Tag: students

  • New Program for College Students’ Executive Functioning Skills

    New Program for College Students’ Executive Functioning Skills

    Since the COVID-19 pandemic forced many schools to move instruction online, some students have struggled to regain or even learn the interpersonal and organizational skills they need to succeed in college.

    To rectify that, the University of Mary Washington created a new four-week program this fall to help incoming students hone their planning and social skills. Called LaunchPad, the program aims to help ease students’ transition into higher education, provide them with life-management skills and connect them with peers and supportive staff.

    What’s the need: Data shows that current traditional-aged college students are less likely than previous cohorts of students to be prepared for postsecondary education. A 2024 report from ed-tech provider EAB found that students increasingly struggle with resiliency and conflict resolution and are less likely to be involved in campus organizations or social opportunities.

    Surveys show that students are interested in receiving additional support to help them get organized and learn to manage their time. A study from Anthology, also published in 2024, found that 40 percent of students feel overwhelmed and anxious about their academic workload, and a quarter say they lack time-management skills. Similarly, a 2023 survey by Inside Higher Ed found that one-third of respondents want help planning their schedules and managing their time, such as a through a deadline organizer.

    At the University of Mary Washington, “many students struggle with organization, time management and involvement, especially post-pandemic,” said April Wynn, director of the first-year experience. “LaunchPad provides structured support in these areas.”

    How it works: LaunchPad teaches students executive functioning and socialization skills, including how to maintain a schedule, track deadlines, employ technology, communicate effectively and respond to adversity, according to a university press release.

    Starting the first week of class, students are invited to participate in a LaunchPad session, beginning with syllabus organization and then in subsequent week moving on to Microsoft basics, campus involvement and time management.

    Each week, students could opt in to a LaunchPad activity to help them develop practical life skills.

    University of Mary Washington

    Teaching the tech tools is essential because students often enroll with more experience using Chromebooks than Microsoft products, Wynn noted. Students also received a physical planner during the syllabus session, marking upcoming deadlines at the start of the term to help them prepare.

    The initiative is supported by a Fund for Mary Washington Impact Grant, which provides donor-funded grants, ranging from $500 to $5,000, to students, faculty and staff for projects. Wynn and Dean of Students Melissa Jones applied for the grant and received $5,000 to fund peer-mentor stipends, day planners, workshops and more.

    LaunchPad involves representatives from a variety of campus offices, including the career center, student activities, new student programs, the writing center, campus recreation, housing and residence life, and the Office of Disability Resources.

    The impact: The fall 2025 pilot offered 51 hours of programming over four weeks, with 378 student participants and 466 hours of work by staff, faculty and peer mentors, Wynn said. “Student and facilitator feedback was collected at each session, with additional student survey feedback scheduled for December, after they’ve had time to test out what they learned in the program,” she said.

    The university is considering a shorter program in the spring semester to capture transfer and other new students, as well as expanding the fall program to six weeks to include major and career advising, Wynn said. “While LaunchPad is geared toward first-year students, we hope to plan it around the fall senior class meeting in the future to provide a refresher for soon-to-be graduates,” Wynn said.

    Getting Students Organized

    Several other colleges have implemented new programs to help students build executive-functioning skills.

    • Faculty at DePaul University created a short course in the College of Communication to help students set goals and reflect on their academic progress.
    • Wake Forest University’s Center for Learning Access and Student Success established a digital syllabus that outlines all assignments and assessments for each class a student is enrolled in, creating a centralized depot for organization.
    • Dartmouth College created regular programming to help students build time management and organization skills, led by peers to normalize challenges.

    How does your college encourage students to be organized and improve their life skills? Tell us more.

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  • Helping College Students Save for Retirement

    Helping College Students Save for Retirement

    High tuition rates and cost-of-living expenses can make it difficult for students to make ends meet in the present, but that doesn’t mean they’re not worried about future financial burdens. A 2025 Student Voice survey found that one in five respondents say their biggest source of stress when considering their post-college future is “affording life after graduation.”

    A 2024 survey by Handshake found that more than 40 percent of students have thought at least “a fair amount” about planning for retirement; 15 percent say it’s a major focus area. However, a majority of young people are not saving for retirement (61 percent), according to a 2024 survey by CNBC and Generation Lab.

