inspector is reading the plan, and change the rules mid-pipeline make returns unpredictable. When coupled with volatile international student numbers, the surprise isn’t that some cities see construction slow to a crawl, it’s that anyone builds anything at all.

    What does get built increasingly takes the form of gated communities – secure, managed, all-inclusive – that separate students from the cities they study in. The convenience is real, but so is the cost to integration, to understanding how cities work, to building relationships with permanent residents.

    That market is itself becoming a mechanism for delayed wealth transfer. Student accommodation has become an infrastructure asset class, with pension funds and institutional investors lending billions against projected rental income streams. Students borrow from government to pay rent to pension funds, while the equity their parents might once have used to help them onto the property ladder is siphoned into maintaining returns for retirees (quite possibly their own parents and grandparents). It’s a social mobility circuit breaker dressed up as an investment opportunity.

    And all of this breeds resentment. Locals resent undersupply when it prices them out of rental markets in their own cities, when students with loans can outbid working families for the diminishing stock of affordable homes. They resent oversupply when gleaming PBSA towers stand half-empty, monuments to a growth forecast that didn’t materialise, dark windows looming over neighborhoods crying out for family housing.

    Universities that chase international growth find themselves villainised in both scenarios – blamed for swamping local housing markets and for attracting investment that benefits nobody local at all. It shows up in local polling, in council elections, in the fraying of town-gown relationships that were never robust to begin with.

    But fundamentally, strip away the policy complications and the investment structures and the local politics, and we’re back to supply and demand. In its latest Student Accommodation Annual Report, property firm Cushman and Wakefield says the quiet part out loud – investors should be “targeting markets with structural undersupply”, because only markets in equilibrium, or temporary undersupply, can sustain meaningful rental growth – and when new beds flood the market, the pendulum quickly swings in the other direction:

    Conversely, in cities where PBSA development has subsequently slowed or been constrained, the market has demonstrated its ability to recover. Here, previously delivered stock is gradually absorbed – often through rent rebasing – and pricing power shifts back toward operators. As occupancy strengthens and availability tightens, upward pressure on rents re-emerges.

    Another student housing market is possible

    Housing shortages are, of course, a major issue across European economies. But it’s notable that most countries, even if they no longer have housing subsidies for students, now have a proper plan. Their student numbers tend to be more stable too – a product partly of funding, partly of regulation, and partly of a dominance of two-year Master’s provision.

    See also lower construction costs, less restrictive planning policy, better support for university investment from the European Central Bank and more willingness to contemplate viewing student accommodation as social infrastructure rather than an asset class. You think vice chancellors are paid well? Take a look at the bosses of the big PBSA firms.

    The truth is that it simply isn’t possible to switch on and switch off thousands of bedspaces in most UK towns and cities on an annual basis – but without changes to the system, it’s what is somehow expected. Yet more broadly, if that wafer-thin promise in the white paper is to mean anything, it demands a strategy that, like students and their universities, causes the housing they live in to be less expensive. But that feels impossible.

    To achieve it, we would need a fundamentally different model of institutional coordination. Universities would need a statutory duty to provide demand forecasts (they do, after all, already do student number forecasts to the Office for Students) – not vague aspirations but binding three-year rolling projections broken down by level, mode and domicile, with meaningful penalties for institutions that blow past their estimates without warning.

    Planning authorities would need those forecasts embedded in their development plans as live documents, not static snapshots, with the legal powers and resources to respond when forecasts shift. The Department for Education (DfE) would need to talk to the Ministry of Housing, Communities and Local Government, which would need to talk to the Home Office.

    HESA would need to find a way to collect accommodation data that someone actually believes (if the data was used nationally the quality would improve), collected in real-time or at least termly, with standardised definitions and mandatory reporting that can’t be gamed. We’d probably, if we’re honest, need a return of student number controls. At the very least, we’d need a plan more than we need a volatile “market”.

    We would need a system that builds for need rather than return. That means genuinely affordable housing – not 50 per cent of a loan that’s already insufficient, but rents tied to evidence of what students from low-income backgrounds can actually pay, with occupancy guarantees or public subsidy filling the gap where the numbers don’t work commercially. We’d need rent controls – like there are in social housing, and like there are in tuition fees.

    It means planning policy that mandates additionality – that new PBSA doesn’t just displace students from private renting but actually increases the total stock available, and that it’s built where students will study, not where land is cheap. It means transparency on ownership, on rent-setting, on occupancy rates, so that when gleaming towers stand half-empty we can see who made the decision to build them and on what basis. It means taking solutions like shipping containers – increasingly able to respond to demand peaks and throughs across Europe – much more seriously.

    And we would need universities to stop treating accommodation as someone else’s problem. That means ending the guarantees that paper over the cracks by bussing students to Newport or putting them in hotels, and instead treating accommodation availability as a genuine constraint on recruitment – if you can’t house them, you can’t recruit them.

    It means universities working with local authorities not because a white paper suggests they should, but because they’re legally required to, with formal accommodation strategies that are consulted on, scrutinised, and published. It means being honest about growth ambitions and their consequences, rather than announcing expansion plans at the same time as telling the planning inspector that future demand will be “unlikely to be significant.”

    But we’re not going to get any of that. The political economy is all wrong. Departments protect their silos because coordination means accountability. Universities protect their autonomy because regulation means constraint. Developers build where returns are highest because that’s what their investors demand. Immigration policy lurches from liberalisation to restriction with no thought for the infrastructure consequences because housing eighteen-year-olds (or PGTs from abroad) doesn’t win elections.

    Local authorities write policies that look plausible on paper but can’t adapt to reality because the planning system moves at geological pace and nobody wants to be the council that blocked growth or the council that allowed it. And students, who have no vote in the places they study and limited power in the places they’re from, bear the costs of a system that sorts them last.

    The white paper’s “statement of expectations” will arrive in due course. It will doubtless “encourage,” “invite,” and “call upon” as these things always do. And in cities where relationships are already strong and growth is gradual, it might even help at the margins. But it won’t fix Bristol, where the forecasts were challenged and the inspector waved them through anyway. It won’t fix the next city to see international recruitment jump 50 per cent in eighteen months.

    Until we’re willing to make universities genuinely accountable for the accommodation consequences of their recruitment (see this simple proposal here), to fund the infrastructure that expansion requires, to regulate the market so it delivers need not just return, and to plan properly rather than assume the market will sort it out – students will keep finding that the accommodation that’s available isn’t safe enough, suitable enough, affordable enough, or close enough. And the gap between the promise and the reality will keep on widening.

    Source link

  • Making career readiness meaningful in today’s classrooms

    Making career readiness meaningful in today’s classrooms

    Key points:

    As a high school STEM teacher at Baldwin Preparatory Academy, I often ask myself: How can we make classroom learning more meaningful for our students? In today’s rapidly evolving world, preparing learners for the future isn’t about gathering academic knowledge. It is also about helping all learners explore potential careers and develop the future-ready skills that will support success in the “real world” beyond graduation.

    One way to bring those two goals together is by drawing a clear connection between what is learned in the classroom and future careers. In fact, research from the Education Insights Report shows that a whopping 87 percent of high school students believe that career connections make school engaging–and as we all know, deeper student engagement leads to improved academic growth.

