Covid-19 and the University Experience - Sutton Trust
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RESEARCH BRIEF FEBRUARY 2021
Covid-19 and the University
Experience
Rebecca Montacute and Erica Holt-White
KEY FINDINGS activities. 29% who were put off by a lack of social
interaction during online activities, and a further
• Covid-19 has had a profound impact on education
quarter (24%) cited “zoom-fatigue” as a barrier; not
since March 2020, not least on universities.
wanting to spend more time online after completing
Institutions have had to make substantial changes to
lectures and course content virtually.
academic provision in order to cope with the pandemic,
including closing facilities, social distancing measures, • The overwhelming majority of students (87%) felt
and blended teaching during autumn 2020, with most their development had been negatively impacted
courses moving fully online in early 2021. This has had by pandemic restrictions. More students (34%) felt
significant impacts on teaching and learning, but also their development of non-academic life skills (such
on the wider university experience, an important part of as communication, motivation, confidence, resilience
developing the skills needed by graduates. or leadership) has been more negatively impacted,
compared to academic skills (18%).
Extra-curricular participation and life skills • More students reported being unsatisfied with
• Participation in extra-curricular activities this provision for activities beyond the classroom (36%)
academic year is substantially down on normal. 39% than were unsatisfied with academic provision (30%).
of students reported taking part in student societies or Support and financial resources
sport in the autumn term, and this has fallen further
since Christmas to just 30%. Almost half (47%) of • The biggest current worry for students is being able
students reported taking part in no wider enrichment to gain skills and experience needed for employment,
activities at all this term. with 76% saying they are fairly or very worried. This was
• Comparing participation by continuing students in followed by being able to take part in university social
autumn 2020 to autumn 2019 before the pandemic, life (71%), concerns about their mental health/wellbe-
participation in student societies or sport was down 18 ing (70%) and classes being online rather than face to
percentage points, from 54% in 2019. Students were face (64%).
also less likely to have taken part in work experience • Over half (54%) of students experienced financial is-
(down 6 percentage points), or paid work (down 5 sues during the autumn semester, such as being unable
percentage points), while numbers of those studying to find a job (27%), having reduced hours (16%), or
abroad were less than half of the previous year. The their parents being less able to support them (19%).
number of students not taking part in any activities was • A third of students (33%) said it was currently
up 14 percentage points from 2019. difficult for them to cover their basic living and course
• The participation gap has widened during the expenses. This figure was higher for working class
pandemic. 44% of middle-class students took part in (39%) than middle class (30%) students.
student societies last term compared to just 33% of • While just under half of students were satisfied with
students from a working-class background. Participation the financial support provided by their university, 28%
had fallen more from 2019 levels for working class reported not being aware of what support was available.
students during the autumn 2020 term. Similarly, 52% were happy with the pastoral support
• More students are also now living at home during the provided, but 21% were unaware of the support on
pandemic, with rates rising from 34% in January 2020 offer.
before the crisis, to 43% in the autumn 2020 semester, • 1 in 10 students reported not having adequate inter-
and up again to 58% in February 2021. net access to complete their university work and assess-
• Those from less well-off backgrounds are more likely ments, which has doubled since April last year. Almost
to be living at home. 64% of those from a working a quarter (22%) do not have adequate study space.
class background have spent this term living with their • Given the challenges students are facing this year,
family, up from 50% in the autumn. Students living there is real concern that drop-out rates may increase.
at home are less likely to take part in extra-curricular 10% of working-class students said it was unlikely
activities, with just 25% of the students living at home that they would complete the year, compared to 6% of
in autumn semester taking part, compared to 32% of middle-class students. Of those who were worried about
students living away from home. not completing the year three quarters indicated that
• 87% of students reported barriers to participation in the pandemic was significantly or somewhat negatively
extra-curricular activities last term, including online impacting their chances of completing the year.
1INTRODUCTION of graduates felt their course helped catering and hospitality industries,7
them to develop leadership skills, along with many families struggling
University students have faced a chal-
compared to 43% of graduates who financially, the wider economic reper-
lenging year. While there was origi-
took part in student societies. cussions of the pandemic may have
nally a great deal of optimism that
But this year, with limits on in impacted the affordability of higher
students would be able to experience
person activities, the risk of “Zoom education for many.
‘normal university life’, with some
COVID-safe adjustments, as students fatigue” after a long day of lectures Findings here are based on two new
returned to campus and outbreaks of and students perhaps apprehensive surveys of current UK undergraduate
the virus took off in student popula- about taking part in social activities students carried about by Youthsight.
