Can the rise in international student numbers on undergraduate courses be seen as a reflection of the shrinking middle-class in the UK?
By Alara Boztuna
The UK’s middle class has been shrinking and crumbling towards the lower classes, leaving a new generation of potential students struggling to access higher education. As this problem does not necessarily exist on a significant scale, it is cast aside. The shift in socio economic dynamics within the country, creating a stark divide between the lower and higher classes, raises concerns about the accessibility of higher education for home students. According to the latest data from UCAS, there has been a significant increase in the number of non-EU applicants for undergraduate courses from under 200,000 in the mid-1990s to almost 760,000 in the 2022/23 cycle, now accounting for 26% of all students enrolled in UK universities (UCAS, 2022), highlighting a structural change in the demographics of the higher education system. The dropout rates of students after taking their A-levels, two years before entering higher education, have increased, leaving their places in the higher education system unfilled.
In addition, the education levels of home students prior to entering university and how this relates to their socio-economic status has been an important discussion topic. The pervasive cycle of economic disadvantage, underachievement and dropout rates among students from lower socio economic backgrounds underscores the failure of the government to invest sufficiently in the education of its citizens.
This article examines whether the growing presence of international students can be presented as a reflection of the socio-economic state of the country, as the middle class struggles to exist. This will be done through analyzing tuition fees, while exploring the role of government in shaping these trends. The analysis will be conducted comparing statistical data on student demographics and A-level dropout rates, while examining the relationship between socio-economic level and the educational attainment within the home student population. Ultimately, this study aims to determine whether the rising numbers of international students can be seen as a reflection of the disappearance of middle class in the UK.
While the UK government benefits economically and globally from the growing numbers of international students, its efforts to support home students appear insufficient, particularly in addressing the challenges home students face in accessing and completing their pre-university education, as reflected in the rising A-level drop-out rates. Although the numbers may seem insignificant, the increasing trend is nevertheless concerning and highlights a failure of government initiatives to encourage students to complete their pre-university education. Data from the 16-18 Destination Measures, published on the government’s official website, show that 27.9% of students went into employment, 6.7% secured an apprenticeship, and 20.4% did not pursue either option (Explore Education Statistics, 2024).
Additionally, an analysis of 18-year-olds entering full-time undergraduate courses via UCAS in 2022 revealed that students from areas close to London were more likely to enter higher education, while those from northern Scotland and coastal regions were less likely to do so (Bolton, 2025). This suggests that the government is neglecting to promote and support educational aspirations, particularly in disadvantaged regions, thereby reinforcing geographical disparities in university attendance. Furthermore, the significant proportion of students seeking employment rather than higher education points to a wider failure of government policies to provide sufficient financial and educational support for lower- and middle-class families. Although the reasons for this are unknown, there may be various reasons including family responsibilities such as childcare or care for the elderly, and economic hardship that might force potential students into the workforce, further underlining the government’s failure to invest in the future of its own citizens.
This raises serious concerns about whether the declining number of home students in higher education is leaving vacant spots to be filled up by international students instead.
The current economic landscape of the UK reflects a shifting middle-class demographic and a growing proportion of lower-class families, intensifying existing educational inequalities. A government-commissioned study highlights the concerning trend that children from disadvantaged households are consistently underperforming in academic settings, further widening the educational divide (Tahir, 2022). Data suggests that students eligible for free school meals, who make up approximately 15% of the poorest pupils in England, are significantly more likely to struggle academically (Tahir, 2022). This disparity is particularly evident among 16-year-olds in their English and maths GCSE performance and among 19-year-olds in achieving two or more A levels (Tahir, 2022). These findings underscore the problem of rising dropout rates and suggest that many students from low-income backgrounds are not receiving the support they need to succeed academically. Rather than implementing policies that provide targeted assistance for these struggling students, the government appears to be brushing the issue aside, as there is no evidence whether or not students from lower-class backgrounds are receiving the attention they need for their educational aspirations.
Another way of assessing socio-economic inequalities in education is done by analyzing the relationship between household income and student performance. Research has shown that as family income increases, so does the likelihood of students achieving strong academic performances, including five good GCSEs—particularly in English and maths—or A-levels with A/A* grades (Tahir, 2022). This trend reveals a sharp divide in educational attainment, with students from upper-class backgrounds consistently achieving higher and more advanced grades, while those from lower-income families struggle to meet basic academic standards. The disparity highlights the deeply embedded class divisions within the UK’s education system, where financial stability directly correlates with academic success. The government has failed to implement effective measures to bridge this gap. The apparent lack of support for students from disadvantaged backgrounds not only reinforces social inequality, but also limits opportunities available for home students, raising further questions about whether the UK government is neglecting its own citizens in favor of financial benefits of international student enrollment, as fees for international students are average around £28.000 compared to £9.250 for home students. The persistent cycle of economic hardship, underperformance, and dropout rates among lower-class students underlines the government’s failure to invest adequately in the education of its own citizens. Without meaningful intervention, these students will continue to face systemic disadvantages, further solidifying socio-economic disparities within the UK education system.
To assess this situation further, it is essential to examine the increasing numbers of international students at prestigious institutions, particularly within the “Russell Group”. These universities have experienced a significant increase in international enrollments, particularly during the COVID-19 pandemic, when the UK was perceived positively by 88% of prospective students, with 77% applying because of its strong academic reputation (UCAS, 2022). A key driver for international students choosing the UK is post-graduation opportunities, with 54% of undergraduate applicants mentioning this as a primary motivation (UCAS, 2022). The number of international students at Russell Group universities further illustrates this trend, as seen at institutions such as Queen Mary University, where 41% of students are from overseas, and King’s College London, where international students make up 45% of the student body (2025), (2023b). This demographic shift inherently motivates universities and the government with a financial incentive, as international students pay nearly three times the tuition fees of home students for undergraduate courses, contributing significantly to the UK economy through both tuition fees and their living expenses.
While this economic benefit is significant, it raises questions about the accessibility of higher education for home students, particularly if the spots left vacant by the lower-class students who struggle to complete their education at the required level are filled by overseas applicants. This financial disparity highlights the need to evaluate whether government policies are unintentionally disadvantaging lower- and middle-class home students.
In conclusion, the rising numbers of international students can be seen as a reflection of the challenges faced by the UK’s middle class in accessing and sustaining higher education. The continuing cycle of economic disadvantage, underperformance and dropout rates among students from lower socio-economic backgrounds highlights the lack of effort by the government to provide a better future for the home students in their educational journey. While the students from lower socio-economic backgrounds fail to succeed academically, universities have been filling the spaces left behind with international students who pay higher fees, which may reflect a financial incentive. The shift in the growing presence of international students suggests not only the global academic excellence of the UK education system, but also the socio-economic struggles present within the access to education.
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