    I’ve tried a lot of different tactics to get kids engaged in careers over my 9 years of teaching. Here are my current top recommendations:

    Internship opportunities
    As many educators know, hands-on learning is effective for students. The same goes for learning about careers. Internship opportunities give students a way to practice a career by doing the job.

    I advise students to contact local businesses about internships during the school year and summer. Looking local is a wonderful way to make connections, learn an industry, and practice career skills–all while gaining professional experience.

    Tallo is another good internship resource because it’s a digital network of internships across a range of industries and internship types. With everything managed in Tallo, it’s easy for high school students to find and get real-world work experience relevant to school learning and career goals. For educators, this resource is helpful because it provides pathways for students to gain employable skills and transition into the workforce or higher education.

    Career events
    In-person career events where students get to meet individuals in industries they are interested in are a great way for students to explore future careers. One initiative that stands out is the upcoming Futures Fair by Discovery Education. Futures Fair is a free virtual event on November 5, 2025, to inspire and equip students for career success.

    Held over a series of 30-minute virtual sessions, students meet with professionals from various industries sharing an overview of their job, industry, and the path they took to achieve it. Organizations participating in the Futures Fair are 3M, ASME, Clayco, CVS Health, Drug Enforcement Administration, Genentech, Hartford, Honda, Honeywell, Illumina, LIV Golf, Meta, Norton, Nucor, Polar Bears International, Prologis, The Home Depot, Verizon, and Warner Bros. Discovery.

    Students will see how the future-ready skills they are learning today are used in a range of careers. These virtual sessions will be accompanied by standards-aligned, hands-on student learning tasks designed to reinforce the skills outlined by industry presenters. 

    CTE Connections
    All students at Baldwin Preparatory Academy participate in a career and technical education pathway of their choosing, taking 6-9 career specific credits, and obtaining an industry-recognized credential over the course of their secondary education. As a STEM teacher, I like to connect with my CTE and core subject colleagues to learn about the latest innovations in their space. Then I connect those innovations to my classroom instruction so that all students get the benefit of learning about new career paths.

    For example, my industry partners advise me about the trending career clusters that are experiencing significant growth in job demand. These are industries like cybersecurity, energy, and data science. With this insight, I looked for relevant reads or classroom activities related to one of those clusters. Then, I shared the resources back with my CTE and core team so there’s an easy through line for the students.

    As educators, our role extends beyond teaching content–we’re shaping futures. Events like Futures Fair and other career readiness programs help students see the relevance of their learning and give them the confidence to pursue their goals. With resources like these, we can help make career readiness meaningful, engaging, and empowering for every student.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Monash stops tutorials in Law subjects – Campus Review

    Monash stops tutorials in Law subjects – Campus Review

    Monash University’s new dean of law has announced senior law students will stop tutorials and suggested students should do no more than ten hours of paid work a week alongside their studies.

    Please login below to view content or subscribe now.

    Membership Login

    Source link

  • Why busy educators need AI with guardrails

    Why busy educators need AI with guardrails

    Key points:

    In the growing conversation around AI in education, speed and efficiency often take center stage, but that focus can tempt busy educators to use what’s fast rather than what’s best. To truly serve teachers–and above all, students–AI must be built with intention and clear constraints that prioritize instructional quality, ensuring efficiency never comes at the expense of what learners need most.

    AI doesn’t inherently understand fairness, instructional nuance, or educational standards. It mirrors its training and guidance, usually as a capable generalist rather than a specialist. Without deliberate design, AI can produce content that’s misaligned or confusing. In education, fairness means an assessment measures only the intended skill and does so comparably for students from different backgrounds, languages, and abilities–without hidden barriers unrelated to what’s being assessed. Effective AI systems in schools need embedded controls to avoid construct‑irrelevant content: elements that distract from what’s actually being measured.

    For example, a math question shouldn’t hinge on dense prose, niche sports knowledge, or culturally-specific idioms unless those are part of the goal; visuals shouldn’t rely on low-contrast colors that are hard to see; audio shouldn’t assume a single accent; and timing shouldn’t penalize students if speed isn’t the construct.

    To improve fairness and accuracy in assessments:

    • Avoid construct-irrelevant content: Ensure test questions focus only on the skills and knowledge being assessed.
    • Use AI tools with built-in fairness controls: Generic AI models may not inherently understand fairness; choose tools designed specifically for educational contexts.
    • Train AI on expert-authored content: AI is only as fair and accurate as the data and expertise it’s trained on. Use models built with input from experienced educators and psychometricians.

    These subtleties matter. General-purpose AI tools, left untuned, often miss them.

    The risk of relying on convenience

    Educators face immense time pressures. It’s tempting to use AI to quickly generate assessments or learning materials. But speed can obscure deeper issues. A question might look fine on the surface but fail to meet cognitive complexity standards or align with curriculum goals. These aren’t always easy problems to spot, but they can impact student learning.

    To choose the right AI tools:

    • Select domain-specific AI over general models: Tools tailored for education are more likely to produce pedagogically-sound and standards-aligned content that empowers students to succeed. In a 2024 University of Pennsylvania study, students using a customized AI tutor scored 127 percent higher on practice problems than those without.
    • Be cautious with out-of-the-box AI: Without expertise, educators may struggle to critique or validate AI-generated content, risking poor-quality assessments.
    • Understand the limitations of general AI: While capable of generating content, general models may lack depth in educational theory and assessment design.

    General AI tools can get you 60 percent of the way there. But that last 40 percent is the part that ensures quality, fairness, and educational value. This requires expertise to get right. That’s where structured, guided AI becomes essential.

    Building AI that thinks like an educator

    Developing AI for education requires close collaboration with psychometricians and subject matter experts to shape how the system behaves. This helps ensure it produces content that’s not just technically correct, but pedagogically sound.

    To ensure quality in AI-generated content:

    • Involve experts in the development process: Psychometricians and educators should review AI outputs to ensure alignment with learning goals and standards.
    • Use manual review cycles: Unlike benchmark-driven models, educational AI requires human evaluation to validate quality and relevance.
    • Focus on cognitive complexity: Design assessments with varied difficulty levels and ensure they measure intended constructs.

    This process is iterative and manual. It’s grounded in real-world educational standards, not just benchmark scores.

    Personalization needs structure

    AI’s ability to personalize learning is promising. But without structure, personalization can lead students off track. AI might guide learners toward content that’s irrelevant or misaligned with their goals. That’s why personalization must be paired with oversight and intentional design.

    To harness personalization responsibly:

    • Let experts set goals and guardrails: Define standards, scope and sequence, and success criteria; AI adapts within those boundaries.
    • Use AI for diagnostics and drafting, not decisions: Have it flag gaps, suggest resources, and generate practice, while educators curate and approve.
    • Preserve curricular coherence: Keep prerequisites, spacing, and transfer in view so learners don’t drift into content that’s engaging but misaligned.
    • Support educator literacy in AI: Professional development is key to helping teachers use AI effectively and responsibly.

    It’s not enough to adapt–the adaptation must be meaningful and educationally coherent.

    AI can accelerate content creation and internal workflows. But speed alone isn’t a virtue. Without scrutiny, fast outputs can compromise quality.

