In recent weeks, a major controversy has erupted in the UK's higher education sector, leaving thousands of part-time students on weekend-only courses in financial limbo. These 'weekend learners'—often working professionals, parents, and mature students balancing studies with full-time jobs—were promised maintenance loans to support their living costs. However, the Student Loans Company (SLC), in coordination with the Department for Education (DfE), has halted payments and demanded repayments, classifying the courses as ineligible 'distance learning'. This sudden shift has sparked outrage, with students accusing universities and providers of misleading advice, and the National Union of Students (NUS) launching a high-profile campaign.

The issue stems from a longstanding regulatory definition but gained urgency following a DfE review, affecting an estimated 22,000 students across at least 15 institutions. With potential overpayments totaling around £190 million for the current academic year alone, the fallout threatens access to part-time higher education for non-traditional learners who rely on flexible weekend schedules.

Understanding the Timeline of the Weekend Learners Crisis

The roots of this dispute trace back over a decade, but the immediate crisis unfolded rapidly in early 2026. Regulations governing student support, outlined in the Education (Student Support) Regulations 2011, have long specified that maintenance loans require 'required attendance' at a specific place during the week—not solely on weekends. Weekend-only provision was explicitly excluded, categorizing such courses as distance learning ineligible for living cost support.

Despite this, many franchise providers and universities incorrectly classified their weekend courses as eligible 'in-attendance' programs, leading to approvals for maintenance loans and even childcare grants. Students enrolled in good faith, often marketed these flexible options as ideal for working adults. The SLC processed payments accordingly until a routine review exposed the misclassification.

Key milestones include:

• March 23, 2026: DfE formally notifies affected institutions of the error.
• March 25-28: Universities like Buckinghamshire New University (BNU) begin alerting students; SLC applies blocks to upcoming payments.
• April 2, 2026: Office for Students (OfS) issues guidance demanding fair treatment for impacted learners.
• Ongoing: Change of Circumstances (CoC) process from April 6-17 to update records.

This compressed timeline has left students reeling, with some facing repayment demands as early as April.

The Legal Definition: Why Weekend Courses Don't Qualify

At the heart of the controversy is a precise statutory definition. For undergraduate part-time students in England, maintenance loans are available if the course has a 'course intensity' of at least 25% of a full-time equivalent and requires attendance spread across the week. Tuition fee loans remain unaffected, as they don't hinge on attendance patterns.

The critical clause excludes 'attendance limited solely to weekends' from qualifying as 'required attendance'. This prevents classification as distance learning, where only tuition support applies. The rule, unchanged since the mid-2000s, aims to ensure maintenance funding supports students physically present and engaged on campus during standard term time.

Franchise arrangements exacerbated the problem. Lead universities subcontracted delivery to partners, who scheduled intensive weekend blocks. Providers submitted flawed data to the SLC's Higher Education Information (HEI) system, bypassing checks. Education Secretary Bridget Phillipson highlighted 'incompetence or abuse' in a December 2025 letter, reiterated in March 2026 communications.

Who Is Affected: Universities, Providers, and Student Profiles

Around 22,000 students at 15-20 institutions, primarily through franchise models, are impacted. Notable universities include Southampton Solent, London Metropolitan, Oxford Brookes, University of Wales Trinity Saint David, and Buckinghamshire New University. Many courses target mature learners pursuing degrees in business, health, or education.

These 'weekend learners' are typically non-traditional: full-time workers unable to attend weekdays, single parents using childcare grants, and upskillers from working-class backgrounds. For them, weekend study was a lifeline to higher education mobility. Abrupt loan halts disrupt budgets, with some facing instalment deductions from future entitlements or direct repayments.

The £190 million figure represents current-year maintenance overpayments; historic recoveries remain under review. Franchise partners, often profiting handsomely, face scrutiny over marketing and data accuracy.

Student Voices: Feelings of Betrayal and Financial Strain

'I signed in good faith, relying on university advice that loans were available,' one anonymous student shared on forums like The Student Room. Many report shock at mid-year reversals, with SLC letters demanding repayments they can't afford. Parents decry the 'egregious' clawback of childcare grants, essential for family stability.

NUS President Amira Campbell captured the sentiment: 'Students feel let down and misled... They were told they were eligible, received support, and now must pay back through no fault of their own.' The human cost includes mental health strains, with universities urging use of services like Togetherall.

Photo by Thomas de LUZE on Unsplash

NUS Campaign: Rallying Against Repayment Demands

The NUS launched 'Don't Take Weekend Students' Maintenance Loans' amid the uproar. Targeting 22,000 affected learners, it demands a repayment pause, policy rethink, and protection for vulnerable families. A petition has garnered over 11,000 signatures toward 20,000.

Campbell links this to systemic flaws: 'From Plan 2 changes to mis-selling, trust in student finance is at an all-time low.' The campaign pressures DfE for equity, arguing good-faith students shouldn't bear policy errors.

University Responses: Support, Transitions, and Legal Threats

Institutions are scrambling. BNU, for instance, offers weekday/evening alternatives, emergency funds, and wellbeing support while updating SLC records via CoC processes. Others collaborate on legal advice to challenge DfE/SLC, prioritizing student continuity through protection plans.

Challenges include timetabling shifts—many students can't switch due to work—and potential withdrawals with exit awards. OfS mandates clear communication, redress, and no extra costs.

Government and SLC Stance: Recovery with Safeguards

DfE/SLC prioritize public fund protection, blocking future payments and pursuing overpayments. Repayment plans are affordable—no lump sums—with hardship assessments. Tuition fees stay intact, as errors lie in maintenance classification.

Phillipson blames providers: 'Too many organisations let students down through incompetence or system abuse.' Yet, DfE urges hardship support. Ministerial discretion under Reg 119 allows equity considerations for historic recoveries.

Financial and Wider Implications for UK Higher Education

Beyond £190m this year, the scandal spotlights franchise risks: weak oversight, agent mis-selling, and profit-driven recruitment. Part-time enrollment, vital for social mobility, could plummet if weekend options vanish.

It echoes prior issues like fake students and underscores calls for governance reforms. International students on pre-settled status may face visa complications from disruptions.

Potential Solutions and Future Outlook

Solutions include regulatory clarification on attendance, stronger franchise audits, and LLE expansions for flexible funding. Universities push for loan waivers; NUS seeks pauses.

Short-term: Students switch modes or access hardship funds. Long-term: Policy tweaks to include intensive weekends, balancing access and safeguards.

Photo by Annie Spratt on Unsplash

Actionable Advice for Affected Weekend Learners

• Contact your university's dedicated team (e.g., weekend@bnu.ac.uk) for options and support.
• Speak to SLC (0300 100 0607) about repayment plans or hardship.
• Complain via institution procedures, then OIA if needed.
• Sign NUS petition and join forums for peer advice.
• Explore wellbeing resources and emergency funds.

This crisis underscores higher education's role in lifelong learning—resolving it fairly is crucial for UK universities' inclusivity.