{"id":952,"date":"2025-05-22T16:19:41","date_gmt":"2025-05-22T16:19:41","guid":{"rendered":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/?page_id=952"},"modified":"2025-10-08T13:34:09","modified_gmt":"2025-10-08T13:34:09","slug":"new-staff-briefing-supporting-our-commuting-students","status":"publish","type":"page","link":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/awarding-gap-toolkit\/practical-steps-to-address-awarding-gaps\/new-staff-briefing-supporting-our-commuting-students\/","title":{"rendered":"Supporting our commuting students"},"content":{"rendered":"\n
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In response to rising interest in student commuting and its impact on non-continuation and attainment, a briefing document<\/a><\/strong> has been produced for the attention of University of Reading staff.<\/p>\n\n\n\n

Key statistics<\/h2>\n\n\n\n
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  • Overall rates of commuting from beyond the travel to work area rose by 17.2% in the last decade to a high of 27% in 2022\/3, among undergraduates. <\/li>\n\n\n\n
  • The priority given to commuting support may depend on school-level data, as commuting rates vary by subject (e.g. 38% in Chemistry, Food and Pharmacy vs. 12% in Archaeology, Geography and Environmental Science).<\/li>\n<\/ul>\n\n\n\n
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