    To maintain efficiency and innovation:

    • Use AI to streamline internal processes: Beyond student-facing tools, AI can help educators and institutions build resources faster and more efficiently.
    • Maintain high standards despite automation: Even as AI accelerates content creation, human oversight is essential to uphold educational quality.

    Responsible use of AI requires processes that ensure every AI-generated item is part of a system designed to uphold educational integrity.

    An effective approach to AI in education is driven by concern–not fear, but responsibility. Educators are doing their best under challenging conditions, and the goal should be building AI tools that support their work.

    When frameworks and safeguards are built-in, what reaches students is more likely to be accurate, fair, and aligned with learning goals.

    In education, trust is foundational. And trust in AI starts with thoughtful design, expert oversight, and a deep respect for the work educators do every day.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Everyone cares until someone asks for a statute

    Everyone cares until someone asks for a statute

    Parliament will soon return to the question of a statutory duty of care in higher education, because the first debate did not deliver the clarity or action that was needed.

    The Post-16 education and skills white paper flags the issue – noting that a new Higher Education Student Support Champion will work to address the recommendations from the National Review into Higher Education Student Suicides.

    More than three university students in England and Wales die by suicide every week. The duty to protect students from reasonably foreseeable harm is long overdue. Voluntary measures and optional good practice are no substitute for a clear legal duty.

    The first parliamentary debate on this issue, held in 2023, left a crucial question unanswered – what does “duty of care” actually mean, and why do so many people believe universities already have one?

    Every conversation about “duty of care” in higher education eventually runs into confusion. Some say universities already have one. Others insist they don’t. Both sound right – and both can’t be wrong. The problem is that “duty of care” means very different things depending on who’s speaking.

    For families, it’s a promise of protection. For universities, it’s a matter of professional judgment. For lawyers, it’s a term of art – a legal threshold that decides whether the law even applies when harm occurs. But there’s a simple way to make sense of it – by borrowing a shape from soil science.

    So as MPs prepare to revisit the issue, here I’ve set out a way to understand the debate in visual form – through what I’ve called the Legal Duty of Care Triangle. It shows, at a glance, why legal definitions, government policy, and public expectation have drifted so far apart – and why that gap matters now more than ever.

    The concept

    A ternary diagram is a triangular graph used to represent systems with three components that sum to a constant, typically 100 per cent. While traditionally employed in the physical sciences – in chemistry, geology or soil classification – to show compositional data, it can also be a powerful conceptual model for non-scientific problems.

    By using the three corners of a triangle to represent three competing factors, we can visualise the balance between them and the resulting outcome.

    The same idea can explain the legal concept of duty of care. Imagine a triangle whose corners are labelled “making things worse,” “doing nothing,” and “making things better.” Every decision, omission or intervention made by an institution can be plotted somewhere within that space. The position tells you what kind of care – or lack of care – is at play, and whether the law of negligence currently recognises it.

    Acts, omissions and the Tindall judgment

    The distinction between acts and omissions runs through English law. Courts are willing to impose liability for acts that cause harm, but rarely for failures to act, even when the need for intervention was obvious.

    The Supreme Court reaffirmed this in Tindall v Chief Constable of Thames Valley Police [2024] UKSC 44, describing the difference between “making things worse” and “failing to make things better.” The law punishes the first but usually overlooks the second, unless a “special relationship” creates a specific obligation to act.

    That single distinction explains why so many student cases – including Abrahart v University of Bristol (Court of Appeal, 2024) – fail to establish a general duty of care. The courts accept that mistakes were made, and even that harm was foreseeable, but can decline to impose liability by characterising the university’s failings as “pure omissions”, not actions that “made things worse.”

    In the conceptual model, the three corners of the triangle represent three strategic approaches an institution might take when faced with foreseeable risk:

    • Making things better – Proactive action. Taking reasonable and timely steps to prevent foreseeable harm. This might include implementing sound procedures, addressing emerging risks, and responding appropriately when warning signs are clear.
    • Making things worse – Negligent action. Acts or decisions that foreseeably create or aggravate harm — for example, ignoring evidence, mishandling complaints, or enforcing policies that intensify vulnerability or risk.
    • Doing nothing – Passive inaction. A failure to act when an institution knows, or ought reasonably to know, that intervention is required. Courts are generally reluctant to impose broad affirmative duties, but complete inaction in the face of foreseeable harm can potentially still give rise to liability under existing legal frameworks such as negligence or equality law.

    The triangle shows how these behaviours relate to one another.

    • At the bottom left lies making things worse – acts of commission that cause harm.
    • At the bottom right, doing nothing – omissions or institutional inertia.
    • At the top, making things better – protective, preventive steps taken with reasonable care.

    The law, as it stands, occupies mainly the lower portion of the triangle. It is most comfortable along the base, where harmful acts are distinguished from mere inaction. The upper space – proactive prevention – sits largely outside the common-law field.

    Cause, not prevent

    One organisation sits in a particularly revealing place on the triangle – Universities UK (UUK).

    Unlike the Department for Education or the courts, UUK has consistently described universities as already having a common law “general duty of care.” At first glance, that sounds like agreement with campaigners – but it isn’t.

    What UUK actually means is a general duty not to cause harm through acts or omissions. It’s a subtle but crucial difference. It is referring to a reactive duty – one concerned with causation of harm, not prevention of reasonably foreseeable harm.

    For example, if an institution takes a clear and identifiable act — such as issuing incorrect information, mishandling a process, or withdrawing essential support — and that conduct foreseeably causes or worsens harm, the law may treat the situation as one of direct causation.

    If the institution then fails to correct or mitigate the error once aware of it, that omission becomes part of the same chain of causation.In such cases, the duty extends to omissions only when they form part of that chain, not where the institution simply fails to prevent a wider or unrelated risk..

    In legal terms, this remains a negative duty (to avoid causing harm), not a positive duty (to take steps to prevent it). It recognises that omissions can sometimes “cause” harm where there’s a direct link, but it doesn’t impose any obligation to foresee and prevent it.

    That distinction between cause and prevent defines UUK’s unique position. It sits within the existing boundaries of common law because it focuses on reactive duties — those that arise only when harm has already been caused.

    This is the source of much public confusion: UUK uses the language of care to describe a legal concept concerned solely with causation.

    The result is a comforting vocabulary that sounds protective but, in practice, stops at the point of legal liability.

    When UUK says that universities already have a duty of care, it means a duty not to make things worse, rather than a duty to make things better. The same words – but different worlds.

    Responsibility without liability

    The original petition did not ask for improved guidance or voluntary measures. It called for a statutory legal duty of care – a clearly defined obligation in law requiring universities to take reasonable steps to protect students from foreseeable harm.

    Yet when the government issued its 2023 petition response, it appeared to suggest that such a duty already existed. The statement claimed that universities “already have a general duty of care to not cause harm to their students” and “are expected to act reasonably to protect the health, safety and welfare of their students”. Language that sounded legal but was not.

    At that stage, the Department for Education (DfE) was describing something closer to an ethical or moral responsibility – a general expectation that institutions should act responsibly – while borrowing the vocabulary of law. It gave the public the reassurance of legal certainty without any of its substance. The explicit legal framing emerged only later.

    In response to a Parliamentary Question tabled shortly before the Westminster Hall debate, Minister Robert Halfon used the phrase “law of negligence.”