tions, it quickly became apparent this with new people online, access The first polling of 904 students was
would not be feasible. Instead, many to these activities is likely to look carried out between the 13th and
students spent large parts of their very different. This brief explores the 16th of November, with students
first semester at university studying the participation of undergraduate asked about their experiences during
from their bedrooms. And now, with students in these activities during the autumn semester. The second
another national lockdown, most the pandemic, looking at barriers survey of 887 students was carried
students have been unable to return to participation and how this is out between the 5th and the 12th
to campus at all.1 influenced by the socio-economic of February 2021, to reflect circum-
background of students. stances since the national lockdown
Even when students were on campus,
With many activities (both course introduced in January.8
research from the Higher Education
Policy Institute (HEPI) at the end of related and extra-curricular) having EXTRA-CURRICULAR
November found that over half (53%) moved online, students need access ACTIVITIES DURING COVID
of students were receiving all their to a workspace, a suitable device
learning online, something only about and adequate internet connectivity Patterns of participation
a fifth of students expected back in to be able to participate. However, In February this year, students were
June 2020.2 Perhaps unsurprisingly, Sutton Trust research during the polled about their participation in
there has been a large amount first lockdown found that in April, a activities since the start of the latest
of pushback from students, with quarter of students (23%) did not lockdown. Just 23% of students have
protests and rent strikes on campuses have an adequate study space, 6% been taking part in a student society
across the UK.3 did not have access to computers (not including sports), 13% in a sport
or devices needed for learning or society (with 30% taking part in at
The academic experience has clearly
assessment, and 5% did not have least one society of all types overall),
looked very different for students this
sufficient internet access.6 27% have done paid work, 8% have
year. But higher education is much
Financial resources also play a signifi- carried out work experience, and just
broader than just what happens in
cant role in making the most of the 2% reported studying abroad. Almost
the lecture hall, with the benefits
university experience, and students half of students, 47%, said they had
of the university experience coming
are of course impacted by what is not done any of these activities this
from participation in extra-curricular
happening in the wider economy. term. With almost all university activi-
activities, work placements and other
With a drop in many of the sectors ties now having to take place online,
enrichment activities, as well as
students would typically work in activities which are taking place will
meeting new people and participating
alongside their studies, such as in the look very different to a normal year.
in university social life.
As outlined in an
accompanying Figure 1. Changes in continuing students’ participation in extracurricular activities - autumn 2019 vs
autumn 2020
report to this brief,4
these activities Any society (sport or non-sport) -18pp
can help students
to develop valuable
A student society (not including sports) -19pp
‘life skills’, such
as communication,
resilience, A sports society -9pp
confidence,
motivation and Work experience -6pp
leadership; skills
which previous
Paid work -5pp
Sutton Trust research
has shown are
highly valued by Study abroad -3pp
employers.5 But many
of these skills are not None of the above 14pp
developed sufficiently
by a student’s
core academic Percentage point (pp) change between
course alone. For autumn 2019 and autumn 2020
example, just 24% Source: Youthsight student polling, 13th - 16th of November 2020
2Participation has fallen considerably best to respond to a rapidly chang- points from 2019) compared to just
throughout the pandemic, both ing context, potentially with variation 27% of working-class students (a
when comparing the autumn to in the activities that could or could larger fall of 23 percentage points).
participation pre pandemic, and not take place. However, despite this Potential reasons for this drop off and
now when looking at the impact participation in every type of activity the widened participation gap are
of the latest lockdown. To look at examined here, other than sports, fell explored later on in this section.
changes in participation compared by a similar amount across different Interestingly, while similar proportions
to rates pre-pandemic, continuing types of institution (Russell Group, in both groups took on paid work
students (in second year and above, Pre-1992 and Post-1992 universi- alongside their studies in 2019 (36%
N=586) were asked in the autumn ties)11 from autumn 2019 to autumn of ABC1 and 34% of C2DE), this
about their participation in student 2020. The only exception to this was figure fell by 7 percentage points, to
societies during that semester and for sport, where (looking again only at 29%, for better-off students during
during the same period in 2019 continuing students to allow for com- the pandemic, but stayed the same
(see Figure 1).9 Since returning to parisons across years), participation for working class students (34%). It
university in September, only 36% at RG universities fell slightly more, may be that students from working
of this group of students had taken by 12 percentage points (from 40% class backgrounds are less able to
part in a student society or sport, an in 2019 to 28% in autumn 2020), shoulder a loss in income , while
18-percentage point fall compared to compared to 7 percentage points at middle-class students were more able
the same period in 2019. For non- Post-1992 institutions, from a lower financially to opt out, perhaps due
sport activities, participation fell even base of 20% in 2019, to 13% in to labour market conditions, or to
further, from 45% to 26%. Students 2020.12 allow themselves to focus on learning
were also less likely to have taken Before the pandemic, students from during the crisis. Our accompanying
part in work experience (down 6 working class backgrounds (C2DE) report shows that graduates from
percentage points from 19% to 13%), were less likely to take part in many lower socio-economic backgrounds
and rates of reported studying abroad of the activities examined here, an who worked while at university were
were 2%, compared to 5% in 2019. issue explored in more detail in the slightly more likely to say they did so
A large proportion of students, 37%, accompanying report to this brief. For to cover their basic living costs (50%
were not taking part in any activities, the second and third year students vs 46%) and were less likely to say
up 14 percentage points compared to polled here, back in autumn 2019, they did so to have extra money to
the same period in 2019. 58% from middle class backgrounds spend outside of their living expenses
As well as continuing students, (ABC1) were taking part in a student (33% vs 37%) than those from
participation of first year students society or a sport activity, compared better-off families.13
this year was also compared with to a lower proportion, 42% of Looking at participation in autumn
first years polled in January 2020,10 working-class students. 2020 for all students (including those
before the pandemic, who were However, even though working-class in their first year), similar differences
asked what they had done so far at students were already less likely to between socio-economic groups
university. Again, there were falls in be taking part than their better off were seen. Students from better-off
participation in all activities. This peers, the participation gap has been backgrounds were much more likely
year, 44% of first year students widened by the pandemic. During the to have taken part in student societies
reported taking part in a student autumn semester in 2020, 41% of including sports (see Figure 2, 44%
society or sport, compared to 51% middle-class students in their second vs 33%), although both groups were
of first year students polled before and third year took part in these equally likely to take part in paid work
the pandemic. 1 in 5 (20%) had activities (a fall of 17 percentage (27% vs 28%).
