Less study, more part-time jobs and rising anxiety: university students under pressure

University students are relying more on income earned from working during the academic year to cover their expenses, are experiencing higher levels of anxiety, and are spending less time studying.  

These are some of the findings from a report prepared by Catalonia's Vives Network of Universities. The report included responses from more than 45,000 students.  

Students spending less time studying 

University students are spending fewer hours on independent study than recommended. While 25-30 hours per academic credit is advised, students average just 22.8. 

Class attendance remains high, with 74% of students attending more than 75% of their classes. Another 15% attend between 50% and 75%, and only 4% attend less than 25%. 

There has also been a shift in students' work habits. While full-time students still form the majority, 22% of the income used to pay for study-related expenses now comes from working during the academic year, compared to 17% in 2022. The main source of income for students remains family, something also seen in previous studies.  

Income from work is gaining importance, as the study concludes students are under "economic pressure." This includes both undergraduate and master's degree students. The contribution of scholarships, which are another source of income, has dropped from 17% to 14%, a figure that Vives Network believes should be increased.  

Most students live at home 

Going to university doesn't necessarily mean moving out. Over half (57%) of students live with their parents or relatives, 26% share a rented flat, 9% own their home, 3% live in university residences, and 4% live alone in rented accommodation. 

Mental health: less depression, more anxiety 

Fewer students report having experienced depression, down from 26% in 2021 to 23% now. Still, 13% say they suffered from depression in the past year, and another 13% have been formally diagnosed.  

Anxiety, however, is on the rise: 26% have experienced it, 21% in the past year, and 17% have a diagnosis. A further 19% have faced other mental health issues. Mental health diagnoses among students have generally increased. 

University of Barcelona professor Miquel Martínez points out that these trends mirror wider societal patterns and stresses the importance of educators offering more support without lowering expectations. 

Online learning gains ground 

One in five students now study remotely, over 8,000 in total. Although distance learning once mostly attracted older or second-degree students, today's online learners are increasingly diverse in age. Students aged 26 and up now make up the bulk of this group. Martínez sees this as a call to develop more hybrid and flexible educational models that meet students' evolving needs. 

Majority of students from upper social classes

A clear class divide remains in higher education: 62% of students come from upper social classes, 29% from the middle, and only 9% from lower-income backgrounds, a slight increase in inequality compared to 2021. This distribution is consistent across undergraduate and master's programs. 

Students from families with lower education levels are more commonly found in social sciences and law (20%), humanities (19%), and health (15%), and are underrepresented in sciences (14%), engineering (12%), and interdisciplinary programs (8%). 

As for dropout reasons, 16% cite financial difficulties, 14% say the courses didn’t meet expectations, and around 12% leave due to health problems or having found a job. 

Persistent gender gaps 

Although women make up 63% of the sample, men and women tend to choose very different fields of study. Women dominate degrees in caregiving, the arts, and education, while men prefer subjects linked to decision-making and higher earnings, such as engineering, economics, and tech. The study notes that male students often choose based on career prospects, whereas women tend to follow personal interests or a sense of vocation. 

Other findings and recommendations 

The study also highlights students' weak sense of connection to their institutions, though active teaching methods receive positive feedback. Participation in international exchange programs is bouncing back, with more than 10% of students going abroad, most of them with financial support from their families. Economic barriers continue to limit access. 

In response to these trends, the study's authors recommend offering alternatives to family-funded education, creating more flexible and diverse study formats, investing in hybrid learning, improving student engagement, and encouraging more inclusive and gender-balanced policies.