Present but Not Learning

A student recently died by suicide after being barred from appearing in an examination due to a shortage of attendance. The incident is deeply tragic. A young life was lost over something that, in the larger scheme of things, should never outweigh human well-being. Unsurprisingly, the news triggered widespread discussion across the country. The High Court suggested that the mandatory attendance policy be revisited. Many institutions, including IITs, initiated internal deliberations on the role of attendance requirements. One proposal was to incorporate attendance into internal assessment rather than making it a prerequisite for appearing in examinations.

Does this mean attendance should become optional? Would such a system work? It would certainly reduce one source of pressure on students.

At the beginning of every course, I explain my attendance policy to students. My policy is simple: no student should take an unauthorized absence. If they are unable to attend any number of classes, they should inform me in advance. In case of an emergency, they may inform me at the earliest appropriate opportunity. The intention is not to compel uninterested students to sit in class; rather, it is to cultivate a sense of responsibility and communication.

To examine the issue more deeply, we must ask a fundamental question: What is the relationship between attendance and academic performance? In other words, is there a significant correlation between attendance and a student's grade in a course?

The data I have collected over the years presents a mixed picture. I have seen students who attend classes irregularly yet demonstrate excellent understanding during examinations and earn the highest grades. At the same time, I have seen students with near-perfect attendance struggle to achieve similar outcomes.

So where should the line be drawn? How do we strike a balance between encouraging attendance and recognizing individual learning styles?

Through interactions with both regular attendees and those who frequently miss classes, I have arrived at one important realization: attendance is only the first step toward academic success. Attending lectures demonstrates a student's willingness to be present and engage with the course. However, physical presence alone does not guarantee understanding. A student may attend every class and still fail to grasp key concepts. If doubts remain unresolved due to hesitation or lack of engagement, good attendance may not translate into good performance.

In an earlier discussion on why students rarely ask questions in class, I wrote that silence should not be mistaken for understanding. Many students hesitate to ask questions because they fear being judged, appearing uninformed, or interrupting the flow of the lecture. As a result, they leave the classroom carrying unresolved doubts. A student may therefore have perfect attendance and yet learn very little if those doubts remain unaddressed. Attendance records presence; it does not measure comprehension.

Furthermore, attending lectures merely exposes students to the topics being discussed. Unless those ideas are internalized and connected to prior knowledge, genuine learning does not occur. Listening is not the same as learning. It is akin to consuming food without allowing time for digestion; the nourishment is available, but it has not yet been absorbed.

The most effective learning occurs when students actively engage with the material—by asking questions, discussing ideas with peers, solving problems independently, and reflecting on what they have learned. In such a learning process, attendance serves as a facilitator rather than the ultimate objective. A classroom full of silent students may satisfy attendance requirements, but it may not necessarily be a classroom where meaningful learning is taking place.

Ultimately, what matters is how effectively students assimilate knowledge and transform information into understanding. In today's academic environment, students often navigate tightly packed schedules from morning until evening, leaving little time for reflection and independent learning. Whether a student attends every class or occasionally misses one, meaningful learning requires conscious effort beyond the classroom.

Attendance, therefore, should not be viewed as an end in itself. It is a means to facilitate learning. Rather than focusing exclusively on attendance percentages, we should also consider reducing excessive course content, creating more opportunities for discussion, encouraging students to ask questions without fear of judgment, and providing them with the time and space necessary to reflect, question, and assimilate what they learn. Only then can attendance serve its true purpose—as a support for learning rather than merely a number to be recorded.