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I like to think I’m a very rational person. I try to evaluate the costs and benefits of my decisions, whether it be deciding to indulge in an extra cup of tea, taking a 20-minute power nap, or choosing between an Uber and public transit.

I’m abashed to admit that lately, this sentiment has extended to deciding whether going to class is worth it.

It is no secret that the University has a problem with the prioritization of coursework, and Harvard has caught on. A new mandate clarified that students who miss two weeks of classes will find themselves placed on involuntary leave of absence. The same document also suggested a standard four-course schedule to require a minimum of 48 hours a week, roughly equivalent to a nine-to-five job.

As I sit in post-spring break classes with quorum at a fraction of class enrollment, I understand the premise of Harvard reprioritizing class attendance. However, I think it is worth examining why students skip class in the first place. While some do so to pursue professional aspirations, I wager many more do so because they feel there is simply something better they could do with their time.

The cost-benefit analysis of attending class goes something like this: Harvard’s 2024-2025 tuition was $56,550 a year. Every one of our four classes meets for around four hours a week for 15 weeks a semester. This works out to around $117.81 per academic year for every hour of instructional time. Every class I miss costs around $117.81, plus the non-monetary cost of potential implications on my course grade.

These calculations make class attendance seem like the obvious, responsible choice. Who wants to waste $117 and forego a coveted A? Instead, like most economists know, one must factor in the opportunity costs.

The true cost of attending class isn’t just measured in dollars—it’s measured in time, energy, and opportunity. Every once in a while, that $117.81 feels like a worthwhile trade-off for an extra hour to finish an assignment, prepare for an exam, or recover from an all-nighter. And so, I skip class.

And therein lies the issue. In my experience, too few students think, “I want to go to class because I am going to learn something new.”

I understand this logic. Sometimes, paying attention in lecture proves genuinely difficult. At that point, I quietly pull out my iPad or laptop and begin working on other assignments. It’s not out of disrespect for the professor — rather, in trying to make the most of my time, doing other work may simply feel like the better choice.

In some cases, alternative learning methods seem more effective than attending lecture. In these instances, I resort to alternative approaches like reading a textbook, watching review videos, or working through practice problems with friends.

That said, class disengagement is not due to a lack of effort on the part of the teaching staff. It takes a hardworking and dedicated team to prepare lectures, assignments, and materials for student success. Many professors’ dedication to their subject and to fostering intellectual curiosity is inspiring, which is why it’s even more important that their efforts translate into classrooms that promote true learning and engagement.

So if Harvard wants students to sit in their classes, it must enact strategies to make those classes worth attending.

Instead of mandatory attendance policies — often involving a beginning or end-of-class quiz or worksheet — the focus should be on ensuring that students leave the class having gained something meaningful, something accessible only in a classroom setting.

In discussion sections and seminars, this could take the form of impactful conversations between students and teaching staff rather than a rote recounting of lecture material. In STEM classes, more collaborative practice problems, discussions about how to approach challenging questions, and, in general, more hands-on activities could foster more classroom engagement.

The most impactful classes I have attended are those where students feel empowered to participate in class, asking questions and requesting clarifications as needed. This is the culture that makes going to class a joy.

In the digital era, education looks different. We have access to unlimited information at our fingertips, and our approach to in-class learning must therefore adapt to be more collaborative and discussion-centered rather than the pedagogic teaching that has traditionally been the norm.

Until then, I will continue to attend class, ignoring the voice in the back of my head telling me that maybe I should have gambled those $117 bucks.

Sandhya Kumar ’26, a Crimson Editorial editor, is a double concentrator in Molecular & Cellular Biology and Statistics in Winthrop House.