    By the numbers: Nationally, about three in five adults have a retirement savings plan, with more college graduates (81 percent) likely to have a retirement plan than those with some college (58 percent) or those without a college education (39 percent), according to 2025 Gallup data. Young adults between 18 and 29 were less likely to be planning for retirement in general. However, many Gen Zers have aspirations to retire by age 65, 2024 Morning Consult data showed.

    Preparing students for financial stability beyond college also has implications for their families; over half of students told Handshake they plan to provide financial support for older family members during their career.

    Previous research shows that some graduates who take on large amounts of debt to attend college may be less likely to reach adequate retirement wealth. One study found that graduates in 60 percent of majors analyzed—including education, political science, journalism, biology and general business—were unable to reach $290,000 in retirement savings by age 65. For students who held $40,000 in debt, “80 percent of all majors will not reach a sufficient level of financial wealth to have a 50/50 chance of not outliving their money at retirement,” according to the report.

    Future planning: To help students prepare for the future, some colleges and universities offer financial planning support or supply resources on financial education.

    Many institutions partner with iGrad, which provides financial literacy training. iGrad offers courses for students to help them plan for retirement, with content including understanding tax implications, identifying Social Security benefits and navigating common retirement pitfalls. The platform also has a retirement analyzer tool to help students understand the gap between their retirement savings and their goals.

    Kansas State University’s Powercat Financial division offers peer counselors and staff who can answer questions about retirement planning and help students navigate various accounts that might be available to them. The university has also created blog posts that detail how to evaluate employee benefits.

    Two-thirds of undergraduates surveyed by Handshake said they wouldn’t accept a job that didn’t include retirement benefits, and an additional 32 percent said retirement benefits aren’t essential, but they are important.

    Trinity College’s website features a Retirement 101 guide, which helps students understand when they might decide to retire, how to calculate comfortable retirement savings and how investing can factor into retirement income.

    Wellesley College encourages students both to save for their own sake and also to consider how they can give back to the college through a charitable remainder trust or by deeding their residence to the college.

    How does your college or university encourage students to practice wise money habits? Tell us about it.

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  • More 4-year colleges offer 2-year degrees to reach new groups of students (PBS NewsHour)

    More 4-year colleges offer 2-year degrees to reach new groups of students (PBS NewsHour)

    About one in four college students is both first-generation and from low-income backgrounds, making the path to a college degree especially challenging. At Boston College’s Messina College, a new, two-year, fully residential associates degree program, a wide range of support is helping change that. John Yang visited the campus to learn more as part of our ongoing series, Rethinking College.

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  • Students to live, learn with seniors at UC – Campus Review

    Students to live, learn with seniors at UC – Campus Review

    The Australian Capital Territory is set to welcome its first intergenerational retirement and aged care community, to be developed on the University of Canberra’s (UC) Bruce campus.

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  • U of Delaware Creates Yearlong Co-Ops for Business Students

    U of Delaware Creates Yearlong Co-Ops for Business Students

    More colleges and universities are seeking ways to embed work-based learning into the student experience, ensuring graduates are prepared to tackle their first job.

    The University of Delaware’s Lerner College of Business and Economics received a grant in January from the Delaware Workforce Development Board to create yearlong employment opportunities for current students, connecting them with businesses across the state that are interested in hiring local talent. Program leaders say the goal is to provide deeper learning opportunities for students and create a talent pipeline for the region.

    State of play: Delaware has the second-highest rate of brain drain in the U.S., just behind North Dakota, meaning the state educates more workers than it retains and attracts.

    “We want to keep homegrown talent here in Delaware after they graduate,” said Scott Malfitano, chair of the Delaware Workforce Development Board, in a press release. “We also want to keep those students who come from out of state to Delaware here when they see the wonderful opportunities that are available.”

    Part of the challenge is that companies in Delaware compete for talent with employers in nearby regions including Washington, D.C.; Philadelphia; and New York, Malfitano said. “We want [students] to see the opportunities that are here, and they’ll find out that businesses are hungry and they want to keep the talent here.”

    How it works: The Lerner Co-Op program launched in January. The university’s career center solicited businesses in the region to host co-op participants and opened a form for students to apply. In the spring, companies provided job descriptions, and students submitted applications before being selected for interviews by the employers.