taken on paid work, compared
to 25% in January 2020, 8% Figure 2. Students’ participation in extracurricular activities in autumn 2020 by socio-
reported having done work economic group
experience, compared to 21%
in January 2020. In 2020, 41% 44%
reported taking part in none of 40%
these activities, a much higher 33%
36%
proportion than 29% in January 31%
26% 27% 28%
2020. 23%
The pandemic has clearly had a
considerable impact on student’s 12% 12%
10%
experiences at university this year,
2% 1%
even outside of their core aca-
demic course.
Any society A student A sports Paid work Work Study None of the
Policies in place during the (sport or society (not society experience abroad above
pandemic are likely to have dif- non-sport) including
fered between institutions, with sports)
universities and student unions
ABC1 C2DE
making decisions on how to
interpret regulations and how
Source: Youthsight student polling, 13th - 16th of November 2020
3All students (including first years) Figure 3. Average hours per week students spent doing in person extra-curricular activities
were asked about the hours per during autumn 2020
week they had spent on extra-
curricular activities in the 7 or more hours per week 4%
autumn 2020 semester (see
Figure 3). 14% had only taken
part in activities online and 4-6 hours per week 10%
had not done any in person,
about 1 in 5 (18%) had done
1-3 hours per week 19%
less than an hour a week,
a further 19% 1-3 hours
per week, and only a small Less than 1 hour per week 18%
proportion were spending a
considerable amount of their
I have only taken part in such activities
time on these activities, with 14%
online/remotely
10% spending 4-6 hours and
just 4% spending 7 hours or Not applicable, I haven’t taken part in any
more on these activities each 32%
such activities
week.
Participation for many of these Not sure/cannot answer 3%
activities has fallen further
since autumn this academic
Source: Youthsight student polling, 13th - 16th of November 2020
year (see Figure 4), when 29%
of students were taking part in
student societies (down further
by 7 percentage points), 18% Figure 4. Students’ participation in extracurricular activities – autumn semester 2020 and
were taking part in a sports society since January 2021.
(now dropped by 6 percentage
points), and 39% doing any A student society (sports or non sports) 39%
type of society overall (down 10 30%
percentage points). 11% were
A student society (not including sports) 29%
currently doing work experience, 23%
down by 3 percentage points
from last semester, and the A sports society 18%
proportion of students doing no 13%
activities has risen, from 38%
Paid work 26%
to 47%. Rates of study abroad 27%
(already very low) and paid work
have however not changed since Work experience 11%
8%
the autumn. Participation is also
likely to look very different for
Study abroad 2%
the activities which are currently 2%
able to take place, for example
sports societies will not be able None of the above 38%
47%
to meet collectively under the
winter’s lockdown regulations,
so may instead for example be Autumn 2020 Since January 2021
doing one to one meet ups for
training or training activities Source: Youthsight student polling, 13th - 16th of November 2020 and the 5th-12th of February 2021
organised online and carried out
individually. 29% for C2DE), but the proportion of families.14 Although students were
students taking part in none of these encouraged to return to campus
The socio-economic gap in participa- activities remains higher for working during the autumn 2020 semester,
tion has remained during the lat- class students, at 48%, compared to a large proportion of students, 43%,
est lockdown, although has closed 43% of better-off students. reported living at home. And since
slightly for some activities, with January 2021, with students told to
participation falling across socio-eco- FACTORS INFLUENCING remain with their families if they had
nomic groups. Since January 2021, PARTICIPATION returned there over Christmas, the
just 25% of students from working Living at home percentage doing so has risen further,
class backgrounds have taken part in now standing at 58% (see Figure 5).
student societies (including sports), Rates of living at home have
compared to 33% of middle class increased over the course of the Before the pandemic, those from
students. Rates of paid work have crisis. Before the pandemic, in working class backgrounds were
remained similar (28% for ABC1 vs January 2020, just 34% of students already much more likely to live
were living at home with their with their families than those from
4better-off backgrounds (41% of Figure 5. Where students were living pre pandemic (January 2020), during the
C2DE vs 28% of ABC1). This gap has autumn 2020 semester and since January 2021
remained stable throughout the crisis,
even as the number living at home 66%
overall has risen. 50% of working
class and 37% of middle class 58% 57%
students were living at home during
the autumn semester, rising again
43% 42%
to 64% and 53% respectively since
January 2021. 34%
Previous Sutton Trust research found
differences in rates of living at home
by ethnicity pre- pandemic, with for
example British-Pakistani students
6.3 times and British-Bangladeshi
students 6.6 times more likely than
their white peers to stay at home and
to study nearby.15 During autumn I lived in my family's home I lived away from home
2020, 54% of BAME students were
living at home, compared to 40% of January 2020 (pre pandemic) Autumn 2020 Since January 2021
white students, a gap which remained
stable as more students moved home Source: Youthsight student polling, 17th – 22nd ofJanuary 2020; 13th - 16th of November
over Christmas, with 69% of BAME 2020, and 5th and the 12th of February 2021
students and 54% of white students
living at home since January 2021.
