Category: Students

  • More parents are homeschooling–and turning to podcasts for syllabus support

    More parents are homeschooling–and turning to podcasts for syllabus support

    Key points:

    A revolution quietly underway in American education: the rise of homeschooling. In the past decade, there’s been a 61 percent increase in homeschool students across the United States, making it the fastest growing form of education in the country. You might not have noticed (I didn’t, at first), because only about 6 percent of students are homeschooled nationally. But that number is nearly double what it was just two years ago.

    Then I noticed something that made me take a closer look closer to home. At Starglow Media, the podcast company I founded in 2023, nearly 20 percent of our listenership comes from homeschool families. That substantially overindexes against the national population. In other words, podcasts were particularly popular in the homeschool community.

    I was curious, for my business and in general. We make podcasts for kids (and their parents)  without any specific content for homeschool families. Why was audio resonating so well with this audience? I did some digging, and the answers surprised me.

    First, I wanted to find out why homeschooling was booming. According to the Washington Post, the explosive growth is consistent across “every measurable line of politics, geography, and demographics.” Experts have offered multiple explanations. Some families started homeschooling during COVID and never went back, others want greater say in what their children learn. Some families feel their kids are safer from violence and discrimination at home, others think it’s a better environment for children with disabilities. All these reasons collectively suggest a broader motivation: people are dissatisfied with the traditional education system and are taking it into their own hands.

    None of these factors, however, explained why podcasts were popular among homeschool families. So I decided to ask the question myself. I reached out to some Starglow listeners in the Starglow community to hear what about the format was appealing to them. Three main themes emerged.

    Many people told me that podcasts are uniquely well-suited to address educational hurdles facing homeschool families. When you’re a homeschool parent, it can be difficult to navigate all the resources that inform lesson planning while ensuring that the content is age- and subject-appropriate. Parents have found podcasts to be an intuitive way to elevate their curricula. They can search for subjects, filter by age group, and trust that the content is suitable for their kids. Ads on the network add another layer of value–because parents can trust the content, they tend to trust further educational materials promoted via the same channels. Simply put, the podcast ecosystem offers a reliable means to supplement lesson plans.

    They also offer a clear financial benefit. Homeschooling can be expensive, especially in STEM, but the majority of states don’t offer government subsidies for homeschool education. Podcasts have proven to be a cost-effective way to supplement at-home learning modules. Parents appreciate that it’s free to listen.

    Lastly–and this came up in nearly every conversation–they fit in well to homeschool life. Routine is a critical part of any educational context, and podcasts are useful anchors in the school day. Parents can easily pair podcasts with lessons at any point in their day, whether it’s a current events primer paired with a news podcast over breakfast or a specific episode of “Who Smarted” (our most popular educational podcast) about how snow forms worked into a science lesson. In this way, podcasts are becoming an integral part of family life in the homeschool community. Educational content like “Who Smarted” or an age-appropriate audiobook of “Moby Dick” may be the gateway, but families tend to co-listen throughout the day, whether it’s to KidsNuz over coffee or a Koala Moon story at night.

    What does all this mean? Homeschooling is growing, and with it is the need for flexible, affordable, and trustworthy educational content. To meet that demand, families are turning to audio, which offers age-appropriate solutions that can be worked into family life through regular co-listening.

    I expect that the homeschool movement will continue to grow, because new formats and strategies are offering families new opportunities. That’s good news, because we need innovation in education right now. Test scores are falling, literacy is in decline, and school absenteeism hasn’t fully bounced back from the pandemic. The homeschool surge is just one indicator of our increased dissatisfaction with the status quo. If we want to course correct, we all need to embrace new resources, podcasts or otherwise, to enhance education at home and in the classroom. New media has the potential to transform how people teach–we should embrace the opportunity.

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  • Creating a classroom built for success

    Creating a classroom built for success

    Key points:

    For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.

    Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.

    Designing a classroom for student learning outcomes and well-being

    Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.

    The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.

    To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.

    For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.

    I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.

    Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.

    Supporting teachers’ well-being

    Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.

    Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.

    Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.

    Designing a brighter future for education

    Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.

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  • Universities in England can’t ignore the curriculum (and students) that are coming

    Universities in England can’t ignore the curriculum (and students) that are coming

    What has schools policy got to do with higher education?

    The Westminster government has published Becky Francis’s Curriculum and Assessment Review, unveiling what Education Secretary Bridget Phillipson calls “landmark reforms” to the national curriculum.