    The co-op officially started in June, when students began their full-time summer internships, working 40 hours per week. Since classes started back up in the fall, students continue to work up to 20 hours per week, which they will do until next spring.

    “A lot of our students tend to intern in the summer for eight to 10 weeks, which is great, but we wanted for them to have a much longer experience to build their résumé, build their networks and make money,” Jill Panté, director of Lerner career services, said in a January press release.

    Grant funding was used to hire a program coordinator to oversee the co-op, including posting positions, scheduling interviews and assisting with the offer process, Panté said.

    The impact: For the initial cohort, 25 students were placed with 21 employers, including WSFS Bank, JPMorgan Chase, 2L Race Services, the Siegfried Group and DuPont. Student roles include business operations, event coordination and data product solutions.

    Feedback from participants, collected in surveys and blog posts, showed that continuing the work beyond the summer has been productive for both students and employers. Employers get more work done, and students expand their learning experiences and benefit from longer-term mentors who provide career advice and support during the program.

    Looking ahead, the university hopes to grow the program to 50 companies in the next year, allowing additional students to participate.

    Does your college or university provide paid work experiences for students during the academic year? Tell us more here.

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  • Importance of Media Training Students in Politically Charged World

    Importance of Media Training Students in Politically Charged World

    With student-led campus protests on the rise and polarization intensifying on both sides of the political spectrum, the need to have students media ready is mounting. For example, in recent weeks students rallied across the U.S. because of the Trump administration’s assault on higher education; protests broke out at the University of California, Berkeley, during an event held by Turning Point USA; and students at the University of Florida protested the university’s deal with ICE. Since October 2023, U.S. colleges and universities have seen 3,700 protest days across 525 campuses, including more than 130 encampments. In fact, one in three college students have been involved in a protest

    As a PR professional, you can equip students on your campus with the skills and confidence to excel in interviews. Here are four reasons why you should invest the time and resources in media training your students.

    1. It makes your life easier. When a reporter contacts you and asks for a student to weigh in on the news of the day or your institution’s latest initiative, you will have a pool of students to pick from at the ready rather than reaching out to deans or faculty to find a student and vet them that day.

    While it will make your life easier in the long run, it does require you to put in the time up front. Meet students on their timelines. Most student group meetings are outside of class time, so it might mean you are attending a student government association meeting at 8 p.m. or doing a Zoom training with the College Democrats or Republicans on your lunch break.

    1. It helps students and the community navigate crisis situations. With protests becoming regular occurrences on our campuses and in our communities, media training students will help them remain calm under pressure. When a reporter is looking for a comment, students won’t just say the first thing that pops into their mind. They will know how to get their key messages across to the audiences they are trying to reach.

    It’s not just national and local media students need to respond to; student reporters are often the first to approach peers for quotes. All student newspapers are online, can be accessed by anyone and are an extension of your institution and its values. Engaging with student media isn’t just a learning opportunity—it shows how students will represent themselves, which in turn has a direct impact on the reputation of your institution.

    Many students don’t know they can choose to not talk to the media or say no to interview requests. We’ve all seen the videos of reporters knocking on students’ doors and the students saying something unfavorable rather than just not opening the door in the first place, or of students having a microphone put in their face as they are walking to class to weigh in on a subject they don’t know about instead of saying, “I don’t know.” Media training can help students realize they have the option to respectfully decline interviews and interactions, which can help alleviate the pressure they might feel to respond in the moment.

    1. Students build career-ready competencies. Whether it’s an internship or job interview, being able to succinctly articulate their points will help students for the rest of their lives. From public speaking to leadership roles to internships, media training gives students skills for their future.

    We want our students to be able to weigh in on important issues, and media outlets are always looking for a student perspective. For example, my team was recently on campus for faculty and staff media and op-ed training when a professor asked if his students could sit in. Afterward, one student drafted an op-ed that she successfully placed. I’ve also provided op-ed writing training to seminar classes in which students learn the nuts and bolts of writing an op-ed and how to get published as an undergrad.

    1. Name, image and likeness (NIL) has changed the game for student athletes. It takes students out of the arena and into the public eye where their reputation will be on the line. If you are at a larger school, some of your student athletes may have their own publicist, but if you are not at school where the NIL money is flowing, media training helps prepare student athletes for local commercials, being the face of the pizza shop down the street or even a postgame interview.

