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Trends in Hiring, 2025 Graduate Readiness for the Workforce
The Class of 2025 is prioritizing location, job stability and benefits when considering their first job postgraduation.

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Commencement season brings excitement to college campuses as community members look to celebrate the accomplishments of the graduating class and usher them into their next chapter of life.

The Class of 2025, however, is gearing up to enter a challenging environment, whether that’s a competitive application cycle for gaining admission to graduate school or a tighter job market compared to previous years.

Inside Higher Ed compiled 25 data points regarding the Class of 2025 and the workforce they will enter, including levels of career preparedness, challenges in the workplace and the value of higher education in reaching career goals.
1. Over half of seniors feel pessimistic about starting their careers because they worry about a competitive job market and a lack of job security.
2. Seventy-eight percent of students rank job stability as a “very important” attribute in potential employers, followed by a healthy workplace culture.
3. Eighty-eight percent of college juniors and seniors believe their coursework is adequately preparing them for entry-level roles in their chosen fields.
4. Eight out of 10 soon-to-be graduates plan to start work within three months of graduating.
5. Hiring for college graduates is down 16 percent compared to last year, and 44 percent below 2022 levels.
1. Starting salaries are up 3.8 percent year over year, outpacing inflation’s growth of 2.4 percent, as of March.
2. Seventy-nine percent of young adults say health benefits are a “high” or “very high” priority for them when considering a job opportunity.
3. Desired location is a top priority for 73 percent of 2025 graduates in deciding which jobs to apply for, followed by job stability (70 percent). Over two-thirds said they’re looking for a job near their family.
4. If they choose to relocate for work, cost of living is the most pressing issue for new graduates (90 percent), followed by a diverse and tolerant community (64 percent). Ninety-eight percent of young adults say cost of living is their No. 1 money stressor, as well.
5. Flexibility remains key for graduates, with 43 percent looking for hybrid work, defined as being on-site for two or three days a week. Forty-four percent cited the ability to work from home as an important benefit, and over half want more than two weeks of vacation or paid time off in their first year of work.
1. Roughly half of entry-level job postings employers plan to create will be hybrid, and about 45 percent will be for fully in-person roles.
2. Engineering students are expected to be the highest paid of all the majors pursued by the class of 2025, earning an average of $78,731 this year.
3. Recent college graduates who participated in experiential learning while in college earn on average $59,059, compared to their peers without internships, who earn an average of $44,048.
4. As of last fall, only half of first-generation students in the Class of 2025 had completed an internship, compared to 66 percent of their peers.
5. About 12 percent of students have not participated in an internship and do not expect to do so before finishing their degree—lower than the average of 35 percent of workers who enter the workforce without an internship or other relevant work experience.
1. Ninety-eight percent of employers say their organization is struggling to find talent, but nearly 90 percent say they avoid hiring recent grads—in part, as 60 percent noted, because they lack real-world experience.
2. One-third of hiring managers say recent graduates lack a strong work ethic, and one in four say graduates are underprepared for interviews.
3. Over half (57 percent) of HR departments expect to increase spending on training and development in the year ahead.
4. As of March, nearly 6 percent of recent graduates (ages 22 to 27 who hold a bachelor’s degree or higher) were unemployed, compared with 2.7 percent of all college graduates. The unemployment rate for all young workers (ages 22 to 27) is approximately 7 percent.
5. Twenty-five percent of young adults are struggling to find jobs in their intended career fields; 62 percent aren’t employed in the career they intended to pursue after graduation.
6. Nearly 90 percent of students chose their major with a specific job or career path in mind.
7. Finding purposeful work is critical to Gen Z’s job satisfaction, and more than half say meaningful work is important when evaluating a potential employer.
8. One-quarter of young adults already have a side hustle, and 37 percent of Gen Z want to start a side hustle.
9. Ninety-seven percent of human resources leaders say it’s important that new hires have a foundational understanding of business and technology, including in such areas as artificial intelligence, data analytics and IT.
10. Gen Y and Gen Z workers are more likely than their older peers to worry they will lose their job or their job will be eliminated by generative AI.
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May 22, 2025
English language requirements under the microscope: Do you have what it takes to meet your university’s English language entry requirements for international students?
- By Tamsin Thomas, Senior Strategic Engagement Manager, Duolingo English Test.
The English language proficiency of international students is once again under the microscope. Heightened scrutiny is being driven by media coverage of international admissions, including The Times and BBC Radio 4’s File on 4, as well as the new immigration white paper. The Home Office is currently tendering for an English test for immigration purposes and has also undertaken a review of university English testing arrangements.

There are growing questions about how UK universities assess English proficiency, which tests are accepted, and what governance arrangements are in place to ensure that students have the level of English they need to succeed. These are valid and necessary discussions.

But it’s also true that much of the debate is happening without lived experience. Most contributors to this conversation — from media commentators to admissions professionals and policymakers — have never sat a high-stakes English language test themselves, certainly not as an entry requirement for studying in another country. That gap matters.

How Do International Students Currently Meet English Language Requirements?

