February 23, 2026 - 21:21
Margaret Price writes on pages 5 and 6 of 'Mad at School,' "For instance, what does 'participation' in a class mean for a student who is undergoing a deep depression and cannot get out of bed? Or a student who experiences such severe anxiety, or obsession, that he can barely leave his dorm room or home?" Immediately, this stood out to me as a huge issue in higher education and a much-needed improvement.
Many classes these days either have an attendance grade or a participation grade, which can consist of anywhere from 5% of a grade to, in some cases, upwards of 30%. For example, my math course this semester has a 10% attendance grade, allowing for 2 unexcused absences throughout the course. If you do not get 100% on the attendance grade, that is automatically the difference between a 3.7 and 4.0. However, for those who struggle with mental illness, such policies can be disproportionately punitive. Price says that 22% of college students identify as struggling with mental illness. A student with mental illness may find it difficult or even impossible to attend class regularly or maintain a consistent schedule that involves waking up early for class every day. This doesn’t represent a lack of engagement or effort. This is something that they live with and are working through, and should not be punished further, especially if they are keeping up with the work on their own time or on the days that they are mentally feeling like they can do so.
Similarly with participation, as Price mentioned, what ‘participation’ looks like is so arbitrary depending on who a person is and what they are going through. Someone with depression might be able to attend class, but having to speak just isn’t plausible. The thought of having to speak in front of an entire class for someone with anxiety might be unbearable. Again, participation grades often disproportionately hurt the grades of those with mental illness for these reasons.
In higher education, we need to focus on creating alternatives to these attendance and participation grades that better allow for the accessibility of those struggling with mental illness. In terms of attendance policies, lowering the number of required classes to maintain 100% attendance is essential. Alternatively, adding online, self-scheduled activities that students can do to make up for missed classes allows for flexibility and doing these activities from a dorm room, bed, or comfort space where students struggling with mental illness can feel more comfortable. In terms of participation, adding alternative ways to participate is key. Whether it be the ability to post on a discussion board, email the professor a reflection, or record a video reflecting on thoughts, these are all accessible options that allow someone to communicate their thoughts in a way that’s comfortable to them.
Comments
Week 5 Response
Submitted by Ashley on February 23, 2026 - 22:57 Permalink
I really appreciate and like how you connected Price’s question about participation to your own experience with attendance grading. That example about our math class honestly makes the issue feel very real, and I didn't even think about this until reading your post! A 10% attendance grade might seem small on paper, but when you explain how it can affect something like the difference between a 3.7 and a 4.0, it shows how high the stakes actually are.
I also think you’re right that attendance and participation policies assume consistency , like everyone has the same ability to show up physically and mentally every day. Price’s point about depression or anxiety making it hard to even leave your room really challenges the idea that being present equals being engaged. Someone can be deeply committed to a class and still not be able to perform “presence” in the way the system expects.
I really liked your suggestions for alternatives, like discussion boards, reflections, or recorded responses. That connects directly to Price’s argument that “participation” is arbitrary and constructed. Expanding what counts as participation doesn’t lower standards, instead it recognizes that communication and engagement don’t look the same for everyone.
Your post also made me think about how much academia equates visibility with effort. If you’re not seen speaking or physically present, it’s assumed you’re not trying. But as Price points out, that assumption ignores how mental disability operates. I agree that rethinking attendance and participation policies could be one concrete way to start redesigning academic spaces to be more accessible.