Tag: students

  • Teaching students how to talk: why dialogue belongs at the heart of higher education

    Teaching students how to talk: why dialogue belongs at the heart of higher education

    UK universities are under mounting financial pressure. Join HEPI and King’s College London Policy Institute on 11 November 2025 at 1pm for a webinar on how universities balance relatively stable but underfunded income streams against higher-margin but volatile sources. Register now. We look forward to seeing you there.

    This blog was kindly authored by Estefania Gamarra, Postdoctoral Research Fellow, and Marion Heron Associate Professor in Educational Linguistics, both from the University of Surrey Institute of Education. It was also authored by Harriet R. Tenenbaum Professor in Developmental and Social Psychology and Lewis Baker Senior Lecturer in Chemical and Process Engineering – Foundation Year, both from the University of Surrey.

    Today’s higher education sector faces a need to increase student progression and improve retention. This goal is especially necessary for Foundation Year programmes. A proposed solution is active learning. Yet amid the push to make lectures more interactive, one approach stands out – dialogue.

    Dialogue transforms students from passive listeners into active participants. But while universities increasingly encourage discussion in classrooms and put students in pairs, they often overlook a crucial question: do students know how to talk to each other in academic contexts?

    For years, the emphasis has been on teaching students how to write academically, while teaching them how to engage in academic talk – how to reason aloud, build on others’ ideas, and disagree respectfully –  has been largely ignored. Academic dialogue is not a natural skill: it is a learnt one. For many students, particularly those from ethnic minoritised or first-generation backgrounds, the language of higher education can feel like a second language. Expecting them to navigate complex, often implicit norms of discussion without support risks reproducing the very inequalities universities seek to address.

    What we mean by educational dialogue

    Educational dialogue refers to purposeful, structured talk that supports reasoning, collaboration, and shared understanding. It differs from casual conversation because it asks participants to listen actively, build connections between ideas, and make their thinking explicit. In this way, dialogue makes learning visible – students co-construct understanding through talk.

    Despite a growing body of research in schools showing the benefits of educational dialogue for reasoning, collaboration, and attainment, there has been little work examining how this plays out in higher education. Our project, funded by the Nuffield Foundation, aimed to fill that gap by exploring how Foundation Year students across six UK universities talk to one another when given structured opportunities for dialogue – and whether a targeted intervention could enhance the quality of these interactions.

    What we found

    We observed clear disciplinary differences in the ways students engaged in dialogue. Psychology students, for instance, tended to make more connections to topics beyond the classroom, while Engineering students often built on one another’s ideas in a collaborative effort to solve the problems presented. Recognising these differences is crucial: subject cultures shape how students learn to talk, and this understanding can help educators design more inclusive, discipline-sensitive approaches to active learning. At the same time, if our goal is to prepare students for an increasingly interdisciplinary world, we must also help them become aware of how other disciplines talk and encourage them to develop the flexibility to communicate across disciplinary boundaries.

    The intervention itself had a tangible effect. Discussion time increased, and we observed a higher frequency of dialogic moves such as connecting ideas and making reasoning explicit. In simple terms, students were not just talking more; they were engaging in higher-quality dialogue.

    Both students and teachers noticed the change. Students reported greater confidence in contributing to class discussions and felt more comfortable expressing disagreement respectfully. Teachers in the intervention group described classroom talk as ‘more professional’ and ‘more purposeful’, noting that students participated more readily and that discussions felt more structured.

    Why this matters for policy

    These findings underscore a simple yet powerful message: if universities want students to collaborate effectively and communicate professionally, they must teach them how to talk.

    This is not merely a matter of classroom technique but of educational equity. All students are expected to adopt the norms of academic discourse without being taught what these norms are. By treating dialogue as a teachable skill – much like academic writing – universities can make participation more equitable and support a sense of belonging for all learners.

    Embedding educational dialogue within curricula also has broader policy implications. It aligns directly with the sector’s commitments to widening participation, student engagement, and the development of graduate attributes. In an increasingly interdisciplinary world, helping students learn how to communicate across disciplinary and cultural boundaries is not an optional extra – it is essential preparation for both professional and civic life.

    A call to action

    Universities already invest heavily in teaching academic writing. It is time to afford talk the same status. Embedding structured opportunities for educational dialogue – and explicitly teaching the skills that underpin it – can help create classrooms where every student, regardless of background, can find and use their voice.

    If higher education is serious about inclusion, engagement, and progression, it must teach students not just what to say, but how to say it.

