Some 16,100 international students could be deterred from studying in the UK in the first year universities are levied 6% of all their international student fees, comes the stark warning from a new report from the think tank Public First.
Should the government make good on the proposal – outlined in the immigration white paper earlier this year – this figure could rocket to more than 77,000 students in the first five years of its implementation, the report predicts.
The government expects universities to pass the increased costs onto international students themselves by raising fees. But Public First cautioned that such a move would have catastrophic consequences by driving international students away, hitting the UK’s economy by £2.2 billion over five years and leading to a reduction of 135,000 university places for domestic students.
The think tank projected that a 6.38% international student fee increase – necessary for universities to pass on the entire cost of the levy – would have a far greater impact on students’ decision to study in the UK than the government has anticipated.
This is because the government’s forecasts were based on data for EU students. However, Public First noted that price elasticity of demand for non-EU students is greater than their EU counterparts – meaning they would be more likely to be look elsewhere if they found UK fees too expensive.
Jonathan Simons, partner at Public First and author of the report, noted that the projected impact of the levy “is much more severe than had been predicted previously”.
It is not widely understood just how much our economy is supported by international students and it’s really crucial that any policy that could affect international student numbers is considered through this lens
Jonathan Simons, Public First
“This, of course, will hit our universities, around 40% of whom are already in deficit, and that could lead to a further loss of jobs, a loss of university places for UK students and a loss of vital research investment,” he added.
“Perhaps even more significant, though, is the hit an international student levy could cause to local, regional and national economies across the UK. It is not widely understood just how much our economy is supported by international students and it’s really crucial that any policy that could affect international student numbers is considered through this lens.”
Henri Murison, chief executive of the Northern Powerhouse Partnership and chair of the Growing Together Alliance, said that the levy was opposed by all of England’s major regional employer organisations “because the resulting decline in international students would be hugely damaging to all the regions of the country”.
“The Chancellor should take note of the economic damage of this policy which undermines a critical UK export and we have requested an urgent meeting to raise our concerns,” he said.
The proposed levy has been widely criticised by higher education institutions.
Last month, a HEPI analysis predicted that UK universities could take a £621m hit if the policy goes ahead, with those situated in big metropolitan cities set to be the worst affected.
The notice, published in the Federal Register on September 24, proposes an overhaul of the H-1B visa process to establish a “weighted selection process” favouring “higher skilled and higher paid” workers.
If finalised, the proposal would give greater odds of selection to workers with higher wages, if the number of applicants exceeds the 85,000-limit set by Congress, which has been the case every year for over a decade. The system would replace the current lottery selection process.
The changes – initially put forward for White House review in July – follow a major hike in the H-1B visa fee to $100,000 announced last week, triggering widespread panic among US companies and prospective foreign employees.
Prior to the announcement, employers typically paid between $2,000 to $5,000 for H-1B visa applications, with Trump claiming the increase would put an end to employers “abusing” the system by hiring foreign workers at a “significant discount” in comparison to American workers.
As per yesterday’s proposal, prospective employees would be assigned to four wage bands, with applicants in the top band (level four) placed into the selection pool four times, those in level three entered three times, and so on.
The Department of Homeland Security (DHS) has said the process would “incentivise employers to offer higher wages or higher skilled position to H-1B workers and disincentivise the existing widespread use of the H-1B program to fill lower paid or lower skilled positions”.
The department said it “recognised the value” in maintaining opportunities for lower wage earners and maintained they would not be precluded from the visa, unlike the Trump’s 2021 proposal which “left little or no opportunity” for lower earners.
But critics argue the proposed weighted system will harm US employers’ ability to build international knowledge and fill jobs.
“By favouring more experienced foreign workers and reducing the number of new job entrants, US companies will find themselves struggling to grow,” Intead CEO Ben Waxman told The PIE News.
The plans now face a 30-day public comment period before they are considered by the administration for a final rule, a process that could take several months.