Before the pandemic, students liv- Figure 6. Issues preventing participation in student societies during the pandemic
ing at home with their families
were less likely to take part in The lack of social interaction has put me off
29%
student societies than their from taking part online
peers living away from home,
I did not want to spend more time online after
as one might expect. 33% of 24%
online lectures/course content
graduates who lived at home
having taken part at some point The society I wanted to participate in is not
20%
at university vs 67% of those currently taking place due to restrictions
who lived away from home.16 Activities were taking place in person, and I
During the autumn 2020 se- 7%
was worried about the risk of infection
mester, this gap narrowed: 25%
I did not have the equipment needed to take
of students living at home took 3%
part in activities online
part in student societies or
sport, compared to 32 % of I have been unable to attend all/most sessions
3%
students living away from their due to self-isolation
families. The same pattern has
been seen since January, with Do not know/not sure 13%
25% of students living at home
participating compared to 35% Source: Youthsight student polling, 13th - 16th of November 2020
of those living away from home.
A small proportion (3%) said they did Students were polled here about
Other barriers not have the equipment needed to this issue in autumn 2020, with
Students were asked whether they take part online, although if scaled comparisons back to findings from
had encountered any barriers to to the entire student population, previous Sutton Trust research in
their participation in extra-curricular this would equate to thousands of April of the same year.17 When looking
activities in the autumn semester students being unable to take part at these comparisons, it is important
(see Figure 6). Most (87%) reported due a lack of equipment. Students to keep in mind that whether students
encountering barriers to participa- from working-class and middle-class were living at home or on campus
tion, with the most common barrier backgrounds were similarly impacted will likely impact on their access to
cited by 29% of students being the by these barriers. these resources, and on how easily
lack of social interaction putting them universities can provide them.
Access to resources
off from taking part online. A further
Almost a quarter of students (22%)
24% did not want to spend more time Students were also asked how
sufficient their access to resources reported not having adequate study
online after completing lectures and
space to work in during the autumn
working online during the day, and for was for their university work and
assessments, resources which would semester, a very similar proportion
20% the activity they wanted to take
also be needed to take part in any (23%) to those who said the same in
part in was not taking place due to
extra-curricular activities remotely. April. Similarly, having sole access
restrictions.
5to a laptop, computer or tablet to Figure 7. Percentage of students with insufficient access to resources needed to com-
work on has also stayed stable, at plete their university work or assessments, November and April 2020
6% throughout. However, 10% of
students reported in autumn not
Sole access to a laptop/computer/tablet to 6%
having adequate internet access to
work on 6%
complete their university work and
assessments, a proportion which
has doubled since April, when the
figure stood at 5% (see Figure 7). 23%
The reasons for this difference are Access to a suitable study space
not clear. It may reflect changed 22%
circumstances in terms of the
nature of teaching and learning
between spring and autumn. Online 5%
classes and lectures are likely to Level of internet access
10%
be playing a more important role
than they were at the beginning
of lockdown, as universities have
become more used to online Apr-20 Nov-20
provision, but students may not
have adequate internet access to Source: Youthsight student polling, 3rd – 8th April and 13th - 16th of November 2020
stream them online. With almost all
students currently learning remotely,
it is of significant concern that many
students have been reporting they do
not have adequate internet access for Figure 8. Satisfaction with academic provision in autumn 2020, by year of study
the needs of their course.
Looking at access by socio-economic First year 14% 59% 2% 20% 6%
background in autumn 2020, work-
ing class students were not substan-
tially more likely to report inadequate
study space than their better-off
peers (24% vs 21%), although those
who had attended private schools Second year 15% 54% 2% 22% 8%
(a proxy measure for family wealth)
were less likely to report inadequate
study space (just 15%). Differences
in access were also seen by ethnicity;
while 27% of BAME students re-
Third year 8% 53% 3% 25% 12%
ported having insufficient study space
to complete their university work, just
20% of white students said the same.
SATISFACTION WITH Very satisfied Fairly satisfied Do not know/unsure
PROVISION AND SUPPORT
Fairly unsatisfied Very unsatisfied
Academic provision
Despite the challenges that have Source: Youthsight student polling, 13th - 16th of November 2020
been facing universities this year, in
the autumn semester, most students dents in other years of study. 61% of those unsatisfied with this
(68%) were satisfied with the aca- Students studying at Russell Group provision said they had sufficient
demic provision their university had institutions were more likely to be study space.
put in place. However, a considerable unsatisfied (35%) with the academic Things have however worsened in the
proportion, just under a third (30%), provision put in place by their latest lockdown, with most students
were unsatisfied. Third years were the universities than students at Post- now unable to access any face to face
most likely to say they were unsat- 1992 institutions (26%).18 provision. In February 2021, while a
isfied (37%, compared to 29% of majority of students were still satis-
second years and 25% of first years; There was a strong relationship
between workspace availability and fied with academic provision offered
see Figure 8), perhaps because they by their university, this had reduced
have higher expectations during their satisfaction with academic provision,
perhaps reflective of barriers some from 68% in the autumn to just
final year when stakes are higher, or 59%; with 39% unsatisfied with the
because they are more concerned students face accessing provision
online. While 85% of those satisfied provision on offer. This will be a real
about a lack of time to catch up on concern if students remain unable to
any missed content compared to stu- with academic provision reported
having sufficient study space, only return to campus this semester.
