Mark Ashton and Emma Delaney explore how an attendance policy at the University of Surrey is helping support student wellbeing.
Higher education faces a major challenge: post-pandemic student disengagement.
At the University of Surrey’s School of Hospitality and Tourism Management (SHTM), this was particularly significant, as vocational programs rely on experiential learning (EL). To address this, we introduced an attendance policy with a wellbeing focus. When implemented thoughtfully, it fosters a culture of care. Simply put, this project found that attendance as wellbeing is not just effective – it’s essential.
The policy in practice: bridging attendance and care
Implemented in 2022/23, SHTM’s policy required lecturers to refer students with three unexplained absences to the Senior Personal Tutor (SPT) to reach out.
Referred students often revealed struggles such as mental health challenges or difficulties balancing work and study. As one student noted, “It was like a hand reaching out – someone noticed I wasn’t there and cared enough to ask why.”
For staff, the policy provided structure. One lecturer shared, “Before this, I felt powerless when students stopped showing up. Now, we’re catching issues before they escalate.”
Why attendance matters: a link to wellbeing
Attendance positively correlates with student outcomes. Research by Kassarnig et al. (2017) shows a strong link between attendance and academic attainment. Beyond performance, in-person attendance fosters a sense of belonging (Macfarlane, 2013). However, for many, the shift to online learning created detachment from academic communities, with student absences increasing.
Key findings: attendance as a gateway to belonging and engagement
A qualitative research project assessed the policy’s impact. Key themes included:
- Belonging: students associated attendance with a sense of community. One participant remarked,“Being in class isn’t just about learning – it’s about feeling part of something bigger.”
- Attendance as a wellbeing indicator:staff saw attendance patterns as an early-warning sign for wellbeing concerns. One student reflected,“I was struggling to ask for help, but being contacted made me feel seen and supported.”
Reflections and implications
Lessons from this policy include:
- Framing attendance monitoring as care, not control.By positioning SPT meetings as support opportunities, the policy avoided punitive perceptions.
- Encouraging reflection.Students reassessed their engagement, while staff used the policy to proactively address absenteeism.
- Using data to support wellbeing goals.Maxwell et al. (2023) advocate for integrating learning analytics to gain insights into student behaviour and implement targeted interventions.
Looking ahead: building on success
The policy represents the start of a broader journey but as higher education evolves rapidly, it is easy to overlook small but meaningful interventions. Yet, as this initiative shows, noticing who isn’t in the room and reaching out can have a profound impact.
Who in your learning community might need that simple question today? Sometimes, all it takes to change a life is to ask, “How are you doing?”
For further information, we recommend Does an Attendance Policy Positively Impact Staff and Student Wellbeing? A Case Study Exploring Attitudes Toward a University of Surrey Attendance Policy and read Chapter 14 of Rethinking Hospitality and Tourism Education by Marcela Fang.
Mark Ashton is the University Academic Lead for Employability at the University of Surrey. He was named Teacher of the Year at the Vice-Chancellors’ Awards for Excellence in 2022 and received the national CHME Annual Excellence in Learning and Teaching award in 2023.
Dr Emma Delaney is the Director of Student Experience at Surrey Business School. She was recognised as Mentor of the Year by the Institute of Travel and Tourism in 2024 and for her Outstanding Contribution to Student Support by the UK Advising and Tutoring Association.