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  • US students are voting with their feet – and global universities are ready

    US students are voting with their feet – and global universities are ready

    A record number of American students are applying to UK universities, with applications up nearly 14% over last year. The shift reflects something deeper than academic preference. It’s a response to uncertainty – political, cultural, and institutional – within the US higher education system.

    Students are assessing the climate as carefully as the curriculum, and for many, overseas options are starting to look more stable, more supportive, and more aligned with their values.

    For years, US institutions have concentrated on drawing international students into their classrooms and research labs. These efforts have been crucial to advancing STEM research, sustaining graduate-level enrolment, and feeding innovation pipelines. That trend continues, but the story is evolving.

    An outbound shift is now underway, with a growing number of American students pursuing degrees abroad. They’re no longer just participating in short-term exchanges or postgraduate fellowships, they’re committing to full undergraduate and master’s programs in other countries.

    This change matters – and it signals both a loss of tuition revenue and a weakening of domestic confidence in US higher education itself.

    Global competitors are moving decisively

    Universities in the UK, Canada, Australia, Germany, and the Netherlands have responded to this moment with strategy and urgency. They’ve expanded international recruitment offices, developed targeted campaigns for US students, and aligned their degree programs with global employment pathways.

    Tuition transparency, faster visa timelines, and the option to work post-graduation are all part of a larger value proposition. These countries have positioned themselves as predictable, inclusive, and serious about talent retention.

    When American students earn degrees abroad, they begin forming professional relationships, research collaborations, and employment ties in other countries

    The messaging stands in sharp contrast to the environment many students perceive at home in the US, where they’re regrettably familiar with ongoing threats to federal research funding, campus free speech tensions, and anti-immigrant rhetoric. Legislative actions in some states, such as restrictions on DEI programs or faculty tenure, further complicate the picture for students who see higher education as a place of openness and critical inquiry.

    Even where the academic offering remains strong, the broader social climate is giving students pause. Many now fear that attending university in the US could come with limitations on expression, uncertainty around institutional support, or even diminished international credibility. These concerns are pushing more prospective students, both international and domestic, to weigh their options with increasing care.

    The landscape is becoming borderless

    Higher education is no longer a domestically bounded experience. Today’s students are growing up in a digital-first world where comparison is constant and information is immediate. They can browse course catalogs from universities in five countries before lunch.

    They’re watching lectures on TikTok from professors in London, Melbourne, and Berlin. They’re discussing housing, scholarships, and career prospects with peers on Reddit, Discord, and WhatsApp. The idea of applying to college abroad no longer feels radical or risky – it feels strategic.

    At the same time, the financial argument for international study has grown stronger. In the UK and parts of Europe, undergraduate degrees often take three years instead of four. Tuition is fixed, predictable, and, in some cases, lower than the out-of-state rates at US public universities.

    Students can begin building global networks immediately, with exposure to cross-cultural collaboration built into the experience. That combination of efficiency, affordability, and international orientation is hard to ignore.

    Consequences will extend beyond enrollment trends

    If this shift continues, the implications go well beyond enrolment figures. When American students earn degrees abroad, they begin forming professional relationships, research collaborations, and employment ties in other countries. That international experience can strengthen global literacy, which is good in theory, but it may also weaken long-term institutional connections to the US – particularly if graduates choose to live, work, and innovate elsewhere.

    This becomes especially relevant in sectors where talent mobility drives economic growth. If a critical mass of globally minded US students pursue AI, climate tech, public health, or diplomacy degrees abroad and then launch their careers overseas, the domestic pipeline for advanced skills and leadership becomes harder to sustain. These are early signs of a broader trend, and we should treat them with urgency.

    The same applies to the soft power of US education. For decades, American universities have served as platforms for international exchange, not only bringing foreign students in, but equipping domestic students to become global ambassadors. If that dynamic begins to fade, so does the country’s influence in shaping global norms around research, ethics, and innovation.

    Prioritising stability and trust 

    Reversing this trend will require more than competitive admissions packages. US institutions – and the policymakers who shape their environment – must work to restore trust. That means safeguarding academic freedom, ensuring transparent financial support structures, and publicly affirming the value of international engagement.

    Students are listening closely. They are attuned to leadership choices and the broader societal signals surrounding higher education. If they sense instability or retreat, they will continue to look abroad.

    Universities also need to communicate more effectively with prospective students about their long-term value. That includes articulating what makes a US education distinctive, and doing so without leaning solely on prestige or nostalgia. There must be a renewed emphasis on civic purpose, global relevance, and practical opportunity. The next generation is looking for clarity, meaning, and alignment between their educational investment and the world they hope to shape.