UK universities have built robust and nuanced systems for assessing English proficiency, shaped by decades of global engagement. These typically fall into three broad categories:
- Secondary school qualifications: Many countries offer high school-level English that meets UK university entry standards. For example, iGCSEs, the IB, Hong Kong’s HKDSE, or Germany’s Abitur are often accepted without additional testing.
- Standardised English proficiency tests: Many international students – especially those from countries where English is not the primary language of instruction – take tests like IELTS, TOEFL, or the Duolingo English Test (DET) in addition to their school diplomas.
- Evidence of prior study in English: If a student has completed at least three years of education in English at the tertiary level, this can meet requirements under a “Medium of Instruction” policy.
In countries like India and Nigeria, the situation is more complex. Both operate parallel education systems – some in English, others in regional languages. Students with strong English scores in the Indian Standard XII (CBSE, ISC) or the West African WAEC are often accepted without further testing. Graduates of other boards may need to take a test.

These frameworks are diverse by design – reflecting the deep, often country-specific, relationships and expertise UK universities have developed over time.

While the media sometimes focuses on the small minority of international students whose English may fall short, it’s worth remembering that perfection is not the benchmark. Most international students meet entry requirements – and universities have systems in place to support language development throughout the degree. After all, only a small percentage of UK students get a Grade 9 in GCSE English, and developing academic English skills is part of what universities train students to do. Language proficiency exists on a spectrum – the question isn’t whether students are fluent on entry, but whether they have the foundation to succeed.

What Happens When a New Test Enters the Market?

As a relatively new entrant to this space, the Duolingo English Test – now accepted by over 40 UK universities – has seen firsthand how institutions evaluate and onboard new tests.

Typically, the process reflects a practical need to expand the range of tests, paired with a careful scrutiny process – usually via committee:
- Recruitment teams identify a test that meets student demand or addresses market access barriers.
- Admissions teams assess delivery method, validity, and the external evidence base.
- English-language colleagues evaluate whether the test provides evidence that students can succeed academically on campus.
- Compliance teams consider immigration implications and policy compatibility – is the test secure?
Tests are often accepted provisionally, with performance tracked for one to two years, however long it takes to build up enough data to make an informed decision. Institutions benchmark outcomes against long-accepted credentials: Do the score thresholds align, and are there heightened compliance risks?

The process is rarely quick, but it is thorough.

What Does Good Governance Look Like?

While most UK universities use similar criteria for test evaluation, governance structures vary. In some institutions, decisions sit with dedicated English policy working groups; in others, with international admissions committees. Sometimes responsibility is split between professional services and academics. In others, it’s entirely devolved to professional services.

This variation isn’t necessarily a problem but it does mean there’s no single ‘sector-wide’ process for evaluating or monitoring English tests.

As an online test provider, one gap that has always seemed under-discussed is the practical reality of actually taking a test. If you’re a student in Afghanistan, where crossing borders is difficult and test centres don’t operate, how are you supposed to prove your English proficiency? If you’re a mobility-impaired test taker in a country without inclusive building regulations, how do you sit a test at all? The global distribution of test centres is far from comprehensive.

Join the Conversation — Enter the DET University Challenge

Here’s the challenge: put yourself in an international student’s shoes. Could you meet your own university’s English language entry requirements?

The DET University Challenge 2025 invites UK university staff – whether English is their first language or not – to sit an English proficiency test similar to those taken by millions of international students each year.

The Challenge offers a practical, engaging way for staff to experience a process usually reserved for students. It’s a prompt for reflection – and yes, maybe a little fun along the way.

At a time when English requirements are under increasing public, political, and policy scrutiny, there’s real value in taking a closer look at the systems we rely on – and at how they feel from the other side.

So: do you have what it takes to meet your university’s English language entry requirements?

The DET University Challenge is open until 31 May 2025 with participants able to win up to £5,000 in prize money for their university or a designated Higher Education access charity. Terms and conditions apply.
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May 22, 2025
Why aren’t we addressing inequity of outcomes for postgraduates?

One of the major trends in UK higher education is the increasing number of postgraduate students.

There are now as many postgraduate taught students graduating every year as there are undergraduates.

However, the equity of postgraduate experience and outcomes is almost completely overlooked.

Modern postgraduates

The postgraduate population is large and increasingly diverse. Approximately 450,000 students complete a postgraduate qualification in UK higher education institutions every year. 11 per cent of those students have declared a disability. Some 28 per cent of postgraduate taught students with a permanent UK address identify as Global Majority, while 9 per cent identify as Black and 13 per cent as Asian and those proportions are increasing year-on-year. One in three postgraduate taught students pay international fees.

Whereas 10 years ago most international students were from the EU or China, the diversity of nationalities in postgraduate cohorts is growing. Data on the socioeconomic demographics of postgraduates is not currently available, but it is likely that the increase in students from socioeconomically deprived areas undertaking undergraduate study population is mirrored at masters level. Half of postgraduate students study their programmes on a part-time basis. Excluding those on visas that prohibit working, we can assume that a significant proportion of postgraduates are combining study with paid employment. The diversity of the postgraduate population is therefore considerable.

