The number of students commuting to university from their family home has grown steadily across the United Kingdom, reshaping how institutions must think about campus life, teaching schedules and support services. Recent analysis from the Higher Education Policy Institute draws attention to the mismatch between traditional university designs and the realities faced by these students, particularly around transport reliability and the overall student experience.

HEPI Insights Reveal Design Gaps in the Undergraduate Experience

A June 2026 HEPI blog post by intern Aarohi Shah examines whether universities adequately consider commuting students when planning the full undergraduate experience. The piece notes that many aspects of higher education, from timetabling to facility hours and extracurricular programming, were historically built around residential students who live on or near campus. With 31 per cent of UK undergraduates now indicating they commute, according to UCAS data, institutions are being urged to adapt more deliberately.

Shah highlights real student accounts of long journeys, delayed trains and the cumulative fatigue that affects both attendance and engagement. The analysis forms part of a themed week of HEPI content on commuter students, building on earlier work such as the 2018 Homeward Bound report and the more recent Student Working Lives study.

Transport Access and Reliability Emerge as Core Barriers

Public transport performance directly influences whether commuter students can participate fully. In London, 13.6 per cent of trains experience notable delays, while bus speeds have dropped below nine miles per hour in some areas. Outside the capital, places such as Huddersfield record even higher rates of late arrivals. Students travelling from rural or regional locations face additional vulnerabilities, as highlighted in the HEPI and Advance HE Student Academic Experience Survey 2026, which found that those living in small towns or villages are more likely to commute and report weaker wellbeing and belonging scores.

Cost compounds the problem. A National Union of Students survey found that one in five students had missed classes because of travel expenses. Many opt for slower but cheaper bus routes, only to arrive late or skip sessions altogether when timetables prove inflexible.

Academic Outcomes and Timetabling Pressures

Sparse or fragmented timetables create particular difficulties. Students describe travelling 45 minutes each way for a single one-hour seminar, then facing long gaps before the next session. Research at Kingston University showed a clear negative correlation between travel time and satisfaction with timetable efficiency. At the University of Bristol, focus groups revealed students booking overnight accommodation for early lectures or simply disengaging when travel became unsustainable.

Condensed timetables, earlier release of schedules and consistent access to recordings or virtual options are repeatedly cited as practical improvements. The HEPI Student Working Lives report emphasises that such changes also support students balancing paid employment, allowing better planning around part-time work without sacrificing study time.

Photo by International Student Navigator Australia on Unsplash

Belonging, Extracurricular Participation and Wellbeing

Beyond academics, commuting limits opportunities to build social connections and join societies. Evening or weekend events often prove impractical, leading to feelings of isolation, especially in the first year when making friends is a priority. Student unions at institutions including Bristol have documented loneliness and reduced involvement in student life as recurring themes.

Universities that protect dedicated time for non-academic activities, such as the University of Bath’s Wednesday afternoon free of teaching, demonstrate how predictable scheduling can benefit commuters by reducing unnecessary extra journeys.

Regulatory Context and the Office for Students

The Office for Students added commuter students to its Equality of Opportunity Risk Register in 2024, recognising risks around course choice, academic support, personal support and financial pressures. Access and participation plans are now expected to address these issues explicitly. This regulatory signal encourages institutions to move from ad-hoc adjustments to systematic planning.

Perspectives from Students, Staff and Policymakers

Commuter students themselves emphasise that they are not seeking special treatment, merely a system designed with their circumstances in mind. University administrators note practical constraints around teaching space and staff availability, yet many recognise the need for incremental changes such as clustered contact hours and improved communication about cancellations. Student unions play a key role in advocating for transport partnerships and virtual participation options for career events.

Case Studies and Emerging Practices

Examples from across the sector show varied approaches. Some institutions are exploring university-run shuttle services from major transport hubs, while others lobby local authorities and transport providers for student-friendly fares and routes. Partnerships with bus and rail operators, informed by the volume of student travel, have begun to yield improvements in affordability and reliability in certain cities.

Photo by Fajar Herlambang STUDIO on Unsplash

Implications for University Planning and Staff Roles

Academic and professional services staff are increasingly asked to consider commuter realities when designing modules, assessments and support. Training on the specific challenges faced by this group, alongside data on postcode-based commuting patterns, helps institutions tailor interventions. Facilities teams are reviewing opening hours for libraries, study spaces and catering to better accommodate those who cannot stay late.

Future Outlook and Actionable Steps

As the proportion of commuter students continues to rise, driven by cost-of-living pressures and changing student demographics, universities that proactively redesign aspects of the experience stand to improve retention, attainment and satisfaction across a significant share of their intake. Continued dialogue between institutions, student unions, transport authorities and regulators will be essential. The HEPI contributions provide a timely evidence base for these conversations.