Empty lectures aren’t just dismaying – they’re a social justice issue

Walk into any university lecture hall or seminar room these days, and you’re likely to find rows of empty seats. Attendance rates have plummeted – not just in lectures, where students these days can rely on recordings, but in seminars, too, where recordings usually aren’t an option. This trend suggests that factors beyond technology are at play.

As an academic, I’ve witnessed this decline first-hand. Seminars, once vibrant spaces for debate and discussion, typically see attendance drop to about 10 per cent by the end of term. This isn’t just a matter of students skipping classes; it’s indicative of deeper shifts in student engagement and the challenges they face.

Racially minoritised students are disproportionately affected by this downturn. Research indicates that black students in particular are significantly more likely to face severe financial pressures at university, intensifying their struggle to balance education with other responsibilities. Many are compelled to work part-time jobs to cover basic living expenses, a reality intensified by the rising cost of living and badly insufficient maintenance loans.

One student I interviewed as part of a project investigating this issue shared with me: “I think all of second year I basically had to spend working just to pay my bills and have food to eat. Whenever I got my timetable I would always try to get some flexibility…I would rather have one day where I need to go to uni and actually have to work, instead of like, Wednesday one hour, Thursday one hour.”

This quote highlights another issue: the scattershot nature of university timetabling. Students often have isolated teaching sessions spread unevenly throughout the week, making it difficult to coordinate with work schedules or caring responsibilities. For those juggling employment and studies, clustered teaching days would be a significant improvement.

Beyond logistical challenges, there’s a noticeable hesitation among students to engage in seminars as previous generations did. Many arrive at university reluctant to participate in discussions, perhaps because of increased anxiety or a shift in educational expectations. The traditional lecture-seminar format, once the backbone of university teaching, especially in the humanities, might no longer work for today’s students.

This reluctance can stem from various factors. The rise of the “student-consumer” mentality means that students often view education transactionally. Facing hefty tuition fees, they expect clear returns on their investment. If seminars don’t directly enhance their grades or seem immediately relevant, attendance and participation wane.

Moreover, societal changes have influenced how students interact and communicate. The digital age, with its emphasis on online interaction, might contribute to discomfort with face-to-face discussions, which were compounded by Covid-era lockdowns and online learning. This shift challenges the effectiveness of seminars designed for open dialogue and debate.

So what can be done to address these issues?

First, universities need to rethink the rigid lecture-seminar model. Is it still the most effective way to engage students? Introducing more problem-based learning could provide practical, real-world applications that capture students’ interest. Academics often emphasise “authentic assessments” – perhaps it’s time to focus on authentic teaching methods that align with students’ needs and learning styles?

Second, improving timetabling could make a significant difference. By bunching together teaching sessions, universities can accommodate students’ external commitments, reducing the strain of constant commuting for isolated classes. This approach acknowledges the reality that many students are balancing education with work and other responsibilities.

Finally, universities should consider providing more support for racially minoritised students who face additional hurdles. A disproportionate number of these students choose to live off-campus, often because of financial constraints or a lack of sense of belonging. This distance can further hinder their ability to attend classes regularly.

It’s important to recognise that these challenges aren’t solely the responsibility of universities to fix, let alone individual academics. They are a product of societal forces beyond our control – economic pressures, changing attitudes towards education and changing communication norms.

However, acknowledging these factors allows institutions to adapt. By listening to students and understanding their realities, universities can implement changes that make education more accessible and engaging.

Falling attendance rates suggest that there are deeper issues that urgently need to be addressed. If we continue with business as usual, we risk alienating students and diminishing the quality of higher education. But with thoughtful adjustments to teaching methods and timetabling, and by fostering a more inclusive environment, we can begin to reverse this trend.

Christopher Byrne is assistant professor in British politics at the University of Nottingham.