    This was the first time the Department had explicitly tied its earlier petition response to that legal doctrine, implying that it had always referred to common-law principles. From that point onward, this became the Department’s preferred line – not as clarification, but as post-hoc justification.

    Then, in early 2025, Janet Daby MP, Minister for Children, Families and Wellbeing in the Department for Education (DfE). appeared to reset the conversation. In a Parliamentary Question response she acknowledged that a duty of care may arise in certain circumstances, but that this would be a matter for the courts to determine. This was a noticeable change in tone – a more candid admission that no general legal duty exists and that the issue remains legally unsettled.

    Her statement offered welcome clarity after years of obfuscation, though it still stopped short of committing the Department to legislative reform.

    The same careful phrasing was subsequently used in a formal letter from the Department dated 16 July 2025, confirming that this “reset” had become its official position:

    A duty of care in higher education may arise in certain circumstances. Such circumstances would be a matter for the courts to decide… The common law allows flexibility, without the potential rigidity that may arise from codifying a statutory duty.

    The evolution reveals rhetorical movement but positional continuity.

    The Department has, in reality, always occupied the same place – outside the legal boundary of the triangle, in the zone of responsibility without liability. What changed was not the position itself but the language used to describe it.

    The 2023 response disguised that position through legal-sounding reassurance; the 2025 reset finally admitted what had been true all along — that no general legal duty exists and that the matter rests with the courts. In other words, DfE continues to speak of care, support and best practice, but refuses to define those commitments in law.

    When the risk is radicalisation, the government imposes a statutory Prevent Duty, but when the risk is harm to students, it hides behind the flexibility of common law.

    The real world

    Once the triangle exists, it becomes possible to plot where each actor sits – and, crucially, what that reveals about how they understand “duty of care.”

    At the bottom centre sit the courts, which define the legal floor of responsibility. Their judgments focus on causation, proximity, and foreseeability – deciding whether an act or omission was sufficiently connected to the harm suffered to give rise to a duty.

    They don’t occupy either corner of the base because they navigate between them – recognising liability for acts that make things worse, but rarely for omissions that cause or contribute to the problem, or simply fail to make things better.

    Their position therefore represents the balancing point of the common law – the threshold where duty ends and moral expectation begins.

    Along that same base lies UUK, which has translated the courts’ caution into sector orthodoxy. UUK’s “general duty not to cause harm” adopts the courts’ reasoning as a policy principle – treating the lower boundary of the triangle as the full extent of universities’ obligations. In effect, the courts define the boundary, and UUK defends it.

    Moving rightwards along the base, universities sit midway between the courts and the “doing nothing” corner, invoking autonomy and professional judgment to argue that support and intervention are matters of discretion rather than law.

    Then just outside that edge sits the Department for Education, which talks in moral terms of “responsibility” and “care” but refuses to anchor those ideas in law. It operates in the space of responsibility without liability.

    Above them all, beyond the apex marked “making things better,” lies public expectation – the belief that institutions should act to prevent foreseeable harm, not merely avoid causing it.

    This moral position sits outside the present legal framework but defines the social direction of travel.

    Between these two levels – between the courts’ current legal boundary and the moral high ground of public expectation – lies the proposed statutory duty of care.

    It would still sit along the base axis of law, midway between making things worse and doing nothing, but it would rise vertically within the triangle – recognising that the law must not only avoid harm but also act to prevent it where reasonably foreseeable, just as Parliament has already required through the Prevent Duty.

    In that sense, a statutory duty would lift the legal threshold upward, not outward – retaining the structure of the common law but extending its reach to address public expectation.

    The triangle naturally narrows as it rises. In legal terms, that tapering reflects how rarely the courts recognise proactive duties. A statutory duty of care would not alter the shape of the triangle but would raise the level at which the law operates, making what is now exceptional – acting to prevent harm – part of the ordinary standard of care.

    Drawing the line

    The Legal Duty of Care Triangle is not just a visual aid, it’s a question. Every dot on it represents a choice about where responsibility should sit – inside or outside the field of law.

    Parliament now faces that same choice. The forthcoming debate is not about whether universities should care for their students – everyone agrees they should. It is about whether that care should be accountable.

    Placing the point inside the triangle would mean recognising a statutory legal duty of care – a defined obligation that lifts the existing common-law threshold so that institutions must take reasonable steps to prevent foreseeable harm. It would introduce a clear standard of accountability, giving students and families a route to justice when that standard is not met.

    Placing the point outside the triangle leaves the status quo intact – a landscape of guidance, codes, and voluntary commitments that sound caring but lack consequence when breached. It maintains responsibility without liability – expectation without enforcement.

    That is the question before Parliament. Where should the point be placed? Inside the triangle, where care carries accountability – or outside, where it does not?

    The triangle invites everyone – not just lawyers or policymakers – to think about where they believe accountability should begin. It is less about identifying where universities are and more about asking where they should be in terms of legal accountability.

    For a university that sees its role purely as educational delivery, the point may hover near the base – within the comfort zone of “doing nothing” unless compelled. But that is the vending machine model of higher education – inputs go in, outputs come out, but no awareness or responsibility exists between the two.

    When things go wrong, the machine insists it functioned as designed – and no one accepts responsibility for the harm that results.

    For institutions that recognise their wider duty to protect students from reasonably foreseeable harm, the point moves upward, toward “making things better.”

    The purpose of our campaign is not to redraw the triangle but to raise the floor – bringing the baseline of law closer to where most people assume it already stands.

    A statutory duty of care would not expand the triangle. It would ensure that its foundation reflects modern expectations of safety, fairness, and accountability in higher education.

    What that duty would look like in practice – the mechanisms, policies, and safeguards that would follow are arguments for another day.

    The purpose here is simpler – to define the space where that conversation must take place – inside the triangle, where duty carries accountability.

    Source link

  • Giving students the microphone – Campus Review

    Giving students the microphone – Campus Review

    Podcasts

    We asked 34 students from eight universities what they thought of higher education and what they would change. Their answers might surprise you.

    Please login below to view content or subscribe now.

    Membership Login

    Source link

  • A generation of students has been failed and forgotten again

    A generation of students has been failed and forgotten again

    Back in April 2020, with all the lovely weather we’d been having, I was yearning for a holiday.

    But I wasn’t sure the offer I was reading from a tour operator really stacked up.

    “Because of Covid-19”, said the brochure, “by the time your holiday due date arrives we might not be able to get you there and even if you get there yourself, we might not have any of the facilities open. If that’s the case and you book anyway, please note you’ll neither be entitled to a refund nor a discount, but you will get to watch some people swimming in a pool on YouTube. You’ll also be able to join in with our holiday chat on Zoom. And you jolly well better risk booking it – because holidays will be much harder to come by next year!”

    It sounded pretty unreasonable to me. And probably unlawful. But someone somewhere in central government appeared to disagree.

    In the impact assessment that accompanied the emergency Coronavirus Bill a month previously, officials had explained the implications of the power to close campuses – and as well as discussion on how compensation for universities might work, the section contained this ominous line on students:

    Where there are concerns to protect HEPs from being sued for reneging on their consumer protection (and/or contractual) obligations in the event of course closure we believe force majeure would be relevant.