    The US can lead again, if it chooses to

    The United States still possesses unmatched institutional capacity in research, innovation, and cultural reach. But influence is not a static asset. It depends on the willingness to adapt and lead with principle. The current wave of outbound student mobility should not be dismissed as an anomaly. It’s a signal. How US higher education responds – at both the institutional and national levels – will determine whether it remains a magnet for talent or becomes just one option among many.

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  • A Step in The Wrong Direction in Engaging College Students in our Democracy

    A Step in The Wrong Direction in Engaging College Students in our Democracy

    Amanda Fuchs Miller On this Election Day, it is critical to think about how we as a country want to ensure that more young people vote and get involved in public service.  As a democracy, we should all be striving to make it easier for new voters to register, get to the polls, and have their vote count.  However, what we are seeing instead are efforts to make it harder for college students to be engaged in our electoral process – through restrictions on supports and language designed to have a chilling effect on voting instead of encouraging it. 

    Right before college students returned to campuses, the U.S. Department of Education issued new guidance designed to make it harder for college students to vote.  Every school year, students receive an email with information about how to register to vote.  This is because it is required in law.  The Higher Education Act requires institutions of higher education to “make a good faith effort to distribute a mail voter registration form…to each student enrolled in a degree or certificate program and physically in attendance at the institution, and to make such forms widely available to students at the institution.” 

    Contrary to statute, the Trump Administration is now encouraging schools to limit who they send this information to – saying that if a school doesn’t send it to students who they have “reason to believe” are ineligible to vote, that’s okay.  In addition to this being contrary to law, which requires all students to receive this information, this will increase the likelihood of students who are eligible not receiving information about how to register to vote (thus suppressing their votes) – and is likely to most impact students of color.  The Department is also encouraging the voter registration information to include language reminding students of the list of ways that voting may be fraudulent – another tactic that may have a chilling effect on students going to the polls.

    The same Department guidance prohibits students from being paid with federal work-study funds for any voting-related activities.  A press release from the Department says that they are making a change to this longstanding policy because “Federal Work-Study is meant to provide students opportunities to gain real-world experience that prepares them to succeed in the workforce, not as a way to fund political activism on our college and university campuses.”

    As we prepare our next generation of leaders to play a role in our democracy, in government, and in public service, it is hard to see how allowing students to participate in nonpartisan voting engagement is not aligned with experience they will benefit from in the workplace. By engaging in nonpartisan voter registration efforts using work-study positions, college students are able to increase the number of their peers who are registered to vote while learning and participating fully in our democratic system – all while earning the funds they are entitled to so that they can afford a college degree.  It can’t go without saying that this restriction is also counter to statute and regulations which do not limit the types of on-campus work study positions to those that are in the “public interest,” as the guidance suggests.  That limitation is only linked to off-campus work-study positions.

    In a survey by CIRCLE following the 2024 elections about why young people didn’t register to vote, more than one in 10 – 12 percent – of people aged 18-34 said they did not know how to register or had problems with voter registration forms. Nearly a third of young people – 31 percent – said they were too busy, ran out of time, or missed the registration deadline.  Without receiving voter registration information, in an objective way, from their college or university or their peers on campus, these numbers are likely to go up as more students will lack the information they need about voter registration.

    Ensuring college students are able to vote shouldn’t be a partisan issue.  In 2024, there were disparities by both gender and race in youth voter turnout.  We all benefit from a democracy where everyone’s voice is heard and every vote is counted – for whomever the ballot is cast. 

    _________

    Amanda Fuchs Miller is president of Seventh Street Strategies and former Deputy Assistant Secretary for Higher Education Programs at the U.S. Department of Education in the Biden-Harris Administration.

     

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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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  • WEEKEND READING: The Renters’ Rights Act: How will students’ tenancies change and when?

    WEEKEND READING: The Renters’ Rights Act: How will students’ tenancies change and when?

    This blog was kindly authored by Martin Blakey, the former Chief Executive of the student housing charity Unipol and a member of the British Property Federation’s Student Accommodation Committee.

    On Wednesday, 22 October 2025, the Renters’ Rights Bill passed through its final stage in a thinly occupied Commons chamber, and obtained Royal Assent on 28 October. HEPI has taken a close interest in how the Act’s changes would affect students, and a number of previous blogs that have charted the Bill’s progress are listed at the end of this one.

    The Bill has a long history, first appearing under the previous Conservative government under the title the Renters’ Reform Bill in May 2023 and then being resubmitted, after some redrafting, by the new Labour Government only 10 weeks into power in September 2024. Even under a Labour Government with a large majority, it has taken 13 months to progress the Bill through all of its stages, and that parliamentary process has had to deal with over 450 amendments in the last year.