    When a scandal occurs—a coach is fired, or student athletes are gambling or being hazed—you want students to know they can come to you for advice and guidance when reporters descend on campus.

    Students are the most prominent ambassadors of your institution. Media training isn’t about making them a professional correspondent; it’s about making them feel prepared when they are in the spotlight. Whether they are engaging in a protest, talking with a peer reporter at the school newspaper or navigating a postgame interview, media training can serve them in the moment and long term. It’s worth your time to engage with your best spokespeople.

    Cristal Steuer is associate vice president at TVP Communications, a national public relations and crisis communications agency solely focused on higher education.

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  • Hawai’i DOE Spending More on Buses for Fewer Students – The 74

    Hawai’i DOE Spending More on Buses for Fewer Students – The 74


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    The number of bus drivers serving Hawaiʻi schools has reached its highest point in four years, but the Department of Education is still falling short of meeting families’ transportation needs.

    This year, 545 bus drivers are serving Hawaiʻi schools, up from 436 last fall, according to recent datafrom the DOE. The department is still short 130 drivers, who are primarily provided through the bus companies Ground Transport Inc. and Roberts Hawaiʻi.

    The department sparked widespread criticism from parents and lawmakers last August when it abruptly cancelled over 100 bus routes for students days before the new school year. To avoid severe shortages this year, DOE consolidated some bus routes with low ridership and launched a new carpooling initiative for parents, according to a recent memo from Deputy Superintendent Jesse Souki. 

    Last year, nearly half of Hawaiʻi students didn’t qualify for bus transportation because they lived within walking distance to their local schools or received a geographic exception to attend a campus outside of their neighborhood. This fall, nearly 13% of students rely on the bus services available to regular education students, down from roughly 16% in the 2023-24 academic year

    Special education students receive their own bus services that are required under federal law. 

    Demand for bus drivers has fallen over the past two years, with DOE contracting for 694 drivers in 2023, compared to 675 this fall. Bus companies were better able to keep up with DOE’s demands before the Covid-19 pandemic, and the state was only short 28 drivers in 2019.

    Despite the decline in DOE’s need for drivers, the costs of transporting kids has increased over the past several years. Last school year, the department spent a total of $76 million in state and federal funds on student transportation, compared to $60 million in 2022.

    To reduce families’ reliance on buses, the department has offered free city bus passes to middle and high school students on Oʻahu and Kauaʻi. In the first quarter of the school year, roughly 6,200 Oʻahu students and 99 Kauaʻi students took advantage of the bus passes, according to the DOE, with the majority of participants from Oʻahu schools.

    Maui and Hawaiʻi County already offer free bus services to students.

    This fall, DOE also introduced a carpool pilot program, which allows parents in the Mililani and Kekaulike complexes to connect with nearby families who can transport their kids between school and home.

    Only 3% of families in the complexes have registered for the program, according to the DOE.

    The department will give more updates on student transportation during Thursday’s Board of Education meeting.


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  • Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74

    Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74


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    New international students enrolling at U.S. colleges declined sharply this fall, a concerning development for universities that rely on those students for research, tuition revenue and the diversity they bring to campus culture. It could, however, create more space for U.S. residents at those campuses.

    Enrollments of new international students were down 17% compared to fall 2024, according to a report released Monday by the Institute of International Education, which surveyed more than 800 colleges about their fall 2025 enrollments. The institute, a nonprofit organization based in New York, publishes an annual report that examines the enrollment of international students. 

    The fall data was not broken down by state, so the scale of decline in California is unclear. At USC, which enrolls more international students than any other California college, overall enrollment of international students is down 3% this fall, according to a campus spokesperson. That includes returning and first-time students, so the drop could be much higher for new arrivals. USC this fall enrolls about 12,000 international students, or 26% of its total student population, according to the college. About half of those students are from China. 

    The declines come amid a changing landscape for international students under the Trump administration, which has delayed visa processing, created travel restrictions and pressured some campuses to recruit and admit fewer students from other countries. The colleges surveyed this fall by the institute cited visa application concerns and travel restrictions as top factors in the decline. 