    For me, it was that that set the tone for the entire way in which the pandemic was handled when it came to students and universities. The understanding was that students would pay. And they very much did – in more ways than one.

    As such, ever since March 2020, I’ve been imagining the moment when a minister or senior civil servant might be called by an inquiry to account for the catalogue of catastrophes that were the handling of higher education during Covid.

    I wanted to know if then-universities minister Michelle Donelan really believed that students would succeed if they did as she suggested and made a complaint about quality. I was keen to understand why campuses were being told to operate at 30 per cent capacity while the halls on their edges operated at 100 per cent.

    I wanted to know whether DfE’s plan in the run into September really was to get everyone to turn up, stick it out for a few weeks so that the fee liability kicks in, and then blame external factors when the sector inevitably had to shut campuses back down.

    I wanted to know why students were consistently left out of financial compensation measures, ignored in guidance and policies, told to pay the rent on properties they were told not to occupy, gaslit over quality and “the student experience”, and repeatedly blamed for transmitting the virus when they’d been threatened with losing their place if they deferred.

    Above all, I wanted to know why anyone, at any point, really thought that they should be paying full fees for the isolating omnishambles that they eventually experienced.

    I had reason to be optimistic. The UK COVID-19 Inquiry was set up as an independent public inquiry examining the UK’s preparedness and response to the pandemic through multiple modules.

    Module 8, which opened in May 2024, was to focus specifically on the impact of the pandemic on children and young people across all four UK nations. Universities and students were included in Module 8 because the inquiry defines “young people” to include those aged 18-25 who attended higher education or training during the pandemic.

    It was supposed to examine the full spectrum of educational disruption from early years through to universities, investigating decisions about closures, reopenings, exam cancellations, online learning adaptations, and issues like student isolation in halls of residence, as well as the broader impact on mental health, wellbeing, and long-term consequences for this generation.

    Well guess what. Yesterday was the final day of three weeks of testimony from ministers, civil servants, regulators, charities and other experts. And the total number of times that university students have been mentioned? Zero.

    Hope springs eternal

    If I think back to that March 2020 impact assessment, the logic appeared straightforward – with DfE struggling to extract funding from the Treasury for education, let alone for universities or students, the simplest solution to an assumption that Covid would bankrupt the sector was to ensure fee income continued flowing.

    Universities wouldn’t go bust as long as students could be persuaded not to defer en masse, which would have created a difficult demand spike the following year.

    The problem was how that was done. By the end of March, all sorts of people were calling for a Big Freeze – a pause to September enrolment. The case was straightfoward – universities couldn’t deliver what they were promising, students couldn’t make informed decisions, and the public health risks were unknown.

    But the government’s response was Education Secretary Gavin Williamson announcing in June that there was “absolutely no need for students to defer”, while universities Minister Michelle Donelan told students not to defer because “the labour market will be precarious” and that universities had “perfected their online offer” – despite having only weeks to prepare.

    Donelan repeatedly pushed a “business as usual” message, telling prospective students that September would go ahead with perhaps some online teaching but no real disruption worth worrying about. The Department for Education (DfE) published generic FAQs and social media messages encouraging students to enrol as normal, despite universities having no idea what they could actually deliver. Later in the year, Universities UK joined in with a social media campaign that told students going to university that September would show “strength” and that they “refuse to be beaten”.

    Meanwhile the Office for Students (OfS) imposed and then repeatedly extended a moratorium on unconditional offers – ostensibly to protect students from being rushed into decisions – but without addressing the fundamental problem that universities couldn’t provide the “material information” required by consumer law about what students would actually receive for their money.

    The regulatory system proved entirely inadequate for the crisis. Student Protection Plans, which were supposed to set out risks to continuation of study and mitigation measures, had never been properly enforced and became instantly obsolete. When COVID hit, the regulator made no move to require universities to update their risk assessments, even as financial viability, course delivery, access to facilities and support for disabled students all became dramatically more precarious.

    The Competition and Markets Authority’s consumer protection requirements – which clearly stated students must receive what they expected – were essentially ignored, with DfE telling students that as long as “reasonable efforts” and “adequate” alternatives were provided, they shouldn’t expect refunds. Nobody defined what “reasonable” or “adequate” meant in a pandemic, leaving students with no meaningful protections despite paying £9,250 in fees.

    The absence of any coordinated national approach left universities making contradictory announcements and students facing impossible choices. Cambridge declared all lectures would be online until summer 2021, while Bolton promised a fully “COVID-secure” campus with temperature scanners and face masks. Both still expected students to move house and live in halls of residence, with no clear government guidance on whether mass student migration was safe or legal under social distancing rules.

    There was no extension of maintenance loans despite part-time work vanishing, no student furlough scheme to allow pausing or extending studies, no support for those whose courses couldn’t meaningfully continue, and no plan for accommodation contracts due to start on 1 July.

    Students faced being charged full fees for a drastically reduced experience, with no agency over whether to accept major changes to their courses, no compensation mechanisms, and no honest assessment from universities about what would actually be available – all while being told they should “take time to consider their options” and make “well-informed choices” without any reliable information to base those choices on.

    Summertime scramble

    By June, the absence of any meaningful government planning or support became intolerable. The Office for Students told a student conference that provision needed to be “different but good – not different but bad” but when pressed on what “good” meant, admitted it was a “very good question” and had no answer.

    Its baseline standards were expressed only as outcomes-based metrics that would take 18 months to show up in surveys, leaving universities and students with no clarity about minimum acceptable standards for the pandemic era. Its position appeared to be that it would only intervene if there was a major risk to provider finances, not student welfare – representing “provider interest” rather than “student interest”.

    The government’s approach to student hardship was even worse. After Chancellor Rishi Sunak repeatedly claimed the government was doing “whatever it takes” for people affected by COVID-19, the Department for Education announced on 4 May a £46 million “support package” for students in financial difficulty.

    But this wasn’t new money at all – it was just two months’ worth of existing “student premium” funding that universities were being told they could “repurpose” for hardship funds. The actual sum available was far smaller once you accounted for the fact that much of this funding was already committed or spent on staff costs for widening participation work that hadn’t stopped. In Canada, by contrast, the government announced the equivalent of £736 per month per student until the end of the summer.

    As August arrived with weeks to go before term started, the sector lurched towards chaos. Despite OfS CEO Nicola Dandridge demanding in May that students receive “absolute clarity” about what was on offer before confirmation and clearing, and OfS Chair Michael Barber saying on results day that “universities should set out as clearly as possible what prospective students can expect”, the reality was almost total opacity. Most universities were still offering vague “blended” mood music rather than specifics, with course pages unchanged from before the pandemic.

    On August 30th, the University and College Union called on universities to “scrap plans” to reopen campuses, warning they could become “the care homes of a second wave”. Independent SAGE had published detailed recommendations on 21 August including mandatory testing, online-only teaching except for essential practical work, and COVID-safe workplace charters – but with students already arriving to quarantine, any changes were impossibly late.

    Fresh guidance

    Scotland’s guidance emerged on 1 September, but contained no provision for mandatory testing despite weeks of signals that it would be required, and placed responsibility for enforcement of quarantine and disciplinary measures firmly on universities without clarity on their jurisdiction over private accommodation.