Given how widespread inequity of outcomes is at undergraduate level, it would be extraordinary if the outcome gaps we see on the basis of disability, ethnicity and socioeconomic status were not replicated at postgraduate level. They may even be more acute for postgraduates given the higher costs of tuition fees and the increased academic independence required for postgraduate study. Yet there is almost no awareness or activity around equity or outcomes for this huge cohort of students.

Lack of activity

At undergraduate level there has been significant progress made in terms of awareness of student outcomes and inequity. Institutional committees and working groups scrutinise split metric data to assess ‘gaps’ in outcomes between demographic groups. Action plans are in place to address inequity of access, continuation, degree completion, degree class awarded and progression. Senior leadership teams monitor progress against established equity key performance indicators. Providers are even bringing in consultancy companies whose sole business is to help institutions understand the language of Access and Participation Plans. Universities are at least talking the talk around improving equity of outcomes, even if progress lags significantly behind this.

However, none of this activity is replicated for postgraduate students. There isn’t a data dashboard of split metrics for postgraduate student outcomes. We haven’t even established the equivalent of the undergraduate degree classification awarding gap. Why isn’t there an outcome gap focussed on demographic equity of distinctions awarded for postgraduate taught students? Why aren’t we looking at completion rates for postgraduate students through the lens of disability and socioeconomic status?

Pragmatically, the answer to this question is that the Office for Students has thus far paid little attention to postgraduate student outcomes, let alone equity of outcomes. The Teaching Excellence Framework included undergraduate courses with a postgraduate component (e.g. an integrated masters), but excluded postgraduate taught and postgraduate research provision. Access and Participation Plans are linked to the ability to charge the higher rate of undergraduate tuition fee, so again exclude postgraduate students.

League table providers also ignore postgraduates. HESA only publish data on postgraduate qualifications awarded, and the publically available data is not broken down by demographic factors other than gender. In the contemporary higher education landscape, what gets measured gets done. If universities are not prioritising postgraduate outcomes, it is because the regulatory landscape allows them not to.

Entry and equity

It is also important to note that many masters programmes will now accept students with a lower second class degree. Those same students who were disadvantaged by the awarding gap at undergraduate level are now likely to be the ones struggling with the increased academic requirements at masters level. If a student never got past the hidden curriculum in three years of undergraduate study, what are their chances of overcoming it in a one year masters course?

Postgraduate programme leaders need to be aware of these issues, and adopt parallel approaches to those managing transition into undergraduate study. They need to design activities and assessments to address disparities in entry qualifications. They need to build the confidence of students who missed out on higher undergraduate grades.

To really focus on equity at postgraduate level, we also need to address inequity for international students. The regulatory link between APP and the home undergraduate tuition fee means students with any other fee status are excluded. This has the inevitable result that the sector barely considers inequity for international students, but is more than happy to take their fees. This is deeply uncomfortable at undergraduate level, but even more concerning at postgraduate level, where one in three students is international.

To make change, senior institutional leaders need to see postgraduate outcomes as a priority. In the current landscape, this strategic direction needs to come from the Office for Students. The equivalent data infrastructure developed for undergraduate outcomes needs to be built for postgraduates. Future iterations of the TEF need to go beyond undergraduates and include all students.

We cannot justify ignoring postgraduates any more. The sector has an ethical responsibility to ensure equity of outcomes for all students, not just those paying the home undergraduate tuition fee.

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May 21, 2025
For those in HE cold spots, higher education isn’t presenting as a good bet

Bridget Phillipson has said she wants to work with universities to widen access, and participation for those from lower income backgrounds is one of the government’s five priorities for higher education.

But the words of a 17-year-old trainee legal assistant in Doncaster reveals how much of a challenge it will be to overcome the scepticism towards the value of a university education in a “cold spot”’ town;

I love jobs and I can’t wait to get another job, because I just love getting paid. I want to go to uni, to live on my own and to get drunk all the time – the uni party lifestyle, right? But if I do it just for that, then I’m getting into debt. If I just go straight into work, then I don’t have anything to pay back.

This quote underlines the findings from the opening paper of the UPP Foundation’s inquiry into widening participation, which showed how alongside gender- and class-based inequalities in rates of progression to HE, there are huge gulfs in the rate at which young people progress to university at 18 across different areas of the country. Almost 70 per cent of Wimbledon 18-year-olds go to university, compared to just 25.9 per cent of those in Houghton and Sunderland South – Bridget Phillipson’s own constituency.

With some local authorities lacking a university and also exhibiting rates of progression to HE lower than one might expect based on young people’s academic attainment, our new paper, published today, sets out how and why these “cold spots” for progression to HE struggle to inspire young people to go to university.

Daunted by costs

During our research trip to Doncaster – one of England’s worst-performing local authorities for progression to university at eighteen, and a case study for cold spots as a result – the scepticism towards university that our trainee legal assistant exhibited came up time and time again. None of the eight parents in our focus group selected university as their preferred post-18 option for their children, and only one of the 16-18 year olds we spoke to in our focus group intended to apply to university. The primary objection was cost.