Extensive feedback to government from US businesses on how the proposal would damage US competitiveness is widely expected, with experts also anticipating possible court challenges against the legislation.
Early reports from Bloomberg have suggested the US Chamber of Commerce has begun polling member companies about a potential lawsuit to challenge the $100,000 fee hike.
DHS itself has estimated that 5,200 small businesses currently employing H-1B visa holders would suffer significant damages due to loss of labour.
“There simply are not enough American computer science graduates to support the decades-long record of US innovation and economic growth. That is the wonder of the US tech sector,” said Waxman.
“Why would the US government want to constrain that engine?” he asked.
With analysis by the Chamber of Commerce forecasting a continued decline in the US labour force participation by 2030, advocacy bodies such as IIE have emphasised the importance of international students to fill gaps in labour markets across the country.
There simply are not enough American computer science graduates to support the decades-long record of US innovation and economic growth
Ben Waxman, Intead
The visa, popular with tech companies, enables US employers to temporarily employ foreign workers in “specialty occupations” spanning a wide range of industries from healthcare and teaching to computer science and financial analysis.
Under the current system, there is a statutory annual cap of 85,000 new H-1B visas: 65,00 for regular H-1B visas and 20,000 for individuals with advanced degrees from US institutions known as the master’s cap.
Each year, US employers submit registrations to USCIS for each worker they want to sponsor for a visa. Typically, this number exceeds the cap, in which case, applicants are placed into a random lottery which determines who is awarded a visa.
Since 2012, 60% or more of H-1B workers have held a computer-related job.
Amazon remains the single largest sponsor, with 10,000 out of its total 1.56 million employees holding H-1B visas. Microsoft, Apple and Meta have also expanded foreign hiring through this stream in recent years, according to Newsweek analysis of new federal data.
Commentators have already warned that if the new structure is implemented, the US tech sector will ramp up offshoring facilities and jobs. “Not the outcome anyone in the US wants,” said Waxman.
The visa program has been the subject of much debate in recent months, with Elon Musk, himself once an H-1B worker, coming out in defence of the visa against calls for its abolition from some MAGA hardliners who argued it allowed firms to suppress wages and sidelines American workers.
Denial rates for H-1B visas peaked at 15% during Trump’s first administration due to stricter immigration rules and the tightening of the definition of “specialty occupations”.
India, America’s largest source of international students, is also the top country of origin for H-1B visa holders, with Indian nationals making up 73% of new H-1B approvals in 2023.
China was the second-most common birthplace of H-1B workers, accounting for 12% of skilled workers approved in 2023, while no other birthplace accounted for more than 2% of the total.
I’ll admit that I use AI. I’ve asked it to help me figure out challenging Excel formulas that otherwise would have taken me 45 minutes and a few tutorials to troubleshoot. I’ve used it to help me analyze or organize massive amounts of information. I’ve even asked it to help me devise a running training program aligning with my goals and fitting within my schedule. AI is a fantastic tool–and that’s the point. It’s a tool, not a replacement for thinking.
As AI tools become more capable, more intuitive, and more integrated into our daily lives, I’ve found myself wondering: Are we growing too dependent on AI to do our thinking for us?
This question isn’t just philosophical. It has real consequences, especially for students and young learners. A recent study published in the journal Societies reports that people who used AI tools consistently showed a decline in critical thinking performance. In fact, “whether someone used AI tools was a bigger predictor of a person’s thinking skills than any other factor, including educational attainment.” That’s a staggering finding because it suggests that using AI might not just be a shortcut. It could be a cognitive detour.
The atrophy of the mind
The term “digital dementia” has been used to describe the deterioration of cognitive abilities as a result of over-reliance on digital devices. It’s a phrase originally associated with excessive screen time and memory decline, but it’s found new relevance in the era of generative AI. When we depend on a machine to generate our thoughts, answer our questions, or write our essays, what happens to the neural pathways that govern our own critical thinking? And will the upcoming era of agentic AI expedite this decline?