    “We are confronting major headwinds with what I would say are poor policy decisions that the administration is taking. And that is creating a climate for international students that signals that you’re not welcome here,” said Fanta Aw, CEO of NAFSA, a nonprofit for international education and exchange.

    President Donald Trump has said that he wants to lower the number of international students at U.S. colleges to leave more room at those campuses for U.S. students. “It’s too much because we have Americans that want to go there and to other places, and they can’t go there,” he said earlier this year, referencing the number of international students at Harvard and other universities.

    For the full 2024-25 academic year, new international student enrollments were down by 7%, driven by a 15% drop among new international graduate students, compared to 2023-24. However, the number of new undergraduates was up by 5%. Trump took office in January, just before the start of the spring semester at most colleges. 

    In the U.S., students from India were the largest group of international students, accounting for 30.8% of all international students, followed by students from China, with 22.6% of enrollments.

    In the 2024-25 academic year in California, the largest share of international students were from China, and they made up 35.4% of enrollments, followed by students from India at 20.9%. Overall enrollment of international students in California was down 1.1% in 2024-25. 

    USC enrolled the most international students of any California university, followed by four University of California campuses: Berkeley, Los Angeles, San Diego and Irvine. According to the report, the total number of enrolled international students were: 12,020 at Berkeley, 10,769 at UCLA, 10,545 at San Diego, and 7,638 at Irvine.

    Across the state, international students make up about 7% of enrollments at four-year colleges, according to the Public Policy Institute of California. They make up a large share of graduate students, accounting for 31% of graduate students at UC campuses, 15% at private nonprofit universities, and 12% at California State University campuses. 

    Freya Vijay, 20, a third-year student from Canada studying business administration at USC, said she always planned to come to the United States for college. 

    “In terms of business and just the economy, you have Wall Street, you have New York, Chicago, L.A., and San Francisco, all these big cities that dominate what’s going on in the world,” she said. “So immediately, in terms of opportunity, my mind was set on the States.” 

    In addition to visa and travel restrictions, the Trump administration has directly requested — or threatened, as some have called it — California campuses to limit enrollments of international students. The administration’s compact offer to USC last month would have forced the university to cap international enrollment at 15% for undergraduates and limit enrollment from any one country to 5%.

    USC has since rejected the compact, which also would have required the university to make a number of other changes, including committing to “transforming or abolishing institutional units that purposefully punish, belittle and even spark violence against conservative ideas.” 

    Separately, in a settlement proposal to UCLA, the Trump administration calls on the campus to ensure that “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment” are not admitted. UCLA is still in negotiations with the administration and has not yet reached a deal. The Trump administration has charged the campus with antisemitism and civil rights violations. 

    Even amid the turmoil, experts say they expect California universities to continue recruiting international students. Julie Posselt, a professor of education at USC’s Rossier School of Education, noted that at research universities, much of the research is being carried out by international graduate students. 

    “Especially in STEM fields, international students are really central to the research functions of universities,” Posselt said. “Enrolling international students is not optional. It is absolutely a part of the fabric of what makes universities great.” 

    On top of that, colleges have financial incentives to enroll international students. That’s especially true at UC campuses, which charge international students and students from other states much higher rates of tuition than California residents. In the 2026-27 academic year, new international and out-of-state undergraduates at UC will pay nearly $52,000 in tuition, more than triple what in-state students will be charged. Nonresidents in graduate programs also generally pay higher rates than residents.

    Facing pressure from the state Legislature to make more room for California residents, UC in 2017 passed a policy to cap nonresident enrollment at 18%, with a higher percentage allowed for campuses that were already above that mark. But the system still gets significant tuition revenue from nonresidents, including international students, which UC says supports the system’s core operations and helps to lower the cost of attendance for California residents.  

    In a Nov. 10 interview with Fox News, Trump seemed to acknowledge the importance of international students, saying colleges might “go out of business” without them.

    “You don’t want to cut half of the people, half of the students from all over the world that are coming into our country — destroy our entire university and college system — I don’t want to do that,” he said. 

    International students also bring diverse perspectives and “a richness to the campus culture,” said Stett Holbrook, a spokesperson for the University of California system. “That’s something we really appreciate and try to cultivate.”

    At USC, the presence of international students from more than 130 countries means there are “innumerable opportunities at USC to encounter different perspectives” and “experience new cultures,” a spokesperson said in a statement. 