Parents, young people, and adults of all ages that we spoke to in our immersive work thought that university was simply too great an expense for most people in the area to justify. Among those who had been to university, or knew those who had, it seemed that everyone had a horror story to tell about a friend or relative who had been burned by astronomical living expenses, or resented being mired in debt after doing a degree that had only passing relevance to their eventual career.

Even when the long-run opportunities that university provides seem enticing, the mounting cost of maintaining an undergraduate degree is a daunting prospect to many. Few thought that universities, colleges or schools had done a good job of making pathways through higher education seem clear, achievable and valuable.

Crowd in communities

The challenge for places like Doncaster is that the opportunities that university provides are anything but obvious. Residents were at pains to stress that Doncaster is a place that feels like the economy has left it behind, with jobs few and far between and graduate careers a luxury seemingly reserved for other places.

As one woman we spoke to put it: “The jobs in Doncaster, a lot of them you don’t require a degree for – we’re an industrial type of town.” Across our conversations in the area, it became clear that since the job market could not provide the security, stability and prospects that people wanted, family and community took on that role instead.

In this context, then, going to university is a double-edged sword: the aspirational youngsters we spoke to were excited by the opportunities that university could provide, but they recognised that this probably meant getting out of Doncaster and staying out. To many people we spoke to, leaving home, and one’s hometown, was a hidden psychological cost heaped on top of the very real financial burden of university.

With all this in mind, the ambivalence of cold spot residents towards university seems not reckless, but rational. If we think of university as a “bet” that people make on the understanding that the “payoff” is a higher graduate salary in the long run, then it is easy to see why those in areas with no university and few graduate jobs would be reluctant to make that sort of commitment.

If the government wants to make good on its commitment to widen university participation, it will require a multifaceted approach that crowds in whole communities, not just bright teenagers with good prospects. They will need to work with schools, colleges, universities and local employers to make the value of university clear across generations. Cold spots can make university feel like a reckless gamble – it’s up to the government to make it a good bet.

This article is published in association with the UPP Foundation.

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May 21, 2025
LimmyTalks Talks College Preparedness – Education and Career News

Daniel Lim | Photo by Alina Lim

Daniel Lim, also known as LimmyTalks online, shares his advice for college applications, finding mentors, and finding your place in the world.

What’s one piece of advice you wish someone had told you when you were preparing for college?

Talk to as many people as you can. I did this for the first month of college, and I probably met a couple hundred people in that month alone, going to everything I could and talking to every person on the bus and in the food court. I stopped doing that after the first month, and I wish I hadn’t — but now you know not to do what I did.

Many students feel overwhelmed or unsure about their next steps. What’s your message to someone who doesn’t have it all figured out yet?

There are two options: You can either work inhumanely hard at something that’s already established, or you can — and, in my opinion, should — experiment. One example of the former is basketball. If you become the best basketball player in the world, the NBA is a guaranteed job for you. Your interest in painting, poker, or the psychology behind love might not lead to a clear path for a career. However, that’s the beauty of it. Not knowing means you’re more likely to find something new to contribute to the world. Every major invention you can think of was a result of serendipitous experimentation. So, experiment with what you like! It won’t be clear immediately, but you’ll learn things that will eventually help you find the next stepping stone, then the next one, and the next one until you find yourself in a great spot — career-wise, fulfillment-wise, financially, or whatever else it is that worries you now.

What’s one mindset shift or daily habit you think every high school or early college student should adopt starting today?

Just stick to something. Do things. The worst thing you can do is not do anything. You learn way more from doing things than anything else. Just do stuff, don’t think too much, and dive in!

What role do you think mentorship or guidance plays in making college feel more accessible, and how can students find that support?

It’s immeasurable. I attribute a lot of my growth as a person to older friends I made at the tennis courts as a middle and high schooler. I also think it’s the No. 1 thing that can alter someone’s trajectory — having one person who believes in you, full stop.

As for finding mentors, the common advice is to find a way to add value to their lives as well. The actual thing doesn’t matter much when you’re young, it’s the effort that counts. Just reach out to people who are cool to you!

What’s your message to the student who doesn’t have straight A’s but still has big dreams?

You’ve got this! Somebody needs to scream that in your ears until you actually believe it. Also, grades don’t mean anything if you have big dreams. They’re just one measurement — there are a billion other ways to show greatness. Your ambition is what’s truly valuable.

What’s something you learned after high school that you wish you had known while applying to college?

The admissions officers are not going to be impressed. You’re 17. They’re in their late 20s at the youngest — at this point in their life, they’ve seen a lot more than you. They’re looking for nice people. Don’t get me wrong, you need great grades and extracurriculars to get into a top university. However, beyond that, stress less about trying to come off as an intellectual person and just be a normal, nice human being in your essays.

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May 21, 2025
Meet the Students and Staff Shaping Your College Experience

By knowing about and engaging with these key figures on campus, you can make the most of your college experience and set yourself up for success.

Kate Lehman, Ph.D.

Director, National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina

Katie Hopkins

Associate Director for Faculty Development and Resources, University 101 Programs, University of South Carolina

Congratulations! You’ve made it to your first day of classes! You are excited by the opportunities before you…and overwhelmed. Colleges and universities employ a host of staff and faculty whose primary role is to support your success. Part of your tuition and fees go to support these folks — you should use them! Meet the 10 people you need to maximize your college experience.