    Interestingly, the revitalised curriculum is to be a “core part” of how the government will deliver the Prime Minister’s target of two-thirds of young people participating in higher-level learning by age 25.

    The review treats higher education as an explicit destination, not a distant afterthought.

    When it invents a new “third pathway” at level 3, it insists those V Levels must carry higher education credibility and be built so that young people can progress to degree-level study as well as work – hence Ofqual regulation and sector-standard-linked content. In other words, this isn’t a dead-end vocational cul-de-sac – it is designed to be read and trusted by admissions tutors.

    On T Levels, the panel recognises reality on the ground – many universities do already accept T Level learners – but says the acceptance landscape is messy, confusing and poorly signposted. Its answer is that government should keep working with providers and HEIs to promote understanding across the HE sector so applicants know which courses take T Levels and on what terms. The implication for universities is making recognition statements clearer, and aligning them with national guidance as it emerges.

    Why the anxiety about clarity? Because the authors kept bumping into learners who don’t grasp how subject and qualification choices at 16–19 play out later for university admission. That includes confusion introduced by new badge-sets like AAQs and TOQs. It turns out that if you design a landscape that looks like alphabet soup, you shouldn’t be surprised when applicants misread the signposts.

    Bacc to the future

    The EBacc gets a particular dressing-down. It’s true that taking an academic portfolio at GCSE correlates with applying to – and attending – university. But the review finds that EBacc combinations do not boost the chance of getting into the Russell Group, (although the only source for this is a paper from 2018, which doesn’t really come down conclusively against it), and that EBacc’s accountability pull has constrained subject choice in ways that squeeze arts and applied options. For HE, that means any lingering myth that EBacc equals elite-entry advantage gets killed off.

    There’s a financial edge to all this that the review politely doesn’t mention. When the previous government tried to defund BTECs, analysis showed the policy could strip £700 million in tuition fee income from the sector, with catastrophic effects for subjects like nursing, sport science, and computing – some facing 20 per cent recruitment losses. Those shortfalls would land heaviest on lower-tariff universities already wrestling with flat domestic recruitment and collapsing international numbers.

    The stakes for getting pathway reform right are existential for parts of the sector. If V Levels don’t recruit at scale, if T Level recognition remains patchy, and if the “simplification” just creates new barriers for disadvantaged students rather than removing old ones, some universities and programmes will struggle to recruit. The review’s optimism about legibility needs to meet reality – student choice is sticky, established qualifications have brand recognition, and centrally-planned qualification reform has a patchy track record. T Levels attracted just 6,750 students after £482 million of investment.

    As well as all of that, the panel seems super keen to stress the continuing strength of A levels as a pipeline, noting that in 2022/23 some eighty-two per cent of A level learners progressed to higher education by age 19. Whatever else changes, the academic route remains a robust feeder – and universities should expect the report’s other reforms to orbit around, not replace, that core.

    Crucially, the review refuses the tired binary that “vocational” equals “non-HE.” It records evidence that large applied or technical programmes can carry real weight with HE providers – precisely because they demonstrate breadth and depth in a way that can be benchmarked consistently across learners. If you run foundation years or applied degree routes, you are being invited to read these programmes seriously.

    It also acknowledges the contested evidence on outcomes for legacy qualifications like unreformed BTECs while still affirming their role in widening participation. The nuance matters – some qualifications have varied quality and mixed university performance data, yet for those who succeed in HE, BTECs and other AGQs have often been the bridge in. A credible vocational pathway that keeps that bridge open – while simplifying the current maze – is the intended fix.

    Are universities actually ready to make good on these promises? The sector has spent years documenting how BTEC students – despite “equivalent” tariff points – have systematically worse outcomes than A-level students. Arguably, the problem in some providers isn’t the qualification – it’s that first-year curricula and pedagogy remain stubbornly designed around A-level assumptions. Group projects, applied assessment, practical skills – the things BTEC students excel at – routinely get squeezed out in favour of essays and exams that privilege academic writing developed through A-levels.

    So when the review insists V Levels must “carry higher education credibility” and enable progression to degrees, the translation work required isn’t just clearer admissions statements – it’s a more fundamental rethink of how universities teach first-year students, assess them, and support their transition.