Cognitive function, like physical fitness, follows the rule of “use it or lose it.” Just as muscles weaken without regular use, the brain’s ability to evaluate, synthesize, and critique information can atrophy when not exercised. This is especially concerning in the context of education, where young learners are still building those critical neural pathways.
In short: Students need to learn how to think before they delegate that thinking to a machine.
Can you still think critically with AI?
Yes, but only if you’re intentional about it.
AI doesn’t relieve you of the responsibility to think–in many cases, it demands even more critical thinking. AI produces hallucinations, falsifies claims, and can be misleading. If you blindly accept AI’s output, you’re not saving time, you’re surrendering clarity.
Using AI effectively requires discernment. You need to know what you’re asking, evaluate what you’re given, and verify the accuracy of the result. In other words, you need to think before, during, and after using AI.
The “source, please” problem
One of the simplest ways to teach critical thinking is also the most annoying–just ask my teenage daughter. When she presents a fact or claim that she saw online, I respond with some version of: “What’s your source?” It drives her crazy, but it forces her to dig deeper, check assumptions, and distinguish between fact and fiction. It’s an essential habit of mind.
But here’s the thing: AI doesn’t always give you the source. And when it does, sometimes it’s wrong, or the source isn’t reputable. Sometimes it requires a deeper dive (and a few more prompts) to find answers, especially to complicated topics. AI often provides quick, confident answers that fall apart under scrutiny.
So why do we keep relying on it? Why are AI responses allowed to settle arguments, or serve as “truth” for students when the answers may be anything but?
The lure of speed and simplicity
It’s easier. It’s faster. And let’s face it: It feels like thinking. But there’s a difference between getting an answer and understanding it. AI gives us answers. It doesn’t teach us how to ask better questions or how to judge when an answer is incomplete or misleading.
This process of cognitive offloading (where we shift mental effort to a device) can be incredibly efficient. But if we offload too much, too early, we risk weakening the mental muscles needed for sustained critical thinking.
Implications for educators
So, what does this mean for the classroom?
First, educators must be discerning about how they use AI tools. These technologies aren’t going away, and banning them outright is neither realistic nor wise. But they must be introduced with guardrails. Students need explicit instruction on how to think alongside AI, not instead of it.
Second, teachers should emphasize the importance of original thought, iterative questioning, and evidence-based reasoning. Instead of asking students to simply generate answers, ask them to critique AI-generated ones. Challenge them to fact-check, source, revise, and reflect. In doing so, we keep their cognitive skills active and growing.
And finally, for young learners, we may need to draw a harder line. Students who haven’t yet formed the foundational skills of analysis, synthesis, and evaluation shouldn’t be skipping those steps. Just like you wouldn’t hand a calculator to a child who hasn’t yet learned to add, we shouldn’t hand over generative AI tools to students who haven’t learned how to write, question, or reason.
A tool, not a crutch
AI is here to stay. It’s powerful, transformative, and, when used well, can enhance our work and learning. But we must remember that it’s a tool, not a replacement for human thought. The moment we let it think for us is the moment we start to lose the capacity to think for ourselves.
If we want the next generation to be capable, curious, and critically-minded, we must protect and nurture those skills. And that means using AI thoughtfully, sparingly, and always with a healthy dose of skepticism. AI is certainly proving it has staying power, so it’s in all our best interests to learn to adapt. However, let’s adapt with intentionality, and without sacrificing our critical thinking skills or succumbing to any form of digital dementia.
Laura Hakala, Magic EdTech
Laura Hakala is the Director of Online Program Design and Efficacy for Magic EdTech. With nearly two decades of leadership and strategic innovation experience, Laura is a go-to resource for content, problem-solving, and strategic planning. Laura is passionate about DE&I and is a fierce advocate, dedicated to making meaningful changes. When it comes to content management, digital solutions, and forging strategic partnerships, Laura’s expertise shines through. She’s not just shaping the future; she’s paving the way for a more inclusive and impactful tomorrow.