Faculty, instructors, and teaching assistants (TAs)

You’re surely familiar with the folks teaching your courses. Use office hours to get to know your instructors. Ask them how they got into their fields and why they love their work. You might be interested in a similar topic, land yourself a research opportunity, or find yourself a new mentor!

Academic advisers

Course registration should not be the last time you speak with your academic advisor! Academic advisers help anytime you are thinking about your course of study, whether you want to drop a class, change your major, add a minor, take a summer class, or figure out how to work a study abroad program into your plan.

Librarians

Librarians have magical skills to make your classwork so much easier. Okay, it’s not really magic, but they can help you find awesome sources for class papers and teach you about technical resources like citation management software to make your work a lot easier!

Student success and academic support staff

Is chemistry or calculus stressing you out? Your institution has a student success center or a tutoring center to help. Our advice: Get help as soon as you start feeling overwhelmed. Don’t wait until you’re really behind!

Financial aid team

You have probably already received your financial aid package, but life happens. If your financial situation changes, the financial aid office is your first call. They might adjust your aid package and/or connect you to additional financial resources.

Health center and counseling center staff

You probably know to go to the health center if you sprain an ankle or have a sinus infection, but the medical and counseling team can help with a lot more. If you are feeling overwhelmed or are struggling, schedule an appointment to gain access to counseling sessions, support groups, and workshops to help you feel your best (all things which are included in your tuition and fees).

First-year students at the University of South Carolina participate in a team-building activity in their first-year seminar course. | Photo by Logan White

Career center staff

Whether you have mapped out a career plan or have no clue what you want to do, your career center staff can help! It’s not just for seniors — career centers help with career exploration, internships, resume development, and interview skills. They might even be able to help you find an on-campus job so you can build career skills and start earning money while you’re a student.

Disability services staff

If you received accommodations in high school, be sure to register with disability services on your campus, as those do not automatically roll over. These may be related to dietary restrictions, learning disabilities, or mental health conditions. They can work with you to ensure you have what you need to be successful!

Student activities and recreation services staff

You didn’t just come to college to study and work, right? Join a student organization, attend fun events, play on an intramural sports team, or take a group exercise class! Besides having a good time, you’ll grow your leadership, teamwork, and communication skills and make friends.

Friends and peer mentors

Decades of research on college student success tell us that your fellow students, or your peers, are key to your success. Many of the campus offices employ student staff members, often called peer mentors. By getting involved on campus, you will make friends who support and encourage you.

The folks outlined here can help you get the most out of your college experience. Don’t ever hesitate to ask someone a question, introduce yourself, or try a new resource; it can only help! These amazing people will help find the opportunities that will shape your future. As you build connections with them, you will find friends and mentors to last a lifetime.

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May 21, 2025
Prioritizing Happiness and Self-Care for College Student Success
Cognitive scientist and Yale psychology professor Dr. Laurie Santos shares her recommendations for creating a positive and productive mindset in college.

Laurie Santos, Ph.D.

Cognitive Scientist, Professor of Psychology, Yale University

How does a student’s mental state influence their ability to learn and retain information?

There are many studies showing that our mood affects our performance. Positive moods tend to broaden our perspectives — when we feel good, we’re able to process more possibilities, which can boost our innovation and creativity.

How can students redefine their idea of success to prioritize both achievement and happiness?

There’s a lot of evidence that shows that focusing on your happiness in your college years is correlated with the metrics of achievement and success students are usually striving for. One study by Diener and colleagues found that a student’s cheerfulness at age 18 even predicts their salary and job satisfaction more than 15 years later. I think students need to recognize that our happiness matters for future success more than we expect.

If a student feels stuck in a negative mindset about school, what’s one small change they can make today to start shifting that?

I think the most important change is for students to recognize that they have some agency over their mindset. There are things they can do to think differently about school and any other situation.

If you could design a mental health toolkit for students heading to college, what would be in it?