    Vijay, the USC student from Canada, said she regularly boasts about USC to friends, adding that she hopes attending remains an option for other international students. 

    “I always think it’s just such a great opportunity and that no international student should ever take it for granted,” she said. “I wish other internationals could experience it.”

    This story was originally published on EdSource.


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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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  • Budget 2025 for universities and students

    Budget 2025 for universities and students

    There’s not generally a lot for higher education in the chancellor of the exchequer’s annual budget statement – but this year marks an exception.

    We were expecting further details of two policies first announced earlier this year – a levy on international student fee income, and the promised return of maintenance grants for students from deprived backgrounds studying priority subjects.

    Though the return of grants (even in a very limited form) was welcomed by students and the sector, the levy has been the focus of sustained lobbying from providers struggling to balance their books with the one area of income that has sustainably grown over recent years.

    The budget also provides a few other unwelcome surprises – thresholds and interest rates have been frozen for plan 2 loan repayments (those made by the majority of recent graduates) until 2029-30, meaning that graduates will pay more. A tweak to pension salary sacrifices may make it even more expensive for some providers to employ staff. And the looming threat of a mammoth schools SEND debt being covered by departmental expenditure means that every area of education spending is likely to face pressure from 2027-28.

    But it is the fee uplift for the next two years that is likely to get most attention.

    Fee uplift

    The higher rate for tuition fee loan caps will rise, as announced, in both of the next two academic years – to £9,790 a year in 2026-27 and up to £10,050 for 2027-28, with other statutory caps (including for classroom-based foundation years) rising in lockstep. These are expected to be the final two rises that apply to all providers – primary legislation will be laid that means future fee cap rises will be linked to the Office for Students’ revised teaching excellence framework.

    It should also be noted that these are per year amounts, not the per credit amounts that the (as-yet unenacted) Lifelong Learning (Higher Education Fee Limits) Act allows the government to set – this is interesting as the entire funding system is due to move to a per credit basis (to allow for the Lifelong Learning Entitlement’s modular approach to study) from 2026.

    While this decision has been widely trailed by the minister as evidence of her department addressing the financial problems faced by universities, it should be noted that both increases are (as usual) by OBR projections of interest rates which may differ from the actual interest rates. The rise of what is widely seen as the default tuition fee to north of £10,000 in 2027-28 is likely to trigger widespread commentary – if you believe the stories from the coalition years the original £9,000 figure was chosen precisely to avoid being above what was seen as a psychologically important £10,000 sticker price.

    Here’s how that breaks down for all of the common fee caps:

    Fee caps 2025-26 2026-27 2027-28
    With TEF and APP (FT) £9,535 £9,790 £10,050
    With TEF and APP (PT) £7,145 £7,335 £7,530
    With TEF and APP (Accel) £11,440 £11,750 £12,060
    With APP only (FT) £9,275 £9,525 £9,780
    With TEF only (FT £6,355 £6,525 £6,695
    With neither TEF nor APP (FT) £6,185 £6,350 £6,520

    International student levy

    We were expecting details of the international fee levy first announced in the immigration white paper – and these arrived via a consultation with a closing date of 18 February 2026.

    The proposal is that from August 2028, the levy on international student fee income has been set at a flat rate of £925 per student (rising by inflation in following years), with the first 220 students entirely exempt. It is estimated that this will generate around £445m in 2028-29, equivalent to around 4.5 per cent of total international fee income across the sector. However DfE estimates that the sector would lose £270m for that year (equivalent to around 3 per cent of international fee income), suggesting that more than half of the cost of the levy would be passed on to students, given that the same estimates suggest 14,000 less students would come to the UK to study in that year.

    Importantly, “international students” are defined as those who are registered for study during the year in question (excepting those who leave during the contractually protected first two weeks of study). Transnational provision, and provision at further education colleges below level 3, will not be in scope. And the system will be run by the Office for Students – there’s even an option to pay the levy quarterly by direct debit.

    The impact analysis notes that the levy will – unsurprisingly – reduce the ability of the sector to cross subsidise domestic teaching or research from international fee, but we are reminded that this is before accounting for any reinvestment of the levy in the sector, and before accounting for the rise in domestic tuition fees (though as fee rises are linked, nominally at least, to inflation that last one is a little disingenuous.