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The Trump administration says it will withhold some federal funding from Chicago Public Schools over an initiative to improve outcomes for Black students and guidelines allowing transgender students to play sports and use facilities based on the gender with which they identify.
Craig Trainor, the acting assistant secretary of civil rights in the U.S. Department of Education, wrote the district Tuesday saying his office has found CPS violated anti-discrimination laws and will lose grant dollars through the Magnet School Assistance Program. The district, with a budget of roughly $10.2 billion, has a five-year, $15 million Magnet Schools Assistance Program grant it received last year.
The feds are demanding that the district abolish the Black Student Success Plan it unveiled in February and issue a statement saying it will require students to compete in sports or use locker rooms and bathroom facilities based on their biological sex at birth, among other demands.
However, Illinois law conflicts on both fronts, putting CPS in a difficult position. The state issued guidance in March that outlines compliance with the Illinois Human Rights Law, including that schools must allow transgender students access to facilities that correspond to their gender identity. Separately, an Illinois law passed in 2024 requires the Chicago school board to have a Black Student Achievement Committee and plan for serving Black students.
Chicago Public Schools said Wednesday in an emailed statement that it “does not comment on ongoing investigations.” Previously, its leaders have said that the Black Students Success Plan is a priority to address longstanding academic and discipline disparities that Black students face. They have vowed to forge ahead with the five-year plan in defiance of the Trump administration’s crackdown on race-based initiatives.
Chicago Mayor Brandon Johnson said earlier this year that he would take the Trump administration to court if it takes federal funding away from CPS because of the district’s diversity, equity, and inclusion efforts. His office also did not immediately respond to a request for comment.
In response to a complaint from a Virginia-based conservative nonprofit earlier this year, the Education Department’s Office for Civil Rights opened an investigation into the Black Student Success Plan, which sets goals to double the number of male Black teachers, reduce Black student suspensions, and teach Black history in more classrooms. Trainor said in his department’s interpretation, the initiative runs afoul of a U.S. Supreme Court decision last year banning the consideration of race in college admissions by offering added support to Black students and teachers exclusively.
“This is textbook racial discrimination, and no justification proffered by CPS can overcome the patent illegality of its racially exclusionary plan,” he wrote.
The OCR also launched an investigation in March of CPS, the Illinois State Board of Education, and suburban Deerfield Public School District 109 to look into their policies on transgender students using facilities and participating in school sports. Trainor said Chicago’s Guidelines Regarding the Support of Transgender and Gender Nonconforming Students violate Title IX, the federal law that prohibits discrimination on the basis of sex in education.
District officials told Chalkbeat recently that the members of a new school board Black Student Achievement Committee tasked with overseeing the plan’s rollout will be unveiled later this month.
Stacy Davis Gates, the president of the Chicago Teachers Union, issued a statement decrying the federal move to withhold funds from CPS and saying the district will stay the course.
“We will not back down,” she said in the statement. “We will not apologize. Our duty is to our students, and no amount of political bullying will shake our commitment to them.”
Chalkbeat is a nonprofit news site covering educational change in public schools.
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From her home-based day care in Washington, D.C., Alma peers out the door and down the sidewalks. If they’re clear and there are no ICE agents out, she’ll give her coworker a call letting her know it’s safe to head in for work.
They have to be careful with the kids, too. Typically, she took the five children she cares for to the library on Wednesdays and out to parks throughout the week, but Alma — who, like her coworker, does not have permanent legal status — had to stop doing that in August, when President Donald Trump declared a “crime emergency” in the district. Now, two of the kids she cares for are being pulled out of the day care. The parents said it was because they weren’t going outside.
Trump has deployed the National Guard and a wave of U.S. Immigration and Customs Enforcement (ICE) agents into the district. ICE arrests there have increased tenfold. The situation has thrust the Latinas who hold up the nation’s child care sector into a perpetual state of panic. Nationwide, about 1 in 5 child care workers are immigrants, but in D.C. it’s closer to 40 percent; about 7 percent nationally lack permanent legal status. Nearly all are women.