I’d give students a toolkit with strategies they can use to develop healthier behaviors and mindsets. Behaviors students can use to boost happiness include:
- Prioritize Social Connection: One of the biggest mistakes students make is prioritizing grades and productivity over friendships. However, the research is clear: Meaningful relationships are the No. 1 predictor of happiness. So, say yes to that coffee invite, join a club, or just make small talk with a classmate — it all adds up. Even tiny interactions, like chatting with a barista, can boost your mood.
- Embrace Time Affluence: Time affluence is the subjective sense that we have some free time. Most students today are time-famished, rushing from one task to the next. However, studies show that people who feel like they have more time are actually happier. Students need to protect their time affluence. Some strategies: Be intentional about how you spend your free moments. Instead of mindlessly scrolling on your phone, do something that genuinely recharges you — go for a walk, call a friend, or just breathe.
- Get Moving: Studies show that exercise isn’t just good for your body — it’s huge for mental health. Research shows that cardio exercise can reduce rates of depression and anxiety. You don’t need to be a gym rat to see benefits — dancing in your dorm room, stretching, or biking to class all count.
- Prioritize Sleep: Many parts of student life make it easy to skimp on sleep. However, sleep is one of the most important tools in our mental health kit. Aim for 7-9 hours a night, and make sure you’re practicing good sleep hygiene by keeping your phone as far away from your bed as possible (otherwise, the temptation to grab it in the middle of the night is far too high).
There are also mindset shifts students can use to feel happier. A few important ones to keep in mind are:
- Self-Compassion: One of the biggest traps students fall into is being their own worst critic. You bomb a test, miss a deadline, or say something awkward in class, and suddenly, your brain is in full-on self-attack mode. However, research shows that this kind of self-criticism doesn’t make us perform better — it just makes us feel worse. Research has found that people who practice self-compassion (treating themselves with kindness rather than judgment) are more resilient, more motivated, and less anxious than those who constantly beat themselves up.
- A Mindset of Gratitude: Our brains are wired to focus on what’s wrong. However, studies show that you can train your brain to notice more of what’s good. Studies also show that people who regularly practice gratitude have higher levels of happiness, lower stress, and even better sleep. So, scribble a few things in your gratitude journal, or commit to expressing your thanks to the people around you.
- Become More Present: College life can feel overwhelming. There’s always another assignment, another social event, or another thing to do. Your brain is constantly jumping between the past (“I should have studied more”) and the future (“What if I fail?”). However, research shows we feel best when we’re fully present in the moment. Research by Matt Killingsworth and Dan Gilbert found that people’s happiness levels drop when their minds wander — even if they’re thinking about something pleasant. Get out of your head and find ways to find the joy of the present moment.
What’s one piece of advice you wish every college student knew about happiness and well-being before stepping on campus?

Our happiness is much more under our control than we think. With simple changes to our behaviors and mindsets, we can all feel better.

How can students balance academic pressures with self-care without feeling guilty about taking breaks?

My biggest piece of advice would be that students need to remember that self-care isn’t a distraction from success — it’s actually a tool for success. A lot of students feel guilty about taking breaks because they think rest is “unproductive.” However, research tells us the opposite: When you prioritize well-being and get the rest/sleep/care you need, you actually perform better academically.

One strategy I share with my students is to reframe breaks as a performance strategy. Instead of thinking, “I don’t deserve a break until I’ve done enough work,” flip the script and think, “Taking a break will help my mind recharge so I can do better work.” When you take a break, remind yourself: “This is not wasted time — this is me investing in my brain’s ability to learn.”

I think this is also another spot for Kristin Neff’s strategy of self-compassion. If you’re feeling guilty about taking a break, remember that you’re only human, and all humans need breaks and rest. The next time you feel guilty for resting, literally repeat these phrases in your head: “Taking care of myself is part of being a great student,” or “I will be kinder to myself so I can show up as my best self.”

Many students feel overwhelmed when choosing a college or major. What advice would you give them about making big life decisions?

A lot of students stress about picking the single right college or major that will lead to a meaningful and happy career. However, the science of happiness tells us that this kind of fulfillment isn’t just about what you do or what college you end up in — it’s about how you shape your work to align with your strengths and values. This is where job crafting comes in.

Job crafting is the idea that you can reshape how you spend your time (including at work or in your major) to make it more fulfilling. Research on job crafting by Amy Wrzesniewski shows that fulfillment isn’t just about what you do, but how you approach it. You can craft your major by focusing on courses and projects that align with your strengths, connecting with mentors and peers who inspire you, and reframing tasks to see their deeper purpose.
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May 21, 2025
Yara Shahidi On Learning, Growth, and Pursuing Passions

Yara Shahidi | Photo by Paul Mardy

Actor, producer, optimist, and agent for change Yara Shahidi, host of “The Optimist Project” on Sirius XM, shares insights from her Harvard journey, offering advice on navigating education, discovering passions, and continuing personal growth.

You’ve been a strong advocate for education while also pursuing your degree at Harvard. What motivated you to prioritize higher education despite having so many career opportunities?

Education has always been an integral part of my life — it was never really a question of if, but when and how. My parents instilled this idea that learning is a lifelong adventure, whether that’s in a classroom or out in the world. For college specifically, I saw it as an opportunity to explore my curiosities, grow a community, and continue to pour into my growth academically and mentally. In a world in which so much is demanded of us on a daily basis, college felt like one of the few spaces in life in which my primary job was to think and explore. From my Gen Eds about the evolution of morality and pharmaceutical pricing, to my courses on neo-colonialism and resistance movements, Harvard gave me the space to think critically, to interrogate my own beliefs, and grow.

Many students feel pressure to choose the “right” college or career path. What advice would you give to those struggling with that decision?

I understand that pressure. So many of us come from communities and families that have dealt with so many barriers to entry to higher education, and it feels as though we are receiving this education and degree for more than ourselves, but for everyone who has invested in us.

Yara Shahidi in Harvard’s library (2021) | Photo courtesy of Yara Shahidi

My favorite piece of advice from when I was trying to figure out my own path is when my mama told me that your degree is proof, to yourself and to the world, that you can start and complete a project. This isn’t to make light of the vastly different paths college offers to us, but to contextualize that the most valuable part of the learning experience is the life experience — learning how to listen to yourself, learning how to see things through, learning how to learn, and, when need be, learning how to pivot. In our family, we have focused on chasing our curiosities, with the belief that opportunities will blossom from the intersection of our identity and interests.