    Then at precisely 1.18am on Thursday 10 September, the Department for Education published guidance for higher education on reopening buildings and campuses in England – and in many ways, it symbolised handling throughout. It insisted on “provider autonomy” and made clear that “it is for an HE provider, as an autonomous institution” to manage risks, while simultaneously dictating detailed operational requirements.

    The responsibility allocation framework seemed systematically designed to deflect blame from government onto universities and students. Despite acknowledging that “mass movement” of students created risk and that Public Health England and local authorities logically should lead outbreak response, the guidance repeatedly assigned universities responsibility for “ensuring students are safe and well looked after” – an impossible mandate for commuter students and adults in private accommodation.

    The testing infrastructure was inadequate and contradictory – walk-through test sites weren’t going to be ready until late October, asymptomatic testing was restricted due to “national strain on testing capacity,” all while universities were warned against running their own testing programs due to complex legal obligations. Contact tracing guidance had obvious holes, particularly compared to Scottish requirements, and did nothing to address the myriad disincentives students faced in getting tested or self-isolating.

    The most damning part was arguably the government’s fatalistic acceptance that outbreaks would occur while simultaneously allowing the “mass migration” to proceed. Both SAGE analysis and the guidance itself acknowledged that increased infections and outbreaks were “highly likely,” yet the entire year could have been “default online.” The government was “doing all it can” while creating the very conditions guaranteed to spread the virus, then pre-allocating blame to students and universities.

    Mental health support amounted to telling autonomous institutions they were “best placed” to handle it themselves, backed by that £256 million that was actually a cut from the previous year’s £277 million – only accessible by making swingeing cuts elsewhere. The guidance exempted halls of residence from gathering limits without explaining why publicly, mentioned nothing about the 200,000 students in private halls, and dumped international student hardship onto universities despite “no recourse to public funds” rules.

    Overall, the government’s handling of the student return to campus in September 2020 was marked by confusion, contradictions and last-minute changes that left universities and students scrambling. Key regulations like the “rule of six” were published at 23:44 on 13 September – just 16 minutes before they came into force – giving institutions no time to communicate changes to students despite DfE saying providers were “responsible” for ensuring awareness.

    The lack of clarity extended to fundamental questions like what constituted a “household” in student accommodation – with profound implications for who could socialise with whom, who had to self-isolate and whether students could return home at weekends – yet no clear legal definition was provided despite fines of up to £10,000 being threatened.

    Different ministers gave contradictory guidance on who was responsible for refunds and financial support – with Nicola Dandridge saying it was a matter for government, Number 10 saying it was a matter for universities and Gavin Williamson suggesting students could complain through the Office for Students.

    By now, the Secretary of State was repeatedly claiming that £256 million was available for hardship funding when this was actually existing student premium funding that had been cut in May, and trumpeted £100 million for digital access that turned out to be a schools fund covering perhaps 650 care leavers worth around £195,000 in total.

    SAGE advice to government warned that a national coordinated outbreak response strategy was urgently needed, that universities should provide dedicated accommodation for isolation and that enhanced testing would be required for clusters. None of this made it into DfE guidance. Instead public health teams were left to improvise, leading to entire buildings of 500 students being locked down when the “household” concept collapsed, while students who actually had Covid were legally allowed to travel home to self-isolate there.

    The quality of data and assumptions going into SAGE about student behaviour was poor – minutes from September meetings showed “low confidence and poor evidence base” yet still concluded students posed risks of transmission, particularly at Christmas when they would “return home” – a framing that completely ignored commuter students and those who travelled home every weekend.

    And we’re off

    As term began, research from Canada and the US suggested reopening campuses substantially increased community infections, yet the government pushed ahead without adequate testing infrastructure in place – with even Dido Harding admitting to Parliament that Test and Trace had failed to predict demand from students despite the obvious likelihood of “Freshers’ Flu” generating testing requests.

    Students were singled out for treatment that was stricter than other citizens yet without equivalent support – expected to self-isolate without access to the financial cushions available to others, unable to claim Universal Credit, threatened with £10,000 fines and faced with university disciplinary action including expulsion.

    Universities Scotland announced students must avoid all socialising outside their households and not go to bars or hospitality venues – a “voluntary lockdown” that was later rowed back as merely a “request” after it caused uproar. Meanwhile Exeter implemented a “soft lockdown” asking only students not to meet indoors with other households, and Scotland threatened to prevent students returning home at weekends – measures that had never appeared in any government guidance or playbook yet were being invented on the fly by local officials.

    The sector was essentially told to operate minimum security prisons while still charging full fees for an experience that bore no resemblance to what had been promised, with no clarity on legal rights to refunds despite the Competition and Markets Authority having provided detailed guidance on partial refunds for other sectors like weddings and nurseries. The fundamental question of what students were supposed to do all week beyond online lectures was never answered – and the predictable result was isolation, mental health crises and outbreaks that vindicated warnings the sector had been making since summer.

    By October, a cascade of evidence had emerged showing fundamental government failures in managing the return of students to universities. The central mistake was allowing student accommodation to operate at 100 per cent capacity whilst carefully reducing every other setting to around 30 per cent, including lecture theatres, libraries, corridors, catering outlets, shops, bars, public transport and social spaces. SAGE had warned as early as September that housing posed major transmission risks due to large household sizes, high density occupancy, poor quality housing and poor ventilation.

    Despite commissioning advice from SAGE on the role of housing in transmission, neither the Department for Education nor the Ministry of Housing, Communities and Local Government acted on recommendations to reduce occupied density. DfE had asked for specific guidance on student accommodation as early as 8 July, yet the resulting advice failed to implement SAGE’s core recommendation that “we really ought to have been reducing occupied density”.

    Ministers instead expected students to spend carefully distanced time on campus for three or four hours weekly, but for the rest of the week to remain in spaces “never designed to be used this intensively, with inevitable results”.

    The government rejected crucial scientific advice at multiple points. On 21 September, SAGE recommended that “all university and college teaching to be online unless face-to-face teaching is absolutely essential” as part of a package to reverse exponential rises in cases, estimating this would reduce the R number by 0.3. Ministers explicitly rejected this recommendation, with universities minister Michelle Donelan maintaining the line that “we decided to prioritise education”, despite students being confined to online learning in tiny rooms anyway.

    The government also failed to implement mass testing strategies recommended by both SAGE and the CDC, despite promising repeatedly to deliver testing capacity. Students requiring self-isolation received no financial support, being excluded from the £500 Test and Trace Support Payment available to other citizens on low incomes, with most local authorities refusing to include students in discretionary schemes.

    SAGE had explicitly warned that “students in quarantine require substantial support from their institution during the period” and that “failing to provide support will lead to distress, poor adherence and loss of trust”, yet the government provided no funding beyond expecting universities to redirect existing hardship funds.

    Jingle bells

    As the country looked to Christmas, no UK-wide coordination existed for managing student migration, with four-nations discussions chaired by Michael Gove only beginning in late October. Guidance on safely managing returns remained unpublished throughout October despite ministers knowing since March that student migration posed transmission risks.

    Students fell through gaps between departments, with DfE, MHCLG and DWP unable to agree responsibility for financial support, testing strategies or housing standards. Working students in hospitality and retail lost employment income but found themselves excluded from benefits, discretionary payments and adequate hardship fund support, with some resorting to commercial credit to pay rent arrears.

