Care and support in student accommodation is not always about formal welfare programmes or major interventions. When the GSL Index asks students what could be done to improve the care and support they receive, they more frequently describe it through the everyday – a friendly face at reception, a prompt response to a problem, concerns taken seriously, promised actions actually carried out, and someone noticing when they may be struggling.
Student comments from this year’s GSL Index highlight that, encouragingly, for many students, their own accommodation team is already delivering on these everyday experiences.
The staff are supportive and approachable, and I feel comfortable knowing that help is available when needed. Communication is clear, with emails sent as needed, and maintenance and welfare issues are handled promptly. Overall, I feel well supported.
I’m impressed by the updates we get about the accommodation and the different events the accommodation puts on (like free produce on Thursdays). I feel supported, and there’s always someone at the desk to talk to.
Their suggestions also show where relatively small changes could make support feel more accessible, personal and consistent.
Investing in maintenance is investing in student wellbeing
One of the most striking findings is how often maintenance came up in a question about care and support. The word “maintenance” appeared in over 4,100 comments this academic year.
For students, the way their practical problems are handled is one of the biggest indicators of whether their accommodation provider is attentive, reliable and concerned about their welfare. Many spoke warmly about responsive maintenance teams, describing quick action as reassurance that someone was listening and that help would be available when needed.
The staff are mostly always at the desk ready to answer any queries and provide help if needed. Maintenance staff are fairly quick to respond to any issues with the accommodation’s facilities. All staff speak with kindness and a sense of care that adds to the feeling of community I feel in my accommodation
Efficient maintenance contributes to more than the physical condition of a building. It can help students feel safe and comfortable, while delayed or unresolved repairs can cause considerable stress – particularly when they affect heating, hot water, ventilation, security, sleep or the ability to cook and study.
Students do not necessarily expect every repair to be completed immediately. However, frustration tends to escalate when a report is not acknowledged, there is no update, the same problem must be reported repeatedly, or a request is closed before the issue has genuinely been resolved.
The [app name] app has been very helpful with quickly tagging any issues or problems with the accommodation, and the welcome desk has also been helpful and good with quick questions or unclear things. However, I wish the different stages of reporting issues were more clearly developed in the app to better inform students. For example, I had an issue with my bathroom fan and waited for weeks to get it fixed. Apparently, they were waiting for a part to arrive for the problem to be solved. I would have appreciated it if this could’ve been written down in the app so that I wouldn’t be left wondering if the issue was going to be resolved.
Some comments illustrate particularly clearly how a property problem can become a physical or mental wellbeing issue, with a range of comments highlighting how a cold room, a persistent leak, a malfunctioning appliance, or a pest problem can affect physical health, sleep, study, finances, and a student’s sense of security.
Investment in maintenance is therefore also an investment in student wellbeing. Alongside sufficient staffing and contractor capacity, the comments point to the importance of simple reporting systems, thoughtful triage and clear communication while work is underway. Practical priorities include:
• acknowledging reports promptly and providing realistic timescales;
• prioritising problems that affect health, safety, security or essential facilities;
• keeping students informed when parts, contractors or further investigation are required; and
• checking that a repair has resolved the problem before closing the request, while identifying recurring faults rather than repeatedly applying temporary fixes.
Maintenance teams themselves also deserve recognition as part of the student support system. In many comments, their speed, helpfulness and manner were central to students’ positive perceptions of their accommodation.
Being available is important – but being approachable matters too
Reception teams, security personnel, wardens and resident assistants were among the most frequently mentioned sources of support. Students value knowing that someone nearby can answer a question, respond to an emergency or point them in the right direction, and round-the-clock or extended reception services were especially appreciated.
At my accommodation, I receive support from the staff who are available 24/7, and it makes me feel safe. As well as the maintenance requests are usually dealt with quickly, and there are social activities that help me meet new people. Overall, I feel supported in my well-being, but I think the cleaning services could be improved to make the shared spaces like the kitchen more comfortable.
However, physical availability does not automatically mean that students will feel comfortable asking for help. They repeatedly emphasised the importance of staff being friendly, respectful and willing to listen. Some described inconsistent experiences depending on who was working or how their concern was initially received.
I think the care that we receive from the staff is up and down. There is a struggle to communicate with the staff, both onsite and offsite. Your emails are often left unanswered for more than 5 days, and once you make contact, you often have to repeat steps you have already done. However, once you are in contact with staff, they are very kind and respectful and do what they can to help. It’s just a shame that the process to reach that point is not met with the same standard.
Consistency is therefore as important as individual examples of excellent service. Shared expectations around listening, empathy, communication and follow-through can help ensure that students receive the same supportive experience regardless of when or how they make contact.