    The effect of a flat fee, as opposed to the blanket 6 per cent of international fee income levy first proposed in the annex to the immigration white paper, is to decrease the impact on providers who are able to charge higher fees per student. The “free” 220 students will keep many smaller specialist providers out of the levy entirely, meaning that proportionally more costs will fall on providers who attract large numbers of international students with lower fees.

     

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    While the University of Suffolk will lose nearly 14 per cent of international fee income to the levy(on 750 students) and the University of Huddersfield will lose 9.3 per cent, the University of Cambridge will lose just 2.69 per cent (on 7,315 students). The practical impact of the proposal will be that providers that are more likely to be drawing substantial parts of their operating income from international fees (and those more likely to be enrolling students with disadvantaged backgrounds) will be hit hardest. The charts in this article will help you compare this outcome with proportional models like the initial 6 per cent proposal.

    We are not given a rationale for this change of approach, but it is fair to assume an active policy decision – to minimise the impact on those that make the most from international fees – based on soft power and international standing. It is a form of specialisation, perhaps.

    Maintenance grants

    Pretty much confirming that the policy on maintenance loans was back-of-a-fag-packet for Conference stuff, the documents collectively hide how much of the levy will be spent on the new maintenance grants. What we do know is that they’re coming in 2028-29, will be available to both new students and those already studying, and will be paid on top of maintenance loans.

    The amounts will be means-tested – students from households earning at or below £25,000 will get the maximum (£1,000 in years one and two, £750 from year three onwards), tapering to £500/£375 for those with household incomes up to £30,000. The higher amounts in early years are designed to help with “access and initial progression”, but in reality it’s a cliff edge that hits students from care-experienced backgrounds particularly hard.

    That doesn’t give us a total – grants will only be available for certain subjects aligned with the government’s economic priorities and Industrial Strategy. How many students there are left on a residual household income of 25k or less by 2018 is also not outlined. The eligible subject list hasn’t been confirmed – it’ll be informed by Skills England’s work on skills needs and may align with LLE priority funding categories. And students will need to be studying at least 120 credits per year (or full-time under current arrangements) to be eligible.

    Maintenance loans

    As (maximum) UG fees rise by projected inflation, so does maximum maintenance (and the PG loan schemes) by the OBR projection for Q1 2027 of 2.7 per cent. Of course the OBR has been wrong before, and may be wrong again – this year’s 3.1 per cent increase (based on Q1 2026) now shows up as 4.1 per cent in revised OBR forecasts, an error that nobody goes on to fix and so compounds in its impact over time.

    In addition, there’s no sign of that parental (residual household) income threshold for parents chipping in changing either – and now that the minimum wage is firmly over £25,000, will almost certainly mean a collapse off a cliff in the number of students able to access the maximum. This year DfE’s own estimates reckon that a maximum loan increase of 3.1 per cent will only result in an average loan increase of 2.6 per cent – expect (much) more of that by the end of the Parliament.

    While we’re on parental contributions, buried in the documents is another nasty sting. Right now, if you have two kids at university at the same time, the system recognises that your money has to stretch, and works out a “parental contribution” based on your household income, then splits that between the two students. So if the calculation says “this family can afford to put in £2,000”, and you have two undergrads, the system assumes roughly £1,000 per child – and each student’s maintenance loan is a bit higher to reflect that you are not magically doubling your contribution.

    It turns out that the LLE change will mean the SLC stops doing that split for people on the new LLE-style maintenance – each young person’s maintenance will be worked out on the household income as if they were the only one studying. So using the same example, the system would effectively assume you can contribute £2,000 to Child A and £2,000 to Child B. It’s “simpler” because in a modular, on-off, part-time LLE world the SLC will no longer have to track who else in the family is studying and constantly recalculate the split.

    But for a “traditional” family with two young full-time undergrads at the same time, it quietly removes a small protection you currently get when more than one child is in higher education.

    Plan 2 threshold freeze

    You might remember, back in the Summer of 2023, when Bridget Phillipson was touring the studios to declare that graduates will pay less under a Labour government:

    Reworking the present system gives scope for a month-on-month tax cut for graduates, putting money back in people’s pockets when they most need it. For young graduates this will give them breathing space at the start of their working lives and as they bring up families. This is a choice that the Tories could be making now to deliver a better, fairer system for our graduates and for our universities…. Labour will not be increasing government spending on this.