Many are missing work, and others are risking it because they simply can’t afford to lose pay, providers told The 19th. All are afraid they’ll be next.
“What kind of life is this?” said Alma, whose name The 19th has changed to protect her identity. “We are not delinquents, we are not bad people, we are here to work to support our family.”
Alma has been running a home-based day care for the past decade. She’s been in the United States for 22 years, working in child care that entire time. With two kids being pulled, she will have to reduce her staffer’s hours as she tries to find children to fill those spots.
Her four school-age children also depend on her. This month, she had to write out a signed document detailing what should happen to her kids if she were to be detained. Her wish is that they be brought to detention with her.
“I can’t imagine my kids here without me,” she said.
She said she understands the president’s approach of expelling immigrants with criminal convictions from the country, but teachers who are working with kids? Who haven’t committed any crime?
By targeting them, she said, the administration is “destroying entire families.”
The Multicultural Spanish Speaking Providers Association in D.C., which works with Latina child care providers, has seen this panic first hand for the past couple of weeks as more and more Latinas in child care have stopped coming into work. The center also helps workers obtain their associate’s degree in early childhood education, and since the semester started in mid-August, many teachers have asked for classes to be offered virtually so they don’t have to show up to campus at night.
Latinas have flocked to the child care industry for multiple reasons: Families seeking care value access to language education, and Latinas have a lower language barrier to entry, said Blanca Huezo, the program coordinator at the Multicultural Spanish Speaking Providers Association.
“In general, this industry offers them an opportunity for a fresh start professionally in their own language and without leaving behind their culture,” Huezo said.
The changes, coupled with increased enforcement, has fostered fear among Latinx people regardless of immigration status. That fear among workers is deepening a staffing crisis in an industry that already couldn’t afford additional losses, Huezo said.
“There is a shortage — and now even more,” she said. “There are many centers where nearly 99 percent of teachers are of Hispanic origin.”
Washington, D.C., has been a sanctuary city since 2020, where law enforcement cooperation with immigration officials was broadly prohibited. Earlier this year, however, Mayor Muriel Bowser proposed repealing that law and, in mid-August, Washington’s Metropolitan Police Department Police Chief Pamela Smith gave officers leeway to share information with ICE about individuals they arrested or stopped.
“There was some peace that living in D.C. brought more security,” Huezo said. Now, “people don’t feel that freedom to walk through the streets.”
Several child care workers are afraid to go to work in DC, now that President Trump has removed restrictions on ICE conducting enforcement at schools and daycares. (Getty Images)
Child care centers are also no longer off limits for ICE raids. The centers were previously protected under a “sensitive locations” directive that advised ICE to not conduct enforcement in places like schools and day cares. But Trump removed that protection on his first day in office. While reports have not yet surfaced of raids in day cares, ICE presence near child care care centers, including in D.C., has been reported.
A similar story of fear and surveillance has already played out in Los Angeles, where ICE conducted widespread raids earlier in the summer. Huezo said her organization has been in touch with child care providers in L.A. to learn about how they managed those months.
In the meantime, the best the organization can do, she said, is connect workers with as many resources as possible, including legal clinics, but the ones that help immigrants are at their maximum caseload. The group has put child care workers who are not leaving their homes in touch with an organization called Food Justice DMV that is delivering meals to their doorsteps. Prior to last month, people who needed food could fill out a form and get it that same week. Now, the wait time is two to three weeks, Huezo said. For those in Maryland and Virginia, it’s closer to a month.
Thalia, a teacher at a day care, said her coworkers have stopped coming to work. It’s all the staff talks about during their lunchtime conversations. When she rides the Metro into work, she looks over her shoulder for the ICE agents, their faces covered, who are often at the exits.