    This is a substantial Act, and its various provisions will be phased in over a period of time. The Act contains many enabling powers, allowing Ministers to implement more detailed proposals on aspects of policy as further consultations take place. The right to redress (the ombudsman proposals), the landlord database and the Decent Homes Standard are, or will be, consulted on and detailed regulation will appear over the next year.

    Even in the final stages of the Bill, the Government did not give any timetable for implementation. Still, it is reasonable to conclude that tenure reform, which is not subject to much secondary regulation, will be implemented first. All the Government now has to decide is how long it should allow to raise the awareness of landlords and tenants about these significant impending changes, and how long it should give to those running private sector housing to make the necessary legal adjustments for existing and future tenancies.

    Because the mechanics of the Act are now known, it is possible, for the first time, to say what will happen to student tenants and make a reasonable and educated guess at the timescale involved.

    Timescale

    It is now clear that today’s student tenants (studying across 2025/26) and new tenants signing up for the 2026/27 academic year will see their tenure status change.

    As Matthew Pennycook said on 8 September 2025:

    …we will introduce the new tenancy for the private rented sector system in one stage. On this date the new tenancy system will apply to all private tenancies – existing tenancies will convert to the new system, and any new tenancies signed on or after this date will also be governed by the new rules. Existing fixed terms will be converted to periodic tenancies…

    So, all tenancies will change on a given date and the familiar fixed-term assured tenancy (AST) which has been used by virtually all students renting from the private sector will be replaced by the new assured tenancy. The fixed term within those ASTs will cease to exist, and rent payment periods in excess of four weeks’ rent will be unenforceable.

    Depending on who you listen to, this change is likely to come into effect between April and June 2026 and so it will affect today’s student tenants.

    There are a lot of questions about how these changes will come about, and it is now possible to provide a roadmap of how this will all work.

    There are no ‘interim’ stages. So landlords signing students up in the past and now, and up to the implementation date of tenure change under the Act, will continue to use fixed-term ASTs because that is the current system.

    Landlords and tenants on current contracts or signing up for the future would best see their agreement as entering into a general contract for a residential tenancy. That tenancy will have its precise status determined, in respect of these changes, at the point when a tenant actually takes possession and can move in (which is when the tenancy is actually granted).

    So, let’s go through a variety of scenarios and see what is going to happen.

    Students currently living in off-street shared houses – a house multiple occupancy (HMO)

    These students will currently be on a joint or individual AST, almost always, with a fixed period stipulated in that agreement. On the date of the Act’s tenure implementation this will become an assured tenancy, and that means that the fixed-term nature of the agreement falls away.

    The Government accepted that, in order to maintain the lettings cycle of student shared houses in line with the academic year, landlords would be able to seek repossession of their property by using a new ground for possession 4a. This allows landlords to give tenants notice of their intention to seek repossession on a given date between June and September.

    Following implementation, landlords will have to notify tenants within the first 30 days of their intention to use ground 4a. After this transitional provision, landlords will have to notify tenants of their intention to use ground 4a at the time of signing the contract.

    Under ground 4a landlords can give tenants 4 months’ notice to leave and can enforce that through the courts.

    Some legal experts have pointed out that if implementation is between April and June, then, as many fixed-terms expire in June or July, there would not be sufficient time under ground 4a to give 4 months’ notice. So, in theory, tenants could simply choose to stay in the property and give 2 months’ notice whenever they wanted to move out. This is the case, and for the first few months of operation, landlords may find that they cannot take advantage of ground 4a –  leaving them exposed if they have let the property to a new set of tenants without having a property with vacant possession to let. Whether a court would hold a landlord responsible for any financial claim or compensation sought by incoming tenants who would have to find alternative accommodation is unlikely, particularly if the landlord had tried to mitigate any loss by, say, finding and offering alternative accommodation.

    But landlords have other things they can do to bring their tenancies to an end over the implementation period. Until the date when ASTs become assured tenancies, the landlord can still give notice using the current ‘no fault’ eviction procedure under Section 21 (S21), giving a minimum two-month notice period. A S21 notice can be given at any time after the first 4 months of the AST, so most landlords will issue a S21 notice to their resident students while the tenancy is still an AST, giving them, in most cases, a right of repossession at the end of their AST fixed term. The Renters’ Rights Act does not revoke a valid S21 notice. Only after tenure change has been implemented is it no longer possible to issue a valid S21 notice.

    So long as the landlord gives notice under S21 on an existing AST before the introduction of assured tenancies, they will be able (as they are at present) to assume that tenants leave and new tenants will arrive as normal.

