At some point in their college career, nearly every college student will come to the point where they must ask themselves, “Do I live on campus, or do I commute to campus?” Some colleges and universities will answer the question for the student by requiring students to live on campus for their first, or first two, year(s) as a student. It may feel frustrating at first for both the student and the student’s guardian (or whoever is footing the bill), feeling like that choice is ripped away from them, especially when they have to take into account different factors that may influence their decision, such as financial constraints and personal reasons (i.e., health, needs and accommodations, feelings about sharing a personal space, etc.). However, the on-campus living requirements are not just a money-grab by colleges and universities (henceforth referred to as “institutions” in this article), but a decision made after decades of research conducted by numerous psychologists and researchers in Higher Education. According to the research, living on campus provides significant academic, social, and personal benefits that contribute to student success and increase the likelihood that students will complete their degrees.
Living On Campus Creates a Stronger Sense of Belonging
While living on campus, students will naturally build relationships with peers through their classes, but most of their relationships will be built through shared living spaces. Whether the student is living with one other student or five, sharing a bedroom or only a common space, they will be presented with the opportunity to meet other people and foster informal interactions that become meaningful friendships, potential professional connections post-graduation, and even learn the skills necessary for successful independent living. These connections are vital for the student’s college career because they pave the way to creating a stronger sense of belonging as the student transitions to their new, large, and potentially intimidating and demanding environment.
According to sociologist Vincent Tinto’s Theory of Student Departure, student retention and dropout are driven by a student’s level of integration into an institution (Tinto, 1975). Students must successfully navigate academic and social integration—forming connections with peers and faculty and finding a sense of belonging—to build commitment to the institution and persist, leading them through their college career and graduation (Tinto, 2005). Essentially, students who feel like they belong are less likely to leave college before completing their degree.
Residential Students Are More Engaged in Campus Life
You may be thinking, “Okay, that sounds great. But how does the student reach the point where they feel like they belong?” It is a question that has been asked by nearly every student of Higher Education since the implementation of college housing. Pursuing higher education right out of high school as a starry-eyed college freshman is both one of the most exciting and most intimidating common experiences in one’s first twenty-or-so years of life.
Institutions primarily focus on two things: academic success and student involvement (with then leads to higher student retention rates). This is where Campus Life comes into the college experience and why institutions so heavily stress students becoming involved during their first eight weeks on campus. Alexander Astin’s Theory of Student Involvement states that for growth and learning to occur, students must be engaged in their environment (Astin, 1984). Students learn and develop more when they invest time and energy in educational experiences which, while living on campus, are easily accessible to them in the form of Recognized Student Organizations (RSOs), residence hall programs hosted by Resident Assistants (RAs), campus events, study groups, faculty and staff office hours, and academic support services. Greater participation across campus often leads to stronger leadership skills and broader social networks. For example, the RA position focuses on helping students develop and strengthen their leadership skills while acting as a mentor and resource for students living on campus; guiding them through conflicts within their assigned spaces in the residence halls; hosting programs that are both fun and educational for residents; providing information regarding academic success, personal health, and independent living skills among other topics; and ensuring a safe and fun environment in the residence halls. Astin’s research shows that students who are highly involved on campus generally achieve better academic and developmental outcomes (Astin, 1993).
Living on Campus Supports Academic Success
On the side of academic success, researchers have seen significant academic success from students who live on campus versus students who commute to campus. While living on campus, students have easier access to the institution’s libraries, tutoring and academic support services, academic advising, and their faculty and staff. This provides them with more of an opportunity to seek academic support when needed as opposed to the students who commute to campus and must plan time to come to campus while their professors are holding office hours or the academic support services departments are open.
In addition to the opportunities being easily presented and accessible, by living on campus students will have more time for their academics and campus engagement because they are not spending that time commuting to campus each day. Increased interaction with one’s peers and faculty enhancing the student’s learning (Astin, 1984) paired with stronger academic integration that improves persistence (Tinto, 1975) sets the student up for significant academic success compared to their peers who commute to campus.
Residential Life Promotes Personal Growth and Independence
While academics are the primary reason that a student attends college, higher education affects students beyond academics in numerous ways, such as leadership skills, interpersonal competencies, personal values, and personal development (Astin, 1993). Many students who commute to campus still reside with their guardians, while students who are residing on campus are often living on their own for the first time away from their guardians and are now learning how to live independently—a skill that is necessary to succeed in the rest of their adult life. The Residence Halls present the opportunity for students to learn how to manage daily responsibilities (such as time management, keeping a clean space, scheduling and attending appointments and plans, and not overloading themselves to the point of burnout); developing communication and conflict-resolution skills through the help of their roommates and RAs, which are vital skills that they’ll carry with them through every aspect of life; building cultural awareness through diverse roommates, neighbors, and programs and events on campus; and increased confidence and self-reliance. Without living away from their guardians, many students will not learn these vital skills during the critical transition between adolescence and adulthood where they are set up for success (and the grace and allowance to fail without being harshly criticized by society).
Living On Campus Promotes Social Development That Was Negatively Impacted by COVID-19
When it comes to academic and social development and success, there is a newer factor to take into consideration that the previously mentioned researchers did not have the opportunity to study before their cited research was published. Many modern-day adolescents were negatively impacted socially by the COVID-19 global pandemic. Due to the pandemic discouraging children and adolescents from socializing face-to-face, “adolescents experienced higher rates of anxiety and depression due to the COVID-19 pandemic. Teens were particularly at risk for the isolation caused by the pandemic because social interaction is an integral part of adolescent development and they rely heavily on peers and social interactions for emotional support” (Ramsey et al., 2023). Adolescents also began to rely heavily on social media for daily social interaction to overcome the social isolation caused by physical distancing measures. While social media has its advantages, it has become their preferred and primary method of socialization, which comes with its own harmful effects.
University College of London researchers, Dr Russell Viner and Neza Stiglic, found that higher levels of screen time were strongly associated with poor social skills, depressive symptoms, and poor quality of life. Digital technology also negatively impacts vision, physical activity levels, physical health, and mental health (Ramsey et al., 2023). While living on campus, students are highly encouraged and have easy access to different forms of face-to-face socialization, whether it’s socializing with their roommates, other students and residents at campus events, or even their classmates, promoting the development and growth of social skills and even their rate of academic success.
Challenges and Equity Considerations of Living On Campus
While the benefits of living on campus could be presented for ages, it is important for institutions of Higher Education to recognize and acknowledge that living on campus is not feasible for every student. Some students may face financial constraints, family responsibilities, employment, and caregiving responsibilities that prevent them from residing on campus at any point in their college career. While on-campus living is not universally accessible, institutions of Higher Education do their best to help students who may not have accessibility but would like to live on campus by offering affordable housing, providing residential scholarships, creating learning communities, and also supporting commuter students with on-campus engagement opportunities. Just because a student is a commuter does not mean they do not have the ability or opportunity to be involved and engaged with their campus.
Conclusion
For those who can live on campus, living on campus offers convenience and creates an environment that promotes belonging, engagement, academic achievement, and personal development. Students who live on campus during their college career are more likely to graduate with their degree, and to do so within a timely manner. While living on campus may not be the right or possible choice for every student, the experiences from on-campus living can play a meaningful role in helping students succeed both during college and beyond.