Vulnerable students fare worse during move-in

First impressions count! More than a decade’s worth of GSL Index data has highlighted the critical role the moving-in experience plays in student retention and satisfaction. However, analysis of GSL Index data for this year’s GSL and CUBO collaborative report, Closing the Gap: the experience of vulnerable students in student accommodation, found that while overall ratings for both the booking and moving-in experience are good, students from vulnerable groups have a less positive moving-in experience than their peers.

Vulnerable student cohorts rate the overall moving-in experience around 4-6 percentage points lower than their peers.  International students with a disability stand out as a cohort faring much worse during move-in, with only 72% rating the overall experience positively – ten percentage points lower than students without a disability.  

Key issues highlighted by the data include:

1. Ease of finding accommodation – students with a disability and students who are neurodivergent are more likely to report difficulties in finding their accommodation, indicating that there are opportunities to improve signage, pre-arrival information and support on moving-in day to ensure these meet the needs of vulnerable students.

• Pre-arrival information. Apart from students who identify as LGBTQI+, arrival instructions are rated significantly lower by all cohorts, particularly those who are neurodivergent (78% vs 83% who are not neurodivergent) and those who have a disability (74% vs 80% without a disability).

The importance of pre-arrival information for students who are neurodivergent is also highlighted in a report by Unite Students, which recommends that information such as up-to-date photography and floor plans, a video guide to the accommodation with specific individuals’ rooms shown upon request, including the walk from the accommodation entrance to the room is provided to assist in minimising stress and anxiety.

One student who is neurodivergent and has a disability explains the importance of having information that is detailed enough to help minimise anxiety:

• Welcome from staff and other students. Vulnerable students generally rate the welcome from staff very positively. However, students from vulnerable groups are less likely than their peers to feel welcomed by other students. The exception is students who are heterosexual/straight, who rate welcome from other students almost as positively (81%) as they rate welcome from staff (84%) (See Table 5 below). There are significant differences between these students and their peers when it comes to rating the welcome from other students, suggesting that more could be done to facilitate connections between students right from the outset.

Some students suggested that connections between students could be improved by helping students to connect with each other prior to moving-in day:

Several student comments suggested that students in studio flasts may get overlooked when it comes to social events, including during move-in. One student explains:

In many cases, students with a disability and students who are neurodivergent may have chosen a studio flat for reasons related to managing their condition rather than a desire for privacy. Student comments highlight that although these students have chosen to live alone, they still crave connections with others. This is consistent with the findings outlined in our 2023 joint GSL/CUBO report on the needs of international students in PBSA  –  although some students may prioritise living alone, this does not mean that these students have a lack of interest in connecting with others.

Join the conversation! The upcoming GSL Live conference, will include a session on the Closing the Gap report as well as a session dedicated to sharing good practices when it comes to providing a positive moving-in experience for all. Head over to the GSL Live Conference page to view the full agenda.