6Provision for Figure 9. How satisfied students are with academic and extra-curricular provision by their uni-
extracurricular activities versities during autumn 2020
In the autumn semester,
there appeared to be less
satisfaction with provision put Extra curricular provision 9% 33% 22% 23% 13%
in place for extra-curricular
activities (such as student
societies, sports, and other
similar activities) than
academic provision (42%
compared to 68%). A sizeable
proportion, 36%, of students
were unsatisfied with extra-
curricular provision in place Academic provision 12% 55% 2% 22% 8%
during the autumn semester
(see Figure 9).
However, students were
also much more likely to
be unsure of their views on
this type of provision than Very satisfied Fairly satisfied Do not know/unsure Fairly unsatisfied Very unsatisfied
academic content. Looking
just at the views of those with Source: Youthsight student polling, 13th - 16th of November 2020
a clear opinion on extracurricular
activities (N=703), 54% said they
were satisfied with provision,
compared to 46% who were
unsatisfied. Figure 10. The impact of the pandemic on academic and life skill development for students
As with the findings for aca-
demic provision, students at My academic development has been more
18%
Russell Group institutions were negatively impacted
also more likely to be unsatis-
fied by the provision for extra- My wider development of social and non-
curricular activities on offer at academic skills has been more negatively 34%
their university in the last se- impacted
mester (44% unsatisfied, com-
pared to 31% at Post-1992s). They have both been equally negatively
36%
However, a higher proportion of impacted
students at Post-1992 insti-
tutions were unsure of their
Neither have been negatively impacted 9%
views on this provision (26%
compared to 16% at Russell
Group universities), likely to be
reflective of the lower rates of Don’t know/ not sure 4%
participation in these types of
activities at Post-1992 institu-
Source: Youthsight student polling, 13th - 16th of November 2020
tions overall (for example, before the
pandemic, while 75% of graduates motivation, confidence, resilience or Third year students were more likely
from Russell Group universities had leadership) had been more negatively to say their academic development
taken part in student societies at uni- impacted by the pandemic. 87% had been more heavily impacted
versity, this figure was 64% of those reported negative impacts on their than their non-academic skills (20%
who attended Post-1992s). development of either one or both vs 11% of first year students). In
of these types of skills, with just 9% contrast, 39% of first year students
IMPACT OF THE PANDEMIC saying neither had been negatively said their social and life skill develop-
ON SKILLS DEVELOPMENT impacted (see Figure 10). While ment was more negatively impacted,
The considerable issues facing both 34% of students said that their compared to 32%of third years.
students and universities alike this development of wider social and non- Interestingly, students at Russell
academic life skills has been more Group institutions were the most
year are also likely to impact on how
negatively impacted, 18% said their likely to say their wider development
well students develop skills while
development of academic skills have had been more negatively impacted
studying.
been more negatively affected, and than their academic development:
In the autumn, students were asked 36% that both had been impacted 41% of students at these universities
whether they felt academic or wider equally. compared to a lower proportion (31%)
‘life skills’ (such as communication, at Post-1992 institutions.19
7FINANCIAL STRAIN Figure 11. Experience of financial hardship due to coronavirus, November 2020
The pandemic has had a
considerable impact on the Unable to find a job 27%
economy, with some of the
sectors students often work in, Parents have been less able/unable to
19%
such as hospitality or retail, support me financially
heavily affected by closures
Reduced hours in a job or not paid 16%
and subsequent job losses.20
Students’ finances may also
Unable to attend paid work/other
have suffered for other reasons, 9%
financial issues due to self-isolation
for example if their parents’
economic situation has changed Lost a job 6%
due to the pandemic, making
them less able to support them No, I have not experienced any financial
financially during their studies. 33%
hardship
Given these challenges, it is
Not yet, but I am expecting financial
perhaps unsurprising that in the 13%
issues in the next few months
autumn, over half (54%) of stu-
dents said they had experienced Source: Youthsight student polling, 13th - 16th of November 2020
some form of financial hardship dur-
ing the semester (See Figure
11). The most common issue
reported was being unable to Figure 12. Experience of financial hardship due to coronavirus by socio-economic background
find a job at 27%, while 19%
said their parents are less 26%
Unable to find a job
able to support them finan- 28%
cially, 16% have had hours
Parents have been less able/unable to support 18%
reduced, 9% missed work due me financially 19%
to self-isolating and 6% have
lost a job. A further 13% had Reduced hours in a job or not paid 16%
18%
not experienced any financial
hardship yet, but expect so Unable to attend paid work/other financial 10%
over the next few months. issues due to self-isolation 9%
A similar question was asked 6%
Lost a job
in April this year, and the 7%
instance of some of these
No, I have not experienced any financial 35%
sources of financial hardship hardship 32%
have reduced since then.