    It is just worth noting that serving a notice of intention to seek repossession does not mean a tenant can be removed from the property, and only a Court can evict a tenant. This is the case now, but generally, very few students fail to leave at the end of their tenancy, so it is important not to predict problems where these have not occurred in the past.

    Students currently living in smaller off-street houses

    This is the same as stipulated above for a shared house in respect of serving a valid S21 notice, but here, once the Act has been implemented, ground 4a cannot be used because its use is restricted to only off-street HMOs. So once tenure reform has taken place and the time period for issuing S21 notices has expired, tenants in this kind of property can remain as long as they wish until they give 2 months’ notice to leave. Landlords letting these smaller houses and flats may well find that they are housing non-students.

    Several attempts were made during the discussion of the Bill to extend ground 4a to all properties occupied by students, but the Government firmly rejected that approach.

    Baroness Taylor of Stevenage made the Government’s position clear on 15 October 2025:

    The Government recognise that the new tenancy system will have an impact on the way the student market operates. While we believe the ground covers the majority of the market, there is no one-size-fits-all solution that covers all circumstances. We think it is reasonable that the ground will apply to full-time students in larger house-share situations. Removing this restriction could lead to students who need more security of tenure – such as single parents living with their children or postgraduate couples living together who have put down roots in the area – being evicted more regularly.

    So the Government expects that some property previously occupied by students is likely to remain occupied, and this stock will therefore leave the student market and enter the general rental market.

    Students living in off-street housing after implementation

    These students will have assured tenancy status and will fall fully under the provisions of the new Act. With the exception of ground 4a in shared student houses, they will be able to stay as long as they wish in the property until they give notice and will be able to give 2 months’ notice, at any stage of the year, to leave the property.

    Currently, they will be signed up using ASTs but after implementation, most of those tenure conditions will be replaced by the provisions of the new Act.

    Students currently living in Purpose Built Student Accommodation (PBSA)

    The Government decided that private PBSA that had signed up to the government-approved codes of practice (The ANUK/Unipol Code) should be removed from the effects of the Act by changing ‘specified educational institutions’ to ‘specified institutions’ under provisions to be found in the 1988 Housing Act. This technical change means that PBSA providers will become specified institutions (as most educational institutions already are) and their tenancies will be common law tenancies, and this means that fixed-term tenancies can continue in those properties.

    But existing contracts in private sector PBSA will go through a ‘transitional period’ because only tenancies granted after specified status has been granted will be common law tenancies.

    As the Government explained:

    To apply the exemption retrospectively would carry significant risk, as it would turn one of these existing PBSA tenancies into what is known as a ‘common law’ tenancy: that is, a tenancy almost entirely regulated by what is in the tenancy agreement. This could cause unintended consequences, such as those PBSA tenancies containing significantly fewer rights for tenants than the assured shorthold tenancies they will have signed… We do not consider it to be the right approach, therefore, to simply exempt pre-existing PBSA tenancies from assured tenancy status.

    So existing AST tenancies in PBSA will fall under the assured tenancy status. After specified status has been granted (which will be from the date of tenure implementation) then future tenancies will be common law tenancies.

    The Government made some special concessions to minimise these ‘transitional effects’. This means the property will not have to be an HMO to use ground 4a repossession, and the July to September time frame 4a will not apply.

    PBSA providers will still be able to use S21 notices (as detailed previously) before implementation, and after that they will be able to use new ground 4a on all PBSA properties. This is likely to be useful because tenancies ending in September (mainly relating to studios) will allow sufficient time to give those tenants 4 months’ notice under the new Act.

    There will still be a moment of anxiety if a student who is not issued with a S21 notice decides simply to stay, although they could be given 4 months’ notice under new ground 4a at any stage after implementation. This risk is, however, much lower for PBSA where it is likely, if any inconvenience occurred for incoming tenants because of a ‘stayer’, that alternative accommodation may be available to be provided within the same building or in a nearby building, so the risk to the provider will be mitigated.

    Students signing up to live in Purpose Built Student Accommodation (PBSA) in the future

    At present, students will continue to be signed up on ASTs because that is the current system.

    As mentioned previously, any new tenancy will have its status determined by when a tenant ‘takes possession’ and can move in (which is when the tenancy is actually granted). If the moving-in date occurs after the PBSA manager / supplier has specified status, then tenants will have a common law tenancy. This common law tenancy means that the terms of the letting are those outlined in the tenancy agreement between the tenant and the landlord, and these will fall outside of the tenure provisions of the Act, which applies primarily to assured tenancies. A common law tenancy allows for fixed-term tenancies where repossession can be granted on the contractual terms outlined in the tenancy agreement, and rent payment periods will be as detailed in the tenancy.