    As Christmas got closer, the government’s handling of higher education descended into a familiar pattern of late guidance, ignored scientific advice and policy decisions designed to avoid financial liability. DfE repeatedly issued vague guidance that left universities to make difficult decisions about face-to-face teaching – explicitly to avoid being drawn into fee refund claims – while ministers like Michelle Donelan insisted that “blended learning” must continue despite SAGE’s repeated recommendations to move teaching online.

    When guidance on Christmas travel and January’s return finally emerged, it came so late that universities couldn’t meaningfully prepare, and students faced impossible choices between physical and mental health. Office for National Statistics data revealed that 65 per cent of students in mid-November were receiving zero hours of face-to-face teaching – despite government rhetoric about prioritising in-person education – while student anxiety levels (6.5 out of 10) dramatically exceeded the general population (4.3 out of 10).

    The government’s failure to address accommodation density became undeniable when Public Health Scotland published evidence that traditional halls of residence with “households” of up to 30 people had fuelled transmission, with almost 3,000 cases associated with student accommodation and the majority occurring in a three-week period in September-October.

    Students described having to remain in small rooms without access to food, fresh air or exercise during self-isolation, with some international students arriving to empty buildings with no support, no SIM card to order food and no meaningful mental health provision despite contractual promises.

    The government’s solution for Christmas was to create complex household bubble rules that meant some families with multiple students away from home couldn’t all gather together, while hundreds of international students and care leavers faced spending the entire break isolated in university towns with no meaningful support beyond opened canteens where they still couldn’t mix with others.

    Auld lang syne

    As the new year approached, the government announced a “staggered return” that would see some students barred from returning to paid-for accommodation for up to nine weeks, with no rent rebates offered – and Minister Donelan explicitly telling universities that “any issue about accommodation is for the universities to address with students”. The mass testing programme was revealed to have serious efficacy problems – with one study suggesting the lateral flow tests detected just over 3 per cent of cases – and participation rates of around 7 per cent in Scotland.

    Despite mounting evidence about the failure to deliver “blended learning”, worsening mental health and the concentration of infection in accommodation rather than teaching spaces, ministers continued to frame policy around getting students “back to campus” while simultaneously telling them to stay away, creating a chaotic situation where students couldn’t plan, universities couldn’t prepare and the January term faced collapse before it began.

    By January 2021, the government had announced that some students could return to campus, but the policy was riddled with problems from the start. Michelle Donelan’s attempt to specify eligible subjects using HeCOS vocabulary was marred by missing code numbers and duplications, and ignored both professional bodies’ actual requirements and basic public health principles. The Department for Education essentially determined which campuses would see large student numbers purely by virtue of subject mix – meaning some universities like King’s College London expected over 6,500 students while others like LSE had virtually none.

    Worse still, the policy showed no consideration of local Covid case rates, with the data showing numerous providers expecting large numbers of “tranche one” students in areas with high infection prevalence. No professional body was actually insisting students be on campus during a “terrifying third phase of a pandemic” – yet the government was.

    The legal restrictions that came into force on 5th January created even more chaos. Nothing in the regulations actually changed specifically for higher education, yet guidance from DfE contradicted existing legal exemptions – for example, insisting that campus catering had to be takeaway only when the law explicitly allowed “cafes or canteens at a higher education provider” to open.

    The movement rules allowed students studying away from home to move back to their student housing before 8th February, yet DfE guidance urged them to stay away – creating a situation where students were being told they couldn’t use properties they were legally entitled to occupy and were being forced to pay rent on.

    Meanwhile, emerging research painted a terrifying picture that government policy largely ignored. Cambridge’s genomics work suggested little transmission between students and the wider community in their specific context, but a separate study of 30 universities found that 17 campus outbreaks translated directly into peaks of infection in their home counties within two weeks.

    The government’s lateral flow testing programme was riddled with problems. Data from Scotland’s pre-Christmas exercise showed that 28.5 per cent of positive lateral flow tests were false positives when PCR-confirmed – yet the government then removed the requirement for PCR confirmation in England in February, potentially causing thousands to self-isolate unnecessarily while eliminating the data needed to assess test accuracy.

    Research showed the type of test mattered enormously and that high participation rates were key to any testing programme’s success, yet participation in university testing remained abysmal – in one week in February just 100,000 tests were conducted across English higher education, suggesting only around 2.5 per cent of students were being tested despite government insistence on twice-weekly screening. The cost per positive result in community testing was around £20,000 when prevalence was low, and the government appeared to have learned nothing from the pre-Christmas pilot about why students weren’t engaging.

    On accommodation, ministers merely “urged” landlords to offer rent rebates while keeping students away from campuses, refusing to underwrite rebates or mandate them. And the government’s handling of vaccination access created additional problems – students studying away from home could only access vaccines where their GP was registered, but the NHS insisted students could only be registered with one GP at a time. It meant that students isolating at home due to health conditions were offered vaccines at their university address hundreds of miles away, creating impossible choices.

    Summertime sadness

    As the term continued, universities minister Michelle Donelan repeatedly told parliament that the Office for Students was “actively monitoring” the quality of provision and that students dissatisfied with teaching could complain to the OIA for potential refunds. But OfS confirmed it wasn’t monitoring quality in any meaningful sense – it had merely made some calls to universities in tier 3 areas – and the OIA re-clarified that it couldn’t adjudicate on academic quality matters. The disconnect between ministerial assurances and regulatory reality left students without the redress mechanisms they had been promised.

    Similarly, the government’s approach to student return dates proved chaotic – initially planning for staggered returns from mid-February, then pushing back to March 8th for only “practical” courses, then suggesting a review “by the end of Easter holidays” for everyone else. By May, the government confirmed remaining students could return from Step 3 on May 17th – by which point teaching had largely finished for most.

    The maintenance loan system created further problems – initially, officials planned to reassess loans downward for students no longer in their term-time accommodation, despite many still paying rent. Only after intervention was this policy reversed, with “overpayments” instead added to loan balances. Meanwhile, students on courses requiring practical work faced significant challenges – many would be “unable to complete” without access to facilities yet received no extensions to maintenance support or additional hardship funding.

    The graduate employment situation was similarly neglected, with unemployment among recent graduates rising to 18 per cent for both graduates and non-graduates, reaching 33.7 per cent for young Black graduates. The government’s response was merely to create a six-step collection of weblinks hosted on the OfS website rather than meaningful job guarantee schemes or funded postgraduate study.

    A failure to learn

    There are so many other aspects I haven’t covered here, and so many more issues I’d have loved to see ministers account for. The international student experience deserves its own inquiry – from those trapped abroad unable to access online teaching due to time zones and VPNs, to those who arrived to empty campuses having paid flights and deposits they couldn’t recover.

    The impact on disabled students who lost access to essential support services. The postgraduate researchers who saw years of lab work destroyed or delayed. The creative arts students paying full fees for courses they literally couldn’t do from their bedrooms. The teaching quality collapse that was dismissed as “blended learning”. The mental health crisis that was met with a cut to support funding dressed up as additional help. The list is almost endless.