While 24% of students Not yet, but I am expecting financial issues in 13%
the next few months 12%
reported reduced hours in
a job or not being paid in
ABC1 C2DE
April, in the autumn this was
16%. Similarly, while 10% of Source: Youthsight student polling, 13th - 16th of November 2020
students reported having lost a job in
April, this was only 6% in November. experienced each individual source of in January 2020 to 10% in Novem-
However, this could be a consequence financial hardship. ber 2020. This perhaps reflects the
of fewer students having a job to Students were also asked whether greater amount of financial uncertain-
lose, which seems likely given a high their maintenance loan and any mon- ty students are facing this year, with
proportion of students reported being ey they receive from their families is the impact of the pandemic on their
unable to find a role in November. enough to live on when at university finances across the year perhaps not
First year students were the most (see Figure 13). In autumn semester yet clear, as well as the greater num-
likely to say they have not been able 2020, 41% of students said it was ber of students living at home with
to find a job (34%) compared to 22% not enough to live on, with 49% say- their families, saving on some costs.
of second years and 27% of third ing it was enough, and 10% unsure. Many of those who say that loans
years, so have been the most heavily Comparing this to polling of students and money from their family are not
impacted by a reduction in vacancies. pre-pandemic in January 2020, those enough to live on would, in a normal
saying their loan is enough to live on year, often rely on paid work to make
Working class students were
has stayed the same, at 49%. The ends meet. However, as shown above,
slightly more likely to have already
proportion of students saying their for many this option will not be avail-
experienced financial issues in the
loan is not enough to live on has able this year.
autumn than those from middle-class
backgrounds (57% compared to decreased, from 46% to 41%, while Students from lower-socio economic
52%, see Figure 12, although they the proportion of students saying backgrounds were less likely
were only slightly more likely to have they are unsure has risen from 6% to answer positively that their
8maintenance loan was enough to Figure 13. Is your maintenance loan and/or the financial support you
live on (46% for C2DE vs 52% for receive from your family enough to live on while at university?
ABC1), although this was largely due
to differences in those saying they 49% 49%
were unsure (11% vs 7%), rather 46%
than those who were sure it was not 41%
enough (43% vs 41%).
In February, students were also asked
how difficult it currently was for them
to cover their basic living and course
expenses, for example their rent,
food, or materials they need for study.
A considerable proportion (33%) said 10%
it was difficult for them to cover these 6%
basic living and course expenses, a
figure that was higher for working
class than middle class students Yes No Unsure
(39% vs 30%).
January 2020 (pre pandemic) Autumn 2020
While most students are still able to
cope financially, and for some this Source: Youthsight student polling 17th – 22nd January 2020, 13th - 16th of November 2020
year university may actually have
been more affordable (for example for
those able to live at home with their
families and who have been given Figure 14. Student worries at the start of 2021, by socio-economic background
rent rebates), for students who do not
receive enough from their families Being able to gain skills and experience 76%
and their maintenance loan, there needed for employment 79%
have been fewer options this year
to supplement income, with a real Being able to take part in university 74%
risk that some students are facing social life 65%
considerable financial hardship as a
consequence. 68%
Your mental health/wellbeing
74%
STUDENT CONCERNS AND
SUPPORT AVAILABLE Classes being online rather than face to 66%
In February 2021 students were face 63%
asked about a variety of issues related
to their academic experience, their Extra-curricular activities being online 57%
rather than face to face 48%
ability to take part in university
social life, extra-curricular activities,
mental health concerns, financial Having the resources needed to work 53%
remotely 55%
issues and opportunities to develop
employability.
The cost of living while studying this 51%
The biggest current worry for students year 48%
is being able to gain the skills and
experience needed for employment,
with 76% saying they were fairly or ABC1 C2DE
very worried. This was followed by be-
ing able to take part in university so- Source: Youthsight student polling, 5th - 12th of February 2021
cial life (71%), concerns about their
mental health and wellbeing (70%), more likely to be worried about being able to continue their studies, and
classes being online rather than face able to take part in university social so will play a vital role in keeping
to face (64%), extracurricular activi- life (74% vs 65% of C2DE), and that retention rates up.
ties being online (54%), concerns extra-curricular activities would be In the autumn, students were asked
about having the resources needed to online rather than face to face (57% how satisfied they were with their
work remotely (53%), and the cost of vs 48%; see Figure 14). university’s support for anyone
living while studying this year (49%). Financial support encountering financial hardship
Students from working class during the crisis. Just under half
Given the strains on students during
backgrounds were more likely to be (49%) were satisfied with the level
the pandemic, support provided
concerned about their mental health/ of support on offer, a figure which
by universities (both financial and
wellbeing than middle class students has gone up from just 36% in April
pastoral) could help to determine
(74% vs 68%), whereas students 2020.21 In April, there was also a
whether students under strain are
from better off backgrounds were high proportion of students (33%,
9see Figure 15) were unaware Figure 15. Satisfaction with support in place for students experiencing financial hardship
of what support was on offer, due to the pandemic, November 2020
with this figure having fallen
by the autumn to 28%. This is 9%
a welcome improvement, and Very satisfied
9%
perhaps reflective of universities
now having had more time to put
additional support in place and 27%
Satisfied
communicate this to students. 40%
However, about a quarter of
students (23%) remained
unsatisfied with provision, and 19%
Unsatisfied
while this has come down slightly 16%
from 30% in April, it suggests
there is still more universities
could do to support students 11%
Very unsatisfied
financially during the crisis. 7%
Satisfaction also differed be-
tween groups of students, with a I am not sure what support the university 33%
higher proportion of working-class is offering/Don’t know 28%
students being unsatisfied with
support (29% vs 21% of middle-
class students), perhaps reflec-
tive of a greater need for support Apr-20 Nov-20
in this group, who may be less Source: Youthsight student polling, 3rd – 8th April 2020 and 13th - 16th of November 2020
likely to call on family members for
financial help. Middle class students
were more likely to be unsure of
what was on offer (27% compared to Figure 16. Percentage of students saying it is unlikely they will complete this academic
22%), perhaps also reflecting a lesser year, by socio-economic background and POLAR group
need for this type of support. BAME
students were also more likely to be ABC1 6%
unsatisfied by the support on offer
(27%) than white students (21%).
