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In the years since the pandemic, a quiet shift has been happening in higher education: students are attending fewer classes in person. What started as a necessary adaptation during lockdowns has evolved into a preference for digital flexibility. While technology has made learning more accessible in many ways, a growing body of research suggests that in-person attendance remains essential – not just for , but for , , and.

Why students aren’t showing up

Despite its benefits, attendance has been declining. To support students in re-engaging, we as educators must first understand why they are not showing up. The reasons are varied:

• Digital preference: Students now expect recorded lectures and view in-person sessions as optional, unless they directly impact assessments.
• Financial pressure: With rising costs of living, many students work part-time or skip commuting to campus to save money.
• Mental health struggles: Anxiety and burnout make it hard for students to engage in real-world settings.
• Perceived low value: Some classes feel repetitive or non-interactive, leading students to question their necessity.
• Weak time management: Without strict requirements, students often fall out of routine and motivation.

These aren’t excuses, they’re real barriers. But they highlight the importance of designing learning environments that make attendance feel worthwhile.

The value of being there

Class attendance isn’t about filling seats; it’s a signal of engagement and a pathway to stronger outcomes. Research shows that students who regularly attend seminars or discussions perform up to a full grade higher than their peers who skip them (Betton et al., 2022).

‘Showing up means more than just hearing a lecture; it’s about immediate access to feedback, real-time clarification of confusing content, and participating in discussions that deepen understanding.’

Why is this the case? Because showing up means more than just hearing a lecture; it’s about immediate access to feedback, real-time clarification of confusing content, and participating in discussions that deepen understanding. These elements are hard to replicate in even the best online recordings.

Beyond grades: Communication and community

Face-to-face learning also cultivates critical soft skills. Communication, teamwork and problem-solving are skills valued by employers. These skills can be developed through collaboration and interaction during class activities. International students in particular benefit from real-time language immersion, which helps boost both academic confidence and employability (Zeng, 2024).

Being present also reinforces a sense of belonging. shows that when students feel connected to their peers and institutions, they’re more likely to persist and thrive in their studies. In-person attendance strengthens these connections and helps prevent the kind of disengagement spiral where students fall behind and feel too lost to catch up.

Attendance as a mental health anchor

Globally, higher education faces rising student anxiety, depression and burnout, intensified by pandemic-related isolation and digital fatigue (Gandhi et al., 2024). In-person classes offer structure, peer interaction and faculty engagement, all aiding student wellbeing. Graham and Moir (2022) also found that classroom attendance reduces isolation and fosters healthy routines, supporting both academic performance and mental health.

Making attendance meaningful again

What reflective questions can we ask ourselves to make attending truly meaningful for students?

• How can I make my teaching more interactive – for example, by using group discussions, polls or low-stakes quizzes?
• In what ways am I explicitly showing students the value of attendance for their academic success, wellbeing and career readiness?
• How can I use digital tools flexibly while ensuring that live sessions remain purposeful and interactive?
• What am I doing to foster stronger community building so that students feel seen, included and supported?
• How can I use attendance patterns to spot disengagement early and reach out with care rather than penalties?

Final thoughts

Attendance isn’t the ultimate goal, it’s a reflection of deeper engagement. While digital access is vital for inclusivity, it must be balanced with human connection and live interaction. Showing up matters because it’s how students grow, not just academically but socially, professionally and personally.

References

Betton, M. E., & Branston, J. R. (2022). Seminar attendance, lecture capture, and disability adjustments: Intuition and evidence. Advances in Economics Education, 1(1), 95–115.

Gandhi, S., Jordan, A., Glaman, R., & Morrow, B. (2024). Unmasking the impact of COVID-19 on the mental health of college students: A cross-sectional study. Frontiers in Psychiatry, 15, Article 1453323.

Graham, C. W., & Moir, Z. (2022). Belonging to the university or being in the world: From belonging to relational being. Journal of University Teaching and Learning Practice, 19(4), 1–17.

Zeng, L. (2024, December 9). Why showing up matters: Unpacking the power of attendance in higher education. TEA: Teach, Explore, Apply Blog.