To Go or Not to Go: Why Student Choice Matters in the Class Attendance Debate

By Monica Radu

Does attendance really matter?

It’s a question I ask myself a lot, especially on days when it feels like I’m lecturing to an empty classroom.

The topic of optional class attendance at colleges and universities often sparks heated debates. At its heart, this isn’t just about policies, it’s about agency, the ability of students to make meaningful choices about their education. In higher education, agency shapes how students engage with their learning environments, whether in a lecture hall, a small classroom, or a virtual meeting space.

So, what’s the debate? 

On one side of the debate, optional attendance can be seen as an acknowledgment of student agency. Proponents argue that college students, as adults, should have the autonomy to decide how they engage with their education. For some students, this may mean attending every class. For others, it could mean prioritizing studying, working on projects, or balancing other life responsibilities over in-person attendance.

However, critics often raise concerns that too much emphasis on agency can lead to unintended consequences. Without the structure of mandatory attendance, students might miss out on critical content, interactive learning opportunities, or the chance to form connections with peers and professors. For some, these missed opportunities can compound over time, leading to disengagement or academic struggles.

Another dimension to consider is that students are paying tuition for their education, which raises important questions: Should attendance be entirely their choice, and does this make them not students but rather customers?

Some argue that tuition costs (and the burden of student loans) justify allowing students the freedom to decide how they engage with their courses. At the same time, it’s important to acknowledge that face-to-face classes rely on active participation for a dynamic and engaging learning environment. If too few students attend, the quality of class discussions, group activities, and peer-to-peer learning can suffer, impacting the experience for everyone, including those who do attend. 

The COVID-19 pandemic disrupted traditional attendance norms, accelerating the rise of online and hybrid learning. During the pandemic, many universities adopted flexible attendance policies out of necessity. While this shift allowed students to continue their education during an unprecedented time, it also sparked discussions about the long-term value of face-to-face learning.

For some students, remote learning during the pandemic reinforced their sense of agency. They appreciated the flexibility to attend classes from anywhere, whether that meant logging in from their living room or balancing coursework with caregiving responsibilities. For others, however, the lack of in-person interaction highlighted the importance of classroom dynamics, where spontaneous discussions and shared experiences enrich the learning process. 

Essentially, some students realized they were not great online learners. 

While optional attendance policies respect student agency, I believe it’s important, especially as a sociology professor, to also address the structural barriers that permeate our educational system at every level. For example, many students juggle multiple responsibilities. Working students balance demanding jobs with coursework, while student parents must coordinate childcare and other caregiving duties. These responsibilities may make it difficult to attend class consistently, even when students are highly motivated.  Mandatory attendance policies can disproportionately hurt these students, forcing them to choose between meeting basic needs and complying with attendance requirements.

One key aspect of attending class is the opportunity to build social capital.  Social capital refers to the networks, relationships, and resources that individuals can draw upon for support, guidance, and opportunities. In a classroom setting, social capital might look like building rapport with a professor who later writes a glowing letter of recommendation or working on a group project with peers who can provide both academic and emotional support. When students attend class regularly, they’re not just absorbing course material; they’re also participating in a social environment that fosters connections. These connections can have lasting impacts on their academic and professional journeys.

So, is optional class attendance good for students and teachers? 

The answer likely lies somewhere in the middle. Recognizing student agency is essential, but so is creating an environment that encourages engagement and connection. Flexible attendance policies might work best when paired with clear communication about the value of attending class, not just for academic reasons but for the social and relational benefits that come with it.

Institutions should continue to address the barriers that prevent students from attending class, such as financial pressures, caregiving responsibilities, or health concerns. By reducing these barriers, colleges can create a more equitable environment where students feel empowered to make the choice to attend class. A choice rooted in understanding its true value.

In the end, the debate about optional class attendance reflects a broader conversation about agency, responsibility, and community. By considering these factors, we can create educational spaces that respect individual autonomy and cultivate the relationships and skills that help students thrive both in and out of the classroom.

Comments

[Tisha Reyes]

In-person education is valuable and it benefits more long term, in my opinion but online education tends to be more convenient, depending on each individual person. I agree with you.

[Geometry Arrow]

I totally agree with you! In-person education does have a lot of long-term benefits, especially when it comes to building social skills, networking, and the overall experience of being in a classroom. There's something about face-to-face interaction with teachers and peers that helps reinforce learning and creates a more engaging environment. Geometry Arrow

[Geometry Arrow]

I totally agree with you! In-person education does have a lot of long-term benefits, especially when it comes to building social skills, networking, and the overall experience of being in a classroom. There's something about face-to-face interaction with teachers and peers that helps reinforce learning and creates a more engaging environment.