Every fall, college students return to campus, accompanied by the unmistakable sounds of sniffles, coughs and congested voices. The seasonal epidemic, often referred to as the “frat flu,” spreads like wildfire, fueled by the cramped nature of dorm life, parties and lecture halls. Despite these symptoms, students still routinely show up to class, clutching tissues and chugging cough syrup.
Although it’s tempting to blame students for dragging themselves to class and potentially spreading illness, the root of the problem lies in universities’ culture and policies. Professors, departments and campus leadership send a clear message: Attendance matters, and missing class — even for legitimate health reasons — can come at a cost. The detrimental mix of rigid academic expectations and social stigma leaves students feeling like they have no choice but to prioritize performance over recovery.
This isn’t just a matter of individual behavior; it’s a systemic issue that requires systemic solutions. Universities need to rethink their approach to illness on campus by adopting policies that make it easier for students to stay home when sick, while also changing the culture around attendance and academic success.
The COVID-19 pandemic drilled lessons into us about public health and personal responsibility. “Stay home if you’re sick” became the bottom line necessary to prevent the spread of illness. But, less than five years after the pandemic’s peak, we seem to have regressed to pre-pandemic policies, forgetting the lesson we learned that staying home protects both yourself and others. Some professors still take attendance, penalize absences and require medical documentation, which is difficult for students to obtain. Even when alternatives like lecture recordings or make-up assignments exist, they are often inconsistent or poorly communicated.
This disconnect forces students to prioritize attendance over health. LSA junior Olivia Donahue spoke with The Michigan Daily about the challenges of balancing being sick with academic obligations.
“Many times, I’ve gone to school sick because of my Spanish class. They have an attendance policy and don’t record lectures,” Donahue said. “Even if they say they can be accommodating, they aren’t. They drop your grade a letter after however many absences you’re allowed to have, which is especially challenging because being sick doesn’t only take a day.”
Donahue’s experience illustrates the dilemma many students face. Missing even a single class can lead to significant academic penalties, and illness often requires multiple days of recovery. This dynamic pressures students into attending class regardless of their health, perpetuating a cycle that harms both individuals and the broader campus community.
Students feel trapped. Missing one lecture may not seem catastrophic, but in competitive academic environments, small setbacks often feel monumental. Depending on class policy, missing even a single class can mean falling behind, losing participation points, or risking lower grades — all of which can contribute to anxiety and fear of failure. Many students also feel judged by their peers or professors for missing class, even when their absence is for legitimate health reasons.
While it’s natural to worry about falling behind or missing important information, attending class while sick often causes you to absorb less material anyway. Worse, you risk spreading the illness to others, creating a ripple effect of distractions and health ailments that disrupt the classroom environment. By taking the time to recover, you can contribute to a more focused and productive learning space for everyone. Plus, taking one day to rest and recover can heal you far more quickly than pushing through your regular activities.
The solution to these issues lies in institutional change. Universities must create policies that make it easier — and more socially acceptable — for students to stay home when they’re sick. Of course, some might argue that missing class creates challenges no matter the reason provided. Students worry about falling behind, losing access to in-person discussions or missing hands-on activities that can’t be replicated online.
These concerns are valid, but they can be addressed through thoughtful implementation of flexible policies. This begins with faculty. Professors play a pivotal role in shaping classroom culture and setting expectations for attendance. By adopting flexible policies, they can help normalize the idea that health comes first.
Professors can provide supplementary materials, like slides with speaker notes or recorded tutorials, to ensure that students who miss class have equal access to essential content. In-class activities can be paired with alternative assignments that allow students to demonstrate their understanding while recovering from an illness.
Another practical step is requiring professors to provide recorded lectures or live-streaming options for students who can’t attend class. While some schools within the University of Michigan already have these systems in place, their availability often depends on the professor’s — and sometimes the school’s — discretion. Making this standard practice for all faculty would eliminate inconsistencies and ensure that all students have access to relevant lessons.
Equally important is clear communication about these policies. Professors should accommodate and explicitly reassure students that missing class for legitimate health reasons will not result in penalties or judgment. Instead, they should create and emphasize accommodations that are designed to support student growth and learning — the very purpose of their education.
Framing these policies as opportunities, rather than punishment, helps maintain a culture where students feel empowered to prioritize their health and well-being over the sometimes unhealthy pursuit of academic excellence. This proactive approach not only creates a more equitable learning environment but also reinforces the values of compassion and mutual respect within the campus community.
Beyond individual classrooms, universities should establish broader efforts to support sick students. Providing timely access to virtual medical consultations through campus health services could make it easier for students to obtain the documentation needed for excused absences. Universities should also launch public awareness campaigns to destigmatize staying home when ill and emphasize the shared responsibility of maintaining a healthy campus.
Encouraging students to stay home when they’re sick isn’t just about reducing the spread of illness; it’s about creating a healthier, more supportive campus environment. Universities have the tools to make this happen — they just need to use them. By implementing consistent policies, fostering a culture of compassion and addressing the root causes of students’ anxiety about missing class, universities and their faculty can strike a balance between academic rigor and personal well-being.
The next time you see a student coughing in the back of the lecture hall, don’t ask why they didn’t stay home. Ask what our university can do to make staying home a realistic, supported choice. Students shouldn’t have to choose between their health and their education — and with the right changes, they won’t have to.
Leah Huang is an Opinion columnist writing about the challenges of being a pre-health student in her column “Vital Signs.” She can be reached at leahuang@umich.edu.
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