More students at Russell Group C2DE 10%
institutions were unsatisfied with
the financial support on offer (27%
compared to 22% those at Post-1992
institutions)22 and were also more
likely to be unsure of the support on
offer (28% compared to 23% of those
High participation areas (Q5) 4%
at post-1992 institutions),23 suggest-
ing these universities could look to do
more to improve and communicate
their support to students. Low participation areas (Q1) 8%
Pastoral support
Source: Youthsight student polling, 13th - 16th of November 2020
About half of students (52%) were
happy with the pastoral help (support There were also differences in support on offer compared to 28% of
for students’ physical and mental satisfaction between students at those asked about financial support.
welfare) on offer from their university. different institution types. While 56%
However, as with financial support, Impact on retention
of students at Post-1992 institutions
a sizeable proportion (28%) were were satisfied with the support in Given the challenges students are
unsatisfied, and 1 in 5 (21%) were place, this was lower at Russell Group facing this year, there is a real con-
unaware of what support was on offer. universities, at 49%.24 cern that drop-out rates may increase
Students have faced a challenging set following the pandemic. In autumn
of circumstances this academic year, Interestingly, while in Post 1992
2020, a small proportion of students
with the likelihood that many more institutions awareness of both
(6%) said it was unlikely they would
may need this type of support than in financial and pastoral assistance was
complete the year, comprising 1%
a usual year. Universities should look similar, at Russell Group institutions,
who said it was very unlikely they
to bolster this support, and ensure all students appear to be more aware of
would finish, and a further 5% saying
students are aware of what is on offer the pastoral support available to them
it was fairly unlikely.
to support their mental and physical than support available financially,
with only 14% unsure of the pastoral Pre-pandemic, dropout rates were
health during the pandemic.
10usually about 6%.25 While these resilience, confidence, motivation with certain disabilities or with
figures do not give overt cause for and leadership; skills which previous caring responsibilities) perhaps less
concern at this point compared to Sutton Trust research has shown are able to spend evenings on campus.
retention rates pre-COVID, some highly valued by employers.26 There The pandemic has shown for many
students will have already dropped is however a risk that due to the activities that remote participation
out before the surveying period, and pandemic many students are missing is possible. Universities and student
it is not clear what proportion of those out on the ability to develop these unions should, where possible, take
saying it is unlikely they will complete skills alongside their studies. lessons learnt this year to ensure
the year will actually drop out. But these activities are important, remote options are retained in future
Long before the pandemic, there have and lower levels of participation years wherever possible.
been retention gaps between students should be of significant concern, Throughout the Sutton Trust’s re-
from different socio-economic with the potential for a considerable search in response to the pandemic,
background and different ethnicities. negative impact on students' skills we have highlighted a lack of access
Here, 1 in 10 (10%) of working- development in the long term. for many young people to the resourc-
class students said it was unlikely Recent research has indicated there es needed to take part in learning
that they would complete the year, is a wage premium associated with and other activities remotely. It is
compared to a lower proportion (6%) reported development of life skills.27 concerning that the proportion of uni-
of middle-class students (see Figure Students from lower socio-economic versity students reporting inadequate
16). There were also differences by backgrounds especially, who have internet access has actually increased
POLAR group, with 8% of those from fewer opportunities to develop these since earlier this year, perhaps now
areas with historically low rates of important skills at school,28 are now as a result of increased expectations
progression to HE (Q1) saying they missing a vital chance to develop from universities and demands on
were unlikely to finish, compared to them at university, something likely to bandwidth. Steps should urgently be
just 4% of students from areas with impact on their future employability taken by both universities and by gov-
the highest rates (Q5). and social mobility. ernment to ensure all students have
Students who said it was unlikely There are few easy answers, with the resources needed for their stud-
they would complete the year significant challenges in allowing ies, particularly with the potential of
were then also asked whether the these activities to take place even social distancing and blended learn-
pandemic had affected their view. A under reduced restrictions. Some ing continuing into autumn 2021.