    Although tenants in PBSA will have fewer rights under the Act than other tenants, membership of the Approved Code will ensure deposit protection continues and that tenants can give 4 weeks’ notice if they fail to get their required grades and no longer need their accommodation, if they stop studying and leave the institution, or they withdraw because of illness. The Code complaints system has also been tightened and improved. So tenants renting from PBSA will still see an improvement in tenure flexibility.

    Most tenancies in PBSA for 2026/27 are likely to be common law tenancies because they will come into effect after specified status has been granted.

    Conclusion

    So long as implementation takes place around April to June 2026, the annual summer 2026 changeover should be relatively smooth. The use of S21 notices by landlords is likely to be widespread and should ensure most tenancies can be brought to an end. In the unlikely event that implementation is earlier than April, then the 4 months’ notice under new ground 4a can also be used.

    The danger area relates to off-street non-HMOs and how many of those students, or ex-students, will choose to stay, reducing that supply of housing to future students. The prediction is that, over a couple of letting cycles, much of this type of housing will join the mainstream housing rental stock and move outside of the timing of the academic cycle. Educational institutions and students’ unions would be wise to try to monitor that shift and any loss of this accommodation to determine its effect on admissions.

    One interesting provision, regarding the use of ground 4a is that, for future signings, it will not apply if students signed their contracts 6 months before they can move in. It will be interesting to see whether this has any impact on ‘early letting’ in the off-street market and whether this impacts current PBSA practices.

    What can educational institutions and their students’ unions do to assist in the smooth implementation of the Act?

    Anything to do with tenure is necessarily complex, but every effort should be made to explain to students what this change will mean for them. What information exists suggests that student awareness of the Act is very low, with StuRents reporting that 69% of students said they had never heard of the Renters Rights Bill, and only 15% saying they understood how it could affect them. A recent study by Unipol also reported that 62% of students had not heard of the Bill.

    There will be real and immediate advantages for student renters who will be on assured tenancies, such as the ability to give two months’ notice and, perhaps the biggest gain of all for hard-up students, only needing to pay rent four weeks in advance. In the longer term, they will also have minimum standards set under the Decent Homes Standard and will have a right of redress through an ombudsman.

    Of course, some may temper these immediate advantages by predicting that the Act will see a reduction in student housing supply resulting in rent rises, an increase in the use of guarantors with rising deposit levels (to counter-act the risk of shorter rent payment periods) and that most shared student houses (HMOs) already fall under licencing which should already ensure that the property is safe and being kept in good order.

    The reality is that no one knows how the Act will affect the market and students specifically. With that in mind, it will be important for institutions to try to monitor how the Act affects their students in their local property market.

    In PBSA, the Act will have less effect, but this also comes at a time of rapid change in that market, with issues such as a slow-down in development; the challenges of keeping ageing stock up to standard; the growth of commuter students; greater regulation post-Grenfell with the Building Safety Regulator; and problems associated with higher rent levels and affordability.

    These market and legislative changes will mean that both housing suppliers and students are likely to see a significant transformation of student housing over the next couple of years. It is important that advice about housing rights and supply reflects those changes and assumptions that ‘things will continue as before’ are set aside.

    Previous HEPI publications dealing with this issue are:

    Renters (Reform) Bill and the impact on higher education 24 May 2023 by Rose Stephenson https://www.hepi.ac.uk/2023/05/24/renters-reform-bill-and-the-impact-on-higher-education/

    How the Renters (Reform) Bill can deliver for all tenants – including students 13 November 2023 by Calum MacInnes https://www.hepi.ac.uk/2023/11/13/how-the-renters-reform-bill-can-deliver-for-all-tenants-including-students/

    Students and the Renters (Reform) Bill: the government has listened but it needs to listen some more parts I and II run across 29 and 30 January 2024 by Martin Blakey https://www.hepi.ac.uk/2024/01/29/students-and-the-renters-reform-bill-the-government-has-listened-but-it-needs-to-listen-some-more-part-i/ and https://www.hepi.ac.uk/2024/01/30/students-and-the-renters-reform-bill-the-government-has-listened-but-it-needs-to-listen-some-more-part-ii/

    The Renters Reform Bill: after the fall – Where should student housing go from here? 19 June 2024 by Martin Blakey https://www.hepi.ac.uk/2024/06/19/the-renters-reform-bill-after-the-fall-where-should-student-housing-go-from-here