Clear communication helps students feel respected and reassured
Students value practical information before arrival, regular updates during their stay and advance notice about anything affecting their room or daily routine. Several suggested clearer check-in information covering matters such as house rules, Wi-Fi, laundry and how to report a problem.
All services are good. It would be excellent if the reception could provide a booklet when we check in, which includes many introductions and useful things such as the method to connect WIFI, how to use the laundry, etc.
Advance notice was particularly important when staff or contractors needed to enter flats and bedrooms. Students recognised that inspections and repairs are necessary, but wanted their privacy and routines to be respected.
We recently had our hob and oven replaced by an electrical engineer; we did not know he was coming into the flat, and he let himself into the kitchen without knocking. We also were not told when the water was being turned off. We called maintenance, and he said he thought we knew. There could be more communication
Students would also welcome a choice of communication channels. While some prefer face-to-face contact, others want the convenience or discretion of reporting an issue online.
I think we receive a lot of care and support from a 24/7 reception; if I could suggest an improvement to them, it would be a way to contact reception/RA online. Sometimes, I don’t want to phone up in case of privacy/anonymity if I’m reporting noise complaints, and there are times when it’s rainy or cold, and I don’t want to walk to the reception for a non-urgent query, but I feel like an email would be too slow.
Clearly publicised routes to support, realistic response-time expectations and honest updates when action is delayed can make a considerable difference. The underlying message is simple: students are often willing to wait, but they do not want to be left wondering whether anyone has heard them or whether anything will happen.
Proactive contact can reach students who may not ask for help
Many students knew that support was available if they requested it. Others felt that the system was largely reactive and depended on them taking the first step – something that may be difficult for those who are new to university, living away from home, experiencing loneliness or unsure whether their concern is serious enough to raise.
It’s fine, although they could reach out to tenants more frequently.
Other students described regular check-ins as an important and valued part of their accommodation experience.
I receive regular check-ins with the centre manager due to my disabilities, and she and other members of staff provide support and are a friendly face to go to and are always happy to help.
It is a very supportive environment, and we have people who regularly check on us and make sure we are supported and managing.
Proactive contact does not have to be intrusive. A short check-in after arrival, following a difficult incident or at key points in the academic year may be enough to remind students that support is available and give them permission to ask for help.
Inclusive community building
Students frequently connected care and support with opportunities to meet others and develop a sense of community. Events were particularly appreciated during welcome periods and at times when students might feel isolated or homesick.
I think the [building name] staff are very supportive of residents, and there are lots of social/community activities held in the accom which shows they want to create a safe space/ enjoyable environment.
The organisation and the office make sure to always do activities every week in order to make us connect more. I feel like the organisation part is very good. They do care. We can always reach out to them, and overall, I felt at home very fast. I came alone, I didn’t have any friends here, and in the matter of a week, I have found friends who I think are going to be for life.
However, large, noisy or alcohol-centred events will not appeal to everyone. Some students wanted smaller, quieter and sober opportunities to connect, including activities that were more accessible to students with autism or communication difficulties.
There’s an app thing for student mental health, but it is complex and can cause a mental breakdown trying to operate it; it’s an insufficient service. An in-house support member should be available in case students have problems; not all of us have big friend groups, as most people around here are only friends to get drunk. Sober socials should be available for students with ASD and communication disorders, like a craft workshop with fewer people talking over each other.
A varied programme of informal drop-ins, food-based activities, creative sessions, exercise, games and quieter events could help accommodation teams reach students with different interests and social preferences. Communal space also matters, giving students somewhere to meet outside their bedrooms.
The only issue is that we were promised a communal area, but it was not received. It would really help mental health and social skills and a sense of community
Students also valued visible information about counselling, university welfare services, mental health charities and emergency support. Accommodation staff do not need to act as counsellors, but they can play an important bridging role by making support easy to find, explaining the options and helping students navigate the first step.
Care is communicated through everyday actions
Perhaps the strongest message is that care and support cannot be separated from the wider accommodation experience. Students notice whether staff remember their names, whether a maintenance report disappears into a system, whether they are told before someone enters their room and whether a concern is treated seriously. They also notice invitations to events, friendly conversations at reception and thoughtful gestures during difficult points in the year.
The comments offer encouraging evidence that many accommodation teams are already providing support that students genuinely value. They also point to practical opportunities to strengthen it further – consistent and empathetic interactions, reliable maintenance and follow-through, proactive but respectful check-ins, clear communication, accessible routes to support and an inclusive range of community activities.
These improvements do not all require substantial new services. In many cases, they involve making existing support easier to see, easier to access and more consistent. For students, those everyday signals can be what turns accommodation from simply a place to live into a place where they feel known, safe and supported.
