The latest research collaboration between GSL and CUBO explores the residence life experience of students in purpose-built student accommodation (PBSA) and the pivotal role that residence life programmes play in academic success, as well as in shaping wellbeing, social outcomes and a sense of belonging.
Drawing on the latest GSL Index data from over 48,000 students across more than 1,500 properties in the UK and Ireland, the Building Connections report highlights that students from vulnerable groups, particularly those with a disability, have a less positive residence life experience and provides insight into how to improve engagement and outcomes.
Higher risk of social isolation
The GSL Index data highlights that students with a disability are less satisfied with the social events offered by accommodation providers (61%) compared to their peers without a disability (69%).
Students with a disability are also more likely to report challenges forming friendships and are less likely to say they enjoy socialising in their accommodation or feel a sense of community or belonging. These findings mirror patterns observed in last year’s GSL and CUBO’s research collaboration on the experience of vulnerable students in student accommodation and highlight the need for residence life approaches that are inclusive by design.
The data reveals that 30% of students with a disability fall into the “Would Like to be More Involved” segment, higher than the student average (19%) and nearly 10 percentage points above their peers without a disability. (See Table 6 below) This group faces a range of emotional, logistical and confidence-related barriers that prevent full participation in residence life, leaving them at greater risk of social isolation and disengagement from university life.
“Offer a variety of different things because some people are more socially awkward, so it makes it difficult to actually spend time together. I’m very shy and I’m not brave enough to go down to the common room”. (Student with a disability)
Event preferences
Students with a disability have different preferences when it comes to the types of extracurricular activities they are most interested in, highlighting the importance of ensuring a range of extracurricular options are available. Cinema/Film Nights and Clubs/Societies are higher up the list of preferred activities, while sports/exercise does not feature in the top five activities of interest. (See Table 9 below)
The Building Connections report also highlights the importance of accessibility. While physical accessibility of extracurricular activities is critical, the report highlights the need for providers to also audit the accessibility of events themselves (for example, does programming include quieter extracurricular options?), as well as the communication channels used to promote events.
Extracurricular engagement starts with the moving-in experience
The research also underscores the critical role that first impressions play in shaping student experience. Students who reported a “very good” moving-in experience were significantly more likely to enjoy socialising, to have formed friendships, and to feel a strong sense of belonging. However, students with a disability are significantly more likely to report a negative moving-in experience, indicating that there are opportunities to improve the inclusiveness of the moving-in weekend by providing more personalised, proactive support.
Demand for specialist accommodation
The report also found that students living in specialist accommodation, such as alcohol-free flats, quiet floors, or LGBTQIA+ accommodation, report better wellbeing and higher satisfaction. However, demand for these options is nuanced. While students without a disability are more likely to favour quiet floors, students with a disability are more likely to express interest in living with peers on the same course, suggesting a preference for a community built around shared experience rather than lifestyle alone.
Need for inclusive event design and planning
There is growing recognition across the sector of the need to create more inclusive residence life experiences. Many universities and accommodation providers are already making thoughtful changes – from rethinking Welcome Week programming to expanding specialist living options – that are making a difference for all students, including students with a disability.
The Building Connections report highlights that there is a valuable opportunity to build on this momentum. By continuing to listen to students with a disability and co-designing residence life experiences with their needs in mind, providers can create supportive, engaging environments where all students feel a sense of belonging and have the opportunity to thrive.