    There was never a detailed explanation of how that magic trick would be pulled off – although it was likely to have been based on London Economics’ stepped repayment modelling, which depended in part on the reintroduction of real interest rates post-graduation (between 0 per cent and 2 per cent) for graduates with earnings between £27,571 and £57,570.

    Either way – at least for Plan 2 borrowers – the budget very much breaks that pledge. For anyone who started a degree between 2012 and 2022, the repayment threshold will be frozen at £29,385 in cash terms for three years from April 2027. Instead of that threshold rising with prices or earnings, it just sits there while wages (hopefully) go up – which means more graduates crossing the line into repayment sooner, and those already repaying handing over a bigger slice of their real income than they would have done otherwise.

    It’s very much a stealth extra tax on graduates layered on top of already frozen income tax and National Insurance thresholds, and it shifts (even) more of the cost of the system away from the state and onto a cohort who have already endured one round of threshold suppression under Michelle Donelan’s “fairer sharing of the burden” reforms, have watched the “deal” they signed up to being repeatedly tweaked after the fact, and had been led to expect a “month-on-month tax cut” rather than another quiet squeeze.

    The Treasury’s justification consciously echoes Donelan’s line about graduate earnings premiums and fairness to non-graduates, but in practice this looks less like a principled reset of student finance and more like a return to the same playbook – using Plan 2 borrowers as a handy, captive tax base until the reality shows up on their payslips. For Reeves, it generates £285m in 2025-26, a big £5,915m “gain” in 2026-27 (that’s mainly the accounting revaluation of the loan book, not cash), then £255m in 2027-28, £290m in 2028-29, £355m in 2029-30 and £380m in 2030-31.

    Wider measures for students

    Rising National Living Wage and youth rates mean a substantial chunk of full-time students working in hospitality, retail and care will see higher hourly pay, although given the volume of jobs lost in these sectors in recent years (with similar warnings from those industries overnight), they’ll need to find a job first.

    The creation of a “Fair Work Agency” with explicit focus on enforcement in “high-risk” sectors is also, if successful, is likely to impact on international student incomes in a way that few like to talk about, but pretty much everybody knows (working more than 20 hours a week, cash in hand, with no rights).

    Extending the £3 bus fare cap will help, holding prescription charges steady all keep day-to-day pressure in shared student houses and commuter budgets a little lower than it would otherwise be, and taking around £150 off the average energy bill by shifting decarbonisation costs off bills and onto general spending won’t matter much given “all-inclusive” bills in halls and HMOs.

    Free emergency contraception in pharmacies closes an obvious gap in sexual health provision for a very student-heavy age group, while the cap on ticket resale prices cuts straight across the live events market some students use.

    Add all the measures up, and you might expect student poverty to show up in the annual release of the distributional impact on households analysis that gets produced to accompany budget day – but alas it remains the case that tuition fee loans show up as household income in the DWP’s Households below average income (HBAI) statistics, which means that the increase in maximum fees will see an HMO with 5 students in it looking 50k better off than they really are.

    Other bits

    The chancellor capped national insurance contribution exemptions for salary sacrifice into pensions at £2,000 – employees who pay more than this amount each year into pensions will need to account for employer national insurance contributions on additional amounts. A note from sector employers association UCEA before the budget reminded the Treasury that this approach is widely used by universities, and calculated that a cap could cost individual USS institutions an additional £1-3m each year with a total cost to the sector north of £50m – and there are going to be impacts relating to other pension schemes too.

    One of the biggest current issues with the wider education budget, and one that has pushed many local councils towards bankruptcy, is the rapidly rising cost of school provision and other support for pupils with special educational needs (SEND). Currently the costs of this provision are nominally covered by local councils, but are subject to a statutory override which means that the sums involved are not included within council deficit calculations. The budget confirms the June announcement that this arrangement will end from 2027-28, with costs (due to hit around £5bn) covered from that point within departmental expenditure limits.

    This has a clear impact on other areas of government spending, and if the Department for Education is to be made responsible it is likely that at least some of this funding will have to be found via cuts to other budgets, including for tertiary education.

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