    Renters’ Rights Bill and Student Accommodation: The Final Stretch? 9 October 2024 by Martin Blakey https://www.hepi.ac.uk/2024/10/09/renters-rights-act-and-student-accommodation-the-final-stretch/

    Renters’ Rights Bill Update – into the Lords 2 February 2025 by Martin Blakey https://www.hepi.ac.uk/2025/02/03/renters-rights-bill-update-into-the-lords/

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  • 4 Weeks Into Shutdown, Colleges, Students Running Out of Options

    4 Weeks Into Shutdown, Colleges, Students Running Out of Options

    The government has been shut down for a month and Congress remains locked in a stalemate. Students are going hungry, veterans have been deserted and vital research has been left in the lurch. The longer the shutdown drags on, the more harm it will do to higher education.

    Most urgently, the USDA will not use emergency funds to help cover the costs of the Supplement Nutrition Assistance Program. More than a million college students who rely on SNAP for their basic needs won’t have that support starting Saturday. Mark Huelsman, the director of policy and advocacy at the Hope Center for Student Basic Needs, said the situation will force students and colleges into “an impossible situation” and could lead to many students dropping out.

    The crisis extends beyond food insecurity into student support programs, with the shutdown throwing veterans’ education into limbo. Nobody is answering the GI Bill hotline that thousands of veterans use each month to get information on tuition, eligibility and housing allowances. Staff at Veterans Affairs regional offices are furloughed, putting an end to career counseling and delaying GI Bill claims.

    As direct services to students falter, colleges are moving into mitigation mode. Gap funds, meant to serve institutions in these circumstances, are dwindling. Inside Higher Ed reported last week that institutions are limiting travel, research and job offers in order to preserve cash while hundreds of millions in research funds are on pause. A training program funded by a grant from the Labor Department is on hold because a federal program officer isn’t at work to approve the next tranche of cash.

    Ironically, part of Democrats’ resistance to reopening the government is serving to protect higher ed funding. Democrats are trying to prevent Republicans from clawing back approved funding through the rescissions process, like they did this summer with grants to public broadcasting and USAID. The risk to education funds that don’t align with the White House’s priorities is real. In a potentially illegal move of impoundment, the Department of Education has canceled or rejected funding for at least 100 TRIO programs affecting more than 43,000 disadvantaged students. Last month it reallocated $132 million in funds away from minority-serving institutions to historically Black colleges and universities and tribal colleges.

    Meanwhile, the Trump administration—never one to let a good crisis go to waste—is using the shutdown to further gut the Education Department. Most of the department has been furloughed, and 10 days into the shutdown the administration fired nearly 500 more Education Department staff. A federal judge indefinitely blocked the layoffs this week, but the administration will likely challenge the ruling. If the cuts happen, the department will have fewer than half the employees it started with in January. The offices that handle civil rights complaints, TRIO funding and special education will be decimated.

    The staff cuts set the stage for Education Secretary Linda McMahon to reiterate her plans to shutter the department. In a post on X two weeks into the shutdown, she said the fact that millions of American students are still going to school, teachers are getting paid and schools are operating as normal during the shutdown “confirms what the President has said: the federal Department of Education is unnecessary, and we should return education to the states.”

    “The Department has taken additional steps to better reach American students and families and root out the education bureaucracy that has burdened states and educators with unnecessary oversight,” she added.

    Policy experts predict the shutdown will end around mid-November, when enough people feel the pain of not getting a paycheck and start to complain to their senators and representatives. But colleges won’t pick up where they left off. A significant pause in funding derails education journeys for disadvantaged students and throttles valuable scientific research. Subject matter expertise and human resources will be lost through Education Department staffing cuts. Already on the defense after nearly a year of attacks on DEI, academic freedom and research funding by the administration, higher ed will struggle to recover from yet another blow.

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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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  • 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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  • Smart strategies to help students find the perfect college

    Smart strategies to help students find the perfect college

    Key points:

    You’ll often hear two words come up in advising sessions as students look ahead to college: match and fit. They sound interchangeable, but they’re not.

    Match refers to what colleges are looking for from students. It’s mostly determined by admissions requirements such as GPA and test scores, and in some cases, other criteria like auditions, portfolios, or athletic ability. Fit is more of an art than a science; it refers to what the student is looking for in a college, including personal preferences, social and cultural environment, financial factors, and academic offerings. When we talk to students about college fit, it’s an opportunity for them to ask themselves whether they like what a certain institution offers beyond being admitted.