What are some lessons from your own education journey that you think every young person should hear?

First: It’s OK not to have all the answers. We live in this era where everyone feels the expectation to have a five-year plan by the time they’re 17. I’m 25 and still don’t know what the next five years will hold for me. Some of the most interesting people I know have taken what many would consider unconventional paths. In fact, we are living in a time in which we are all realizing that to bring about a better world, we cannot rely on the status quo, and we will need to pursue unconventional paths.

Freshman year dorm room move-in (2018) | Photo by Afshin Shahidi

Second: Let yourself be “bad” at things. I had to learn (and am still learning) that not every attempt of mine would be a surefire success, and that’s part of my growth process. With the very real pressure of having to be the best for doors to open, we can get consumed with looking polished and/or trying to find the “correct” way of moving. I’ve had to remind myself, we are not here to know; we are here to learn, and the best learning happens when we give ourselves permission to fumble through something new.

Lastly: Your education — whether it’s in school or out in the world — is for you. Honor your learning style, expand your worldview, and share your unique creativity and skills with the global community!

You juggle so much — acting, activism, and academics. How has college helped you evolve as a person and as a leader?

Being a student at Harvard reaffirmed the importance of being a student of life. My college experience was a practice in giving myself permission to grow. Separate from being a public figure because of my career, being a young adult in this day and age comes with some sort of public persona and a feeling of having to be certain to be taken seriously, which, in many ways, is the same as being static. Being in classrooms with people from so many different backgrounds forced me to challenge my own perspectives, deepen the reasoning for my beliefs, and grow curious about topics that had never been on my radar. Being able to balance maintaining a core set of values while engaging with new ideas has helped me maneuver my career, created a source of optimism as we look for brighter futures, and helped me in my evolution into the person I want to be.

Your generation is redefining success in so many ways. How do you think young people today can balance passion, purpose, and education?

I think it’s incredible how we’re expanding the definition of success beyond traditional metrics. People want to do things that feel meaningful, and I think this generation has a beautiful sense of community where we are also invested in each other’s successes. Life seems like the group project we have to learn to love, and it’s up to us to figure out how we want to show up for the group. Our success seems to lie in embracing all of who we are, which allows us to contribute in a way that is unique to us. Allow yourself the freedom to explore different fields — be it arts, sciences, activism, or anything else that ignites your curiosity. Remember, it’s OK to have multiple passions and to pursue them in various capacities. Finding what fulfills us is the ultimate success.

Catch up on Yara’s podcast, “The Optimist Project,” on Sirius XM

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May 21, 2025
Eating Well in College: What Students and Families Need to Know
Food is more than just a necessity in college — it fuels academic success, well-being, and connection, making informed dining choices essential for thriving on campus.

Robert Nelson

President and CEO, The National Association of College & University Food Services

Preparing for college means choosing classes, housing, and campus activities — but what about food? While dining may not always be top of mind, what students eat has a profound impact on their academic performance, health, and overall well-being. Here’s what families should consider when planning for a successful — and well-fed — college experience.

Food and academic success

Skipping meals may seem like a small sacrifice when juggling a packed schedule, but the effects on academic performance are significant. Studies show that students who eat regular, balanced meals — especially breakfast — perform better on tests, have stronger focus, and experience lower stress and anxiety.

Meal plans exist for a reason: They provide consistency, affordability, and easy access to nourishing meals that support learning, brain function, and students’ mental and physical health. Students should aim to create a meal schedule that aligns with their class and study habits, ensuring they have time to eat before long lectures or exams.

Know your options

Many students arrive on campus with food allergies, religious or cultural dietary preferences, or health-related nutrition needs, yet they may not realize that college dining services can accommodate them. Parents and students should take the time to explore:
- Allergen-friendly options: Many dining halls have designated stations or innovative programs for accommodating top allergens like nuts, dairy, gluten, and more.
- Registered dietitians: Some schools offer access to nutrition experts who can help students make informed choices.
- Cultural and religious meals: If students keep kosher, halal, or vegetarian diets, understanding what’s available ahead of time can make the transition smoother.
Before move-in, students should visit the campus dining website, contact the dining team, and ask about meal options that fit their needs.

Making the most of your plan

A meal plan isn’t just about convenience — it’s also one of the most cost-effective ways to eat in college. Because of economies of scale, campus dining can offer a wide variety of meals at a lower cost than students would typically spend cooking for themselves or eating off-campus.

Students should consider:
- Understanding their chosen meal plan: Are there unlimited swipes? A set number per week? Can unused meals roll over? What is the deadline to adjust plans if needed?
- Knowing about alternative dining locations: In addition to dining halls, many campuses offer grab-and-go options, food trucks, or mobile ordering for busy days, included as part of the meal plan.
- Making the most of cooking and nutrition programs: Some schools offer cooking classes, workshops, or healthy eating initiatives to help students develop lifelong food skills.
Food as connection

Beyond nutrition, food plays a vital role in helping students build relationships and feel a sense of belonging. Sitting down for a meal is one of the easiest ways for new students to make friends, unwind, and stay connected to campus life.