considerable proportion (40%) said it activities will simply be unable to Similarly, it is also concerning that
had significantly, a further 34% said take place until social distancing such a high proportion of students do
it had a somewhat negative impacted rules can be loosened. For those not have an adequate study space,
their view, and 21% said it slightly which can take place but only even when they were able to access
negatively affected it. In all, just 3% remotely, trying to engage students their university during the autumn
said it had not negatively impacted it online after a long day of lectures will semester. With more students than
at all. continue to be an issue. Universities usual living with their families this
and student unions should do all year, and with it currently unclear
DISCUSSION they can to help, from ensuring all whether students will be able to
Across every educational stage, students have the resources they return to campus, it will be difficult
the impacts of the coronavirus need to participate, to looking at for universities to help with this issue
pandemic have been considerable, creative ways for activities to take directly. However, when students are
with students and universities alike place in person, for example if able to return, universities could help
under significant strain in the face students are able to return to campus by providing as many COVID secure
of extensive disruption. Findings later this year, allowing them to workspaces for students on campus
in this brief show that the negative use outdoor spaces, or providing as possible, for example re-purposing
consequences of the pandemic for additional funding to enable them teaching rooms when they are not
students extend beyond their core to rent larger spaces so activities in use, and prioritising access for
academic learning, with many of can take place with adequate social students who do not have adequate
the activities that undergraduates distancing. And after the pandemic, study space at home. And indeed,
would normally undertake outside efforts to encourage students to some institutions have already put
of their course severely disrupted, take part in these activities should this type of system in place.29
even during the periods of this year be seen as a priority in the recovery Many students are facing financial
when students have been allowed on within universities, so students have a issues due to the pandemic, from
campus. This disruption also appears chance to make up for this lost time. being unable to find paid work, to
to be affecting poorer students the There are also some opportunities their families being less able to
most, and many students are also to learn from the current crisis. In support them, with working class
struggling financially due to the future, the shift to remote activities students particularly impacted. Many
economic impact of the crisis. does give an important opportunity of these students have also been
As discussed in an accompanying for universities to look again at left to pay rent for accommodation
report, the activities students take on opening up accessibility of extra- they have been unable to use. Some
outside of their core academic work curricular activities for more students, institutions and student housing
can help them to develop a range of including those (such as students providers have given refunds, but this
life skills, such as communication, living at home, as well as students is variable between providers.30
11Figure 17. Additional per student funding provided to universities for financial
The government in England have hardship
now put in place additional financial
£367*
support for students, with £70
million being given to universities
via the Office for Students. As
well as this, government have also
suggested universities use the £256
million available in existing student
premium funding for hardship
funding. However, this money was for
other purposes, including widening £115
£95
participation, much of which may
have been difficult to re-purpose.
£34
Additionally, the government had
already suggested this funding is used
for several other purposes related to England Northern Ireland Scotland Wales
the pandemic, including emergency
funding for student counselling and Author's own calculations
support for digital access.31
The £70 million of new funding The university experience has clearly This academic year is proving difficult
given to English HE institutions looked very different for students this for everyone across higher education,
specifically for student hardship year. For first years, these challenges and it looks like the months ahead
equates to roughly £34 per student have also come on top of a long pe- will continue to be challenging, even
(see Figure 17), compared to £5.6 riod out of learning because of school as the vaccination programme rolls
million in Northern Ireland, or roughly closures in the first lockdown. There out. While the pandemic is ongoing,
£95 per student; £30 million in are concerns that the rate of students universities and government should
Scotland, roughly £115 per student; dropping out of their courses could continue to assess their emergency
and £50 million in extra funding in rise due to the pandemic.33 However, response, and look to fill immediate
Wales, roughly £367 per student we do not yet know exactly how the needs, such as a lack of financial
(although it should be noted that crisis will impact on retention rates. support, tackling any early signs of
funding in Wales is made up of an an- While some early data on non-contin- retention issues and doing what is
nouncement of £40 million solely for uation rates suggests it is in line with possible to make extra-curricular
financial hardship, and £10 million previous years, potential flaws in this activities, as well as learning, acces-
divided between hardship funding dataset have been highlighted, with sible as far as is practically possible.
and additional mental health sup- warnings that rates may actually be In the longer term, it is vital to keep
port).32 While the funding announced much higher than can be currently be in mind the wide-ranging impacts of
in all nations is welcomed, all should conclusively seen.34 It is concerning the pandemic on this generation of
continue to monitor the level of need that findings here show the pandemic students, beyond their core academic
from students as reported to HE has negatively affected the views of course. If some activities are impos-
providers, and England in particular most of those students who think it is sible while the pandemic is ongoing,
should look to provide additional sup- unlikely they will finish the academic everything possible should be done to
port for students above that already year. Universities should be taking allow current undergraduate students
announced. Doubling the current ad- active steps, where possible, to inter- increased access to these activi-
ditional funding for hardship available vene early with any students at risk of ties during the rest of their degrees.
to £140 million would bring England dropping out of their course, and the Building these skills are a crucial
to a comparable level of additional impact of the pandemic on retention foundation for future employability
support with other UK nations. rates should be carefully monitored. and social mobility prospects.
RECOMMENDATIONS
1) The government and universities should look urgently at providing additional financial support for students in
England. Many students are experiencing financial hardship due to the pandemic, for example due to the loss of part
time work or their families being less able to support them. Recent announcements are welcome, but government
funding commitments are still unlikely to be enough to meet the scale of the challenge for these students.
2) Universities should ensure all students have adequate access to the resources they need while lockdown continues
and when they reopen, both to study and to take part in extra-curricular activities. This includes devices, adequate
internet access, and where possible, providing COVID-secure study spaces for students without adequate study space
at home.
3) Universities should spread awareness of the financial and pastoral help available to students. While awareness
of such support has improved since earlier this year, many students are still unaware of the help on offer from their
universities.
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their student omnibus. The included as footnotes throughout.
24. This figure was 47% in Pre-1992
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Year and University Group (Russell 25. K. Petrie & N. Keohane (2017)
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