    In the college admissions process, both terms matter. A strong match without a good fit can leave a student disengaged and negatively affect their chances of graduating from college. Nearly a quarter of undergraduate freshmen drop out before their second year, and it seems likely to me that a lot of these cases boil down to bad fits. On the other hand, a great fit that isn’t a match could be difficult for admission in the first place, and if a student is admitted anyway, the rigorous coursework they encounter might be more than they’re ready for. To maximize postsecondary success, advisors, families, and students alike should fully understand the difference between match and fit and know how to approach conversations about each of them.

    Match: Reach, target, and solid

    As I’ve worked with advisors over the years, one of the best ways we’ve found to guide students on match is using the categories of “Reach,” “Target,” and “Solid” schools. We can determine which schools belong to what category using the data that colleges share about the average incoming GPAs and test scores of admitted classes. Typically, they report weighted GPAs and composite test scores from the middle 50 percent of accepted applicants, i.e., from the students who fall anywhere from the 25th to 75th percentile of those admitted.

    • Reach: These are schools where admission is less likely, either because a student’s test scores and GPA are below the middle 50 percent or because the school traditionally admits only a small percentage of eligible applicants.
    • Target: These are schools where either GPA or test scores fall in the middle 50 percent of admitted students.
    • Solid: These are schools where students are well within the middle 50 percent for both GPA and test scores.

    Building a balanced college list across these categories is essential in the college planning process. Often, I see high-achieving students over-index on too many Reach schools, which may make it hard for them to get accepted anywhere on their list, simply because their preferred schools are ultra-selective. Meanwhile, parents and guardians may focus heavily on fit and overlook whether the student actually meets the college’s admission criteria. Advisors play a key role in keeping these data-informed conversations grounded with the goal of a balanced list of college options for students to pursue.

    The importance of early planning

    Timing matters. In general, if you meet with students early enough, conversations about fit are productive, but if you’re meeting with students for the first time in their senior year, the utmost priority should be helping them build a balanced list. Ideally, we want to avoid a situation where a student thinks they’re going to get into the most competitive colleges in the country on the strength of their GPA and test scores, only to find out that it’s not that easy. If advisors wait until senior year to address match, students and families may already have unrealistic expectations, leading to difficult conversations when options are limited.

    On the other hand, we would stress that although GPA is the factor given the most weight by admissions offices, there are ways to overcome match deficits with other elements of a college application. For instance, if a student worked part-time to support their family or participated in co-curricular activities, colleges using holistic review may see this as part of the student’s story, helping to balance a GPA that falls outside the typical range. These experiences highlight a student’s passions and potential contributions to their chosen major and campus community. We don’t want students to have unrealistic expectations, but we also shouldn’t limit them based on numbers alone.

    In any case, advisors should introduce both match and fit concepts as early as 9th grade. If students have a specific college in mind, they need to be aware of the match requirements from the first day of freshman year of high school. This allows students to plan and track academic progress against requirements and lets families begin exploring what kind of environment, resources, and financial realities would make for the right fit.

    Fit: A personal process

    Once match is established, the next step is making sure students ask: “What do I want in my college experience?” The answers will involve a wide range of factors:

    • Institutional type: Public or private? Small liberal arts college or large research university?
    • Academic considerations: What majors are offered? Are there study abroad programs? Internship opportunities?
    • Student life: What is the student body like? What kind of extracurriculars, sports, and support services are offered? Are there fraternities and sororities? What is the campus culture?
    • Affordability: What financial aid or scholarships can I expect? What is the true net cost of attendance?
    • Outcomes: What a student hopes to gain from their postsecondary experience, including specific degrees or credentials, career preparation, financial benefits, personal growth, and skill development.

    Fit also requires conversations within families. I’ve found that open communication can reveal misunderstandings that would otherwise falsely limit students’ options. Sometimes students assume their parents want them close to home, when in fact, parents just want them to find the right environment. Other times, families discover affordability looks very different once they use tools like free cost calculators. Ongoing dialogue about these topics between advisors, students, and families during the high school years helps prepare for better decisions in the end.

    Bringing it all together

    With more than 4,000 colleges and universities in the U.S. alone, every student can find a college or university that aligns with their goals and abilities. Doing so, however, is both an art and a science. Advisors who help families focus on both dimensions, and start the conversation early, set students up to receive those treasured acceptance letters and to thrive once they arrive on campus.

    For school districts developing their proficiency in postsecondary readiness factors, like advising, there is an increasing amount of support available. For one, TexasCCMR.org, has free guidance resources to strengthen advising programs and other aspects of college and career readiness. While Texas-focused, many of the insights and tools on the site can be helpful for districts across the country in building their teams’ capabilities.

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