    Put together, the narrative runs something like this. Design V Levels to be legible to universities, clean up T Level recognition so applicants aren’t left guessing, stop pretending EBacc is a golden ticket to elite admission, and keep A levels stable, but value applied depth where it’s rigorous.

    And above all, help students understand how choices at 16–19 map to HE doors that open, or close, later.

    What (or who) is coming?

    There are some wider bits of note. The review has things to say about AI:

    …generative artificial intelligence has further heightened concerns around the authenticity of some forms of non-exam assessment… It is right, therefore, that exams remain the principal form of assessment.

    As such, it urges no expansion of written coursework and a subject-by-subject approach to non-exam assessment where it is the only valid way to assess what matters. It also tasks DfE and Ofqual to explore potential for innovation in on-screen assessment – particularly where this could further support accessibility for students with SEND – but cautions that evidence for wider rollout is thin and equity risks from the digital divide are real.

    Digital capability stops being taken-for-granted. Computing becomes the spine for digital literacy across all key stages, explicitly incorporating AI – what it is, what it can and can’t do – and broadening the GCSE so it reflects the full curriculum rather than a narrow slice of computer science. Other subjects are expected to reference digital application coherently, but the foundations live in Computing. Online safety and the social-emotional ethics of tech use sit in RSHE, while the “is this real?” critical discernment is anchored in Citizenship.

    The ambition is a cohort that can use technology safely and effectively, understands AI well enough to question it, and can interrogate digital content rather than drown in it.

    More broadly, English is recast so students study “the nature and expression of language” – including spoken language – and analyse multi-modal and so-called “ephemeral” texts. That builds media-literate readers and writers who can spot persuasion, evaluate sources, and switch register across platforms, backed by a Year 8 diagnostic to catch gaps early. Drama regains status as a vehicle for performance, confidence and talk.

    In parallel, an “oracy framework” is proposed to make speaking and listening progression explicit across primary and secondary – something schools say is currently fuzzy and inconsistently taught. The sector should expect clearer outcomes on expressing ideas, listening, turn-taking and audience awareness, with specific hooks in English and Citizenship.

    Citizenship is made statutory at primary with a defined core – financial literacy, democracy and government, law and rights, media literacy, climate and sustainability – and tightened at secondary for purpose, progression and specificity. The point is to guarantee exposure, not leave it to chance. If implemented properly, you’d expect clearer outcomes on budgeting and borrowing, evaluating claims and campaigns, understanding institutions and rights, and participating respectfully in debate.

    And climate education also steps out of the margins. Expect refreshed content in Geography and Science and an explicit sustainability lens in Design and Technology, with an eye on green skills and the realities of local, affordable fieldwork. The intent isn’t a new silo called “climate” – it’s to make the concepts visible, current and assessed where they logically belong.

    What’s next?

    If this all lands as intended – and that’s a big “if” given implementation timelines and school capacity – universities should expect a cohort that’s been taught to interrogate sources, question AI outputs, and articulate arguments aloud, not just on the page.

    Whether all of this survives contact with reality should be the sector’s real concern. The review’s timeline assumes schools can execute sweeping curriculum reform, embed new pathways, and deliver enhanced oracy and media literacy by 2028 – all while navigating funding pressures, teacher shortages, and the usual chaos of system change. That’s ambitious even in favourable conditions.

    And universities know from painful experience that when school reform stumbles, they inherit the mess. BTECs were supposed to be the accessible applied route, until differential outcomes data revealed the sector hadn’t actually adapted to teach those students effectively. The EBacc was positioned as the passport to elite universities, until evidence showed it just constrained subject choice without improving Russell Group entry. The Francis Review has laudable intentions – genuine pathways, informed choice, rigorous applied options – but intentions aren’t infrastructure.

    If the 2028 cohort arrives at university having been promised that V Levels are “trusted by admissions tutors” but finds patchy recognition, or discovers their oracy training doesn’t translate because seminars still privilege A-level-style discourse, the sector will be cleaning up another policy gap between aspiration and delivery. The review knows this risk exists – hence the repeated insistence on clarity, signposting, and sector cooperation.

    But cooperation requires capacity, and capacity requires resources neither schools nor universities currently have a box full of. Nevertheless, the intent is to send universities young people who can think critically, speak confidently, and navigate complexity.

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  • 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.

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  • 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.

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  • 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.

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  • 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.

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  • 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.

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  • 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.

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  • 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.

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