Commuter students in Higher Education
Discussions about commuter students can be heard in universities across the country. This growing group now represents around 40% of all students, with higher proportions in post-92 universities and among postgraduate learners. Reflecting their significance, commuter students are now included in the Office for Students’ Equality of Opportunity Risk Register in England.
Why has this happened?
In the years following the pandemic, living costs—particularly accommodation and food—have risen sharply, a phenomenon some have described as “the cost of learning.” At the same time, changes to technology have made teaching resources, including lectures and seminars, far more accessible online.
Because cost is a key driver, commuter students are more likely to come from widening participation (WP) backgrounds, with lower household incomes. They are also more likely to be the first in their family to attend university, to have caring responsibilities, or to be mature learners.
Why this matters
It is essential for students and higher education institutions that there is a greater understanding of commuter students: who they are, what they need, and how universities can best support them. Higher education must evolve to meet the needs of this increasingly significant cohort.
Benefits and challenges of commuting
Studying while living at home can offer many advantages. Living off campus reduces accommodation and meal costs and allows students to remain closely connected to family and friends. It can also give them greater control over balancing part-time work with academic commitments.
However, there are challenges. Commuting can be tiring and unpredictable, leaving students with less time to study and socialise. Spending more time at home can also make it harder to develop a sense of belonging, as commuter students may find it difficult to build social networks.
How universities can respond
To improve the experience of students, many universities are now adapting their estate so that there are informal social spaces to study and relax when spending time on campus. Timetabling is also key: condensing teaching sessions can make study time more efficient allowing students to balance learning, part-time work, and commuting. Universities, including Leeds Beckett offer pre-arrival and induction events specifically for commuter students that can help students build connections early on. Initiatives such as car-share schemes, peer mentoring, and guidance from previous commuter students can further enhance support and community.
Students’ Unions can also play a key role, encouraging local students to join clubs and societies, a key part of student life. There are also moves to offer more daytime and early-evening events to make participation easier for commuter students. Eric, an Undergraduate Student at Leeds Beckett comments: “Taking advantage of these activities makes campus feel like more than just a place to study — it becomes a space where you can unwind and will help you feel more connected.”
It’s clear that enhancing commuter students’ experience will continue to be a key focus for universities in the future and Go Higher West Yorkshire’s collaborative approach will help drive progress through shared learning with our partners and students.
Sarah Thomas, Access and Widening Participation Manager, Leeds Beckett University