    But even if all these issues had been put to ministers at the inquiry, even if we’d heard testimony about employment, housing, transport, testing, health, isolation support, and student finances, we’d likely have faced the same problem we always do with students and higher education. Just as we see outside of pandemics, other government departments simply don’t think about students.

    They’re not on the radar at the Treasury, at MHCLG, at DWP, at DHSC. Students fall through the gaps between departmental responsibilities, and the Department for Education – already stretched covering schools, further education, and early years – doesn’t have the influence, the power, or the capacity to force the student interest to be considered in decisions made elsewhere.

    When Test and Trace payments were designed, nobody thought about students. When furlough was created, nobody thought about students. When housing regulations were written, nobody thought about students. And DfE either didn’t notice – or couldn’t do anything about it.

    The problem is that if the decisions aren’t examined, the lessons won’t be learned. And there are crucial lessons that go far beyond the specifics of this pandemic.

    The first is about responsibility and coordination. Throughout the entire saga, nobody seemed to be in charge. Was it DfE setting the policy? Was it universities exercising their autonomy? Was it local public health teams managing outbreaks? Was it MHCLG regulating housing? The answer appeared to be all of them and none of them, with each able to blame the others when things went wrong.

    The tension between treating universities as autonomous institutions who should be “free” to make decisions, and then dictating detailed operational requirements while disclaiming responsibility for the outcomes, was never resolved. The sector demanded provider autonomy and then was sore when society blamed providers when they made autonomous decisions that some didn’t like.

    Second, there’s the fundamental question of whether universities are part of the education system or something else entirely. They were conspicuously left out of education prioritisation decisions, treated neither as essential education that should continue (like schools) nor as adults who could make their own choices (like the general population).

    Instead they occupied a weird middle ground where they were expected to operate like big schools – following government guidance, prioritising in-person education, being “responsible” for students – but with none of the government support or coordination that schools received. Students were simultaneously infantilised (being told they couldn’t be trusted to socialise responsibly) and abandoned (being told they were autonomous adults who should sort out their own problems).

    Third, the pattern of guidance arriving impossibly late – or not at all – for me was a systematic failure to (scenario) plan. Regulations published 16 minutes before coming into force. Christmas travel guidance arriving when students had already booked transport. January return policies announced in December. Testing strategies finalised after students arrived. It wasn’t just poor planning – it was policy-making that appeared designed to avoid being pinned down, to maintain government flexibility at the expense of everyone else’s ability to prepare. And crucially, it was lateness that consistently disadvantaged students while protecting government and institutions from liability.

    Fourth, the entire approach suggested to me an implicit hierarchy where protecting university finances trumped protecting students. That impact assessment in March 2020 said the quiet part out loud – force majeure would be relevant because universities had to be protected from being sued for breaking their consumer obligations.

    Everything else flowed from that – encouraging enrolment even when delivery was uncertain, maintaining full fees regardless of quality, shifting hardship costs onto universities through repurposed funding, avoiding clear guidance that might create refund obligations, and telling students to complain to regulators who couldn’t actually help them. The system was designed to keep money flowing, not to deliver value or protect students.

    And fifth, regulatory failure was baked in from the start. In England, the Office for Students proved entirely unfit for purpose in a crisis – unable to define quality standards, unwilling to intervene on student welfare, focused on provider finances rather than student interests, and apparently content to let ministers mislead Parliament about the protections it was providing. The gap between what ministers promised (monitoring, complaints routes, refunds) and what regulators could actually deliver left students without redress at the precise moment they needed it most.

    None of these lessons are being learned because none of these decisions are being examined. And perhaps that absence reflects something deeper. Everyone involved – universities, the Office for Students, the Department for Education, ministers – were invested in suggesting that what was planned would work, was working, and did work. Partly that was about reputation. Partly it was about liability. Partly it was about avoiding the cost of refunds.

    But the effect was the same – it prevented and continues to prevent any honest reckoning about what didn’t work, who was failed, who was damaged, and who was let down. That, on Radio 4’s More or Less a few weeks ago, I couldn’t answer the question how much learning had been lost, or what the impacts were on students, should be a source of deep national shame.

    Admitting the scale of the failure would’ve meant admitting the scale of what was owed. But instead we got a collective fiction that “blended learning” was comparable to what students had signed up for, that online education from bedroom prisons was a reasonable substitute for the university experience, that students complaining about quality were just being difficult. The investment in that fiction has been so total that even now, when the statutory inquiry is supposed to be learning lessons, it can’t examine what actually happened – because the evidence on impacts is so thin.

    Again and again

    It’s worth saying that everyone almost certainly did their best in impossible circumstances. From university staff pivoting to online teaching overnight, to SU officers running Zoom pub quizzes to combat isolation, to professional services teams working around the clock to support students in crisis – there were countless unsung heroes who made it all a little less miserable. Nobody wanted this. Nobody planned for it. Everyone was doing what they could with the resources and guidance available. And that deserves recognition.

    But the truth is that once students are paying individually for higher education – once it became a consumer market with £9,250 fees and interest-bearing loans and the language of student choice and value for money – doing your best isn’t enough. If you can’t deliver what was promised, “we tried our best” doesn’t cut it when someone is personally £50,000 in debt for the privilege.

    The hyper-marketisation of higher education came with consumer protections and Competition and Markets Authority guidelines and material information requirements precisely because students weren’t just participating in education anymore – they were purchasing it. Neither the sector nor the government can have it both ways. You can’t charge consumer prices and then claim education is special and different when it comes to consumer rights.

    You can make a reasonable case in other policy areas about whether central government or local authorities or devolved administrations or individual departments should be in charge of this budget or that decision. There are legitimate debates about the boundaries of autonomy and accountability, about who’s best placed to make decisions about housing or testing or public health interventions.

    But what I can’t get over – and what I don’t think we should let anyone forget – is the assumption that was there from the very beginning, baked into that March 2020 impact assessment and every decision that followed – that students would pay for pretty much everything that was done to them, and everything that wasn’t done for them.

    They’d pay full fees for reduced teaching. They’d pay rent on accommodation they were told not to use. They’d pay for support services that were closed. They’d pay for facilities they couldn’t access. They’d pay for an experience that bore no resemblance to what they’d signed up for. They’d pay for the privilege of being locked in their rooms, blamed for spreading a virus, threatened with fines and expulsion, excluded from the financial support available to everyone else, and told to be grateful that university was happening at all.

    And pay they did. While being gaslit about quality, lied to about protections, and blamed for their own misery.

    As Kate Ansty of the Child Poverty Action Group said in her oral evidence, to protect inside a pandemic, we must protect outside a pandemic. And as Sir John Cole said in his oral evidence, young people have played their part – society owes them a debt. Not the other way around.

    If another pandemic happens, or another national emergency that affects higher education, I fear that exactly the same mistakes will be made. We still won’t know who’s in charge. Government will still treat universities as simultaneously autonomous and controlled. It will still issue guidance too late for anyone to use it. It will still prioritise institutional finances over student welfare. It will still leave students excluded from support available to everyone else. We’ll still have regulators who can’t regulate.

    And students will still be blamed for the consequences of decisions made for them, about them, and without them.

    Source link

  • How Windows 11 is powering the next generation of K-12 innovation

    How Windows 11 is powering the next generation of K-12 innovation

    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link