While technology has changed how students engage with their world, dining halls remain one of the most valued spaces for face-to-face interaction — not just with peers, but also with staff who become familiar, welcoming faces in a student’s daily routine.

A strong foundation

Students and families invest a great deal in higher education, and making informed choices about nutrition is part of that investment. Food is more than fuel; it’s a foundation for academic success, personal well-being, and lifelong habits. As students embark on this next chapter, taking the time to understand and prioritize their dining options can make all the difference.
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May 21, 2025
Balancing Passion & Practicality: Mia Aston’s College Success Tips

Photo courtesy of Mia Aston

Mia Aston, whose popular YouTube channel details her daily life as an NYU film student, shares her best advice for college preparedness, career development, and financial literacy.

What advice do you have for students trying to find the right balance between passion and practicality in their college and career choices?

Finding a balance between passion and practicality is actually something that I still struggle with today. Amidst the competitive job hunt with graduation approaching this May, I am often questioning why I have led myself more with my heart rather than my head. Many college students choose a major strictly based on how much money they will make or what their working hours will look like. That feels practical. As a film student, I was so in love with storytelling that I dove straight into New York University, blinded by passion. I think any art student has to be somewhat delusional in that sense, but at the end of the day, it comes down to your priorities in life. I would try and figure out what you need to both sustain yourself and be happy. Is a corporate job with a steady income more important to you than an exciting job that initially might not pay the bills? Are you willing to work multiple jobs? Do you have the financial support to even start your career on a lower-paying salary? Can you pursue a more practical career path and still nurture your passions as hobbies?

The best advice I can give is to be honest with yourself. You will always have to make sacrifices. Personally, I cannot imagine doing a job that I am not passionate about. I probably will struggle immediately after graduation, but I would be miserable if I did not let myself work in a creative field. This is the unsettling sacrifice, or rather gamble, that I am making.

How can students make the most of their college experience — both inside and outside the classroom — to set themselves up for success?

The best way to make the most of your college experience is to be proactive in learning and pursuing new opportunities. I always feel the most enriched when I am allowing myself to try new things and remain curious about my major. Attend school events, open lectures, galleries, film screenings, office hours, resume clinics, and more. The community around you can be inspiring and informative as well. There is such an endless array of resources available to you as a student. Take advantage of everything.

Networking is obviously also essential for your professional success. However, I have found that networking is the most enriching when you don’t approach it as a tool to meet an employer, but as an opportunity to learn from someone who has made it to a position that you hope to be in one day. Utilizing college as a learning experience outside of just the classroom can only help you.

What’s one piece of advice you wish you had received when you were preparing for college?

In the same way that I followed my heart into a film degree, I often let my enthusiasm lead me astray. When I started college, I wanted to be a part of so many different school clubs and work opportunities that I ended up spreading myself too thin. I wish someone had told me to commit to one or two clubs or jobs and let the rest go. I ultimately realized it’s better to give your best efforts to one thing rather than do a half job at seven different things.

What are the biggest challenges you faced when navigating both academic and creative fields, and how can you overcome them?

The biggest challenge I faced when navigating academic and creative fields was time management. The workflow and obligations of my academic and film classes can be extremely different. Managing your time in college is tricky regardless of your major, but when you have to write, shoot, and direct a short film on the same day that you have a research paper due for another course, it can be a little overwhelming. I overcame this by being diligent about my due dates and learning from trial and error. At the end of the day, my work will get done because it has to and because I will not let myself turn it in late. Additionally, managing my time between the two realms of academia and art becomes easier after every project I complete. As you learn more about your creative process and how long you need for each stage of production, you can begin to map out your workload schedule ahead of time. Sometimes I will start writing a paper over a month in advance because I already know that production for a film will be intense and demanding by the time that the paper’s due date rolls around. I am basically always trying to predict the future.

What role do financial literacy and budgeting play in college preparedness, and what resources would you recommend for students?

Financial literacy and budgeting play a huge role in college preparedness, but it looks different for everybody. There are so many factors to consider, and it is important to understand what your financial situation requires. NYU’s tuition is very expensive. In regard to my financial standing, I got lucky during my admissions process and was offered a full-ride scholarship from Tisch based on the portfolio I submitted. Therefore, I am able to cover my additional financial responsibilities through YouTube and freelance film jobs. When browsing through potential schools, I would research scholarships and apply to any offered by the college and external organizations. If you need to make money while you are a student, see if you can get an on-campus job. These jobs are great because they should be more flexible with your class schedule and coursework demands. Some of my friends are resident assistants at dorms. They are compensated through university housing and meal plans. I have other friends who work one or two service jobs to pay their bills. There are a variety of ways that you can navigate financial literacy as a student, depending on what you need. One piece of advice I would recommend is understanding what those budgetary restrictions look like for you and honoring them, even though students around you may have different spending habits. Be honest with yourself about the best way to responsibly manage your own money.

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May 21, 2025