“They are hunting us,” she said.
Thalia, whose name has been changed because she does not have permanent legal status, has been living in the United States for nine years and working in child care that entire time. Like her, many of the Latina teachers she works with have earned certifications and degrees in early childhood education.
“We are working, we are cooperating, paying taxes,” she said. “We are there all day so other families can benefit from the child care.”
As a single mother, Thalia has also had to consider what would happen to her three children if she was detained. This past month, she retained a lawyer who could help them with their case in case anything were to happen. Her school-age kids know: Call the lawyer if mom is detained and get tickets to Guatemala to meet her there.
This is what she lives with every day now: “The fear of leaving your family and letting them know, ‘If I don’t return, it’s not because I am abandoning you.’ ”
During the visit, Al-Benyan met with Australia’s minister of education, Jason Clare, where discussions focused on expanding ties in higher education, scientific research, and innovation, with emphasis on joint university initiatives, including twinning programs and faculty and student exchanges designed to build stronger academic links between the two countries.
The research collaboration was prominently featured on the agenda, with both sides highlighting opportunities in fields such as artificial intelligence, cybersecurity, renewable energy, and health sciences. The minister also discussed investment opportunities in Saudi Arabia’s evolving education sector under Vision 2030, with a view to establishing local branches and research centers.
Australia’s expertise in technical and vocational training was another focal point, as Saudi looks to enhance human capital development and equip its young population with the skills needed to succeed in the future labor market. Both ministers underlined the importance of supporting Saudi students in Australia by strengthening academic pathways and ensuring a welcoming educational and social environment.
As well as his meeting with Clare, Al-Benyan held talks with professor Phil Lambert, a leading Australian authority on curriculum development. Their discussions centered on collaboration with Saudi Arabia’s National Curriculum Centre to develop learning programs that promote critical thinking, creativity, and innovation.
The meeting reviewed best practices in student assessment, teacher training, and professional certification, aligning with global standards. Opportunities for joint research on performance evaluation and digital education methods were also explored with the aim of integrating advanced technologies into classrooms.
Al-Benyan also took part in the Saudi-Australian Business Council meeting in Sydney, where he highlighted investment opportunities in the Kindgdom’s education sector in line with Vision 2030.
Education is a key pillar globally and a central focus of Saudi Arabia’s Vision 2030, which aims to create a world class education system that nurtures innovation and drives future ready skills Sam Jamsheedi, president and chairman of the Australian Saudi Business Forum
Conversations covered the launching of scholarship and exchange programs, advancing educational infrastructure and technologies, and promoting joint research in priority fields such as health, energy, and artificial intelligence, underscoring the importance of developing programs to enhance academic qualifications and support initiatives for persons with disabilities, while reaffirming Saudi Arabia’s commitment to supporting investors through regulatory incentives and strategic backing.
“It was a pleasure to welcome the Minister of Education, His Excellency Yousef Al Benyan, as part of the official Ministry of Education, Saudi Arabia delegation from the Kingdom of Saudi Arabia to Australia,” said Sam Jamsheedi, president and chairman of the Australian Saudi Business Forum.
“Education is a key pillar globally and a central focus of Saudi Arabia’s Vision 2030, which aims to create a world class education system that nurtures innovation and drives future ready skills.”
“Our Council was proud to host a roundtable with leading Australian universities and training providers, giving Ministerial attendees first hand insights into Australia’s capabilities across higher education, vocational training, and research collaboration.”
“Australian education already has a strong presence in the Kingdom, with a growing number of partnerships across early childhood education, schooling, technical training & university programs,” he added.
Unveiled at the UK-Saudi Arabia GREAT Futures Leadership Summit in London, the announcement reflects the summit’s mission to drive cooperation across business, education, and innovation.
EP, part of the GEDU group, has already established campuses across the UK, Europe, North America, the Middle East, and Australia and now aims to support Saudi Arabia in fulfilling its future visions.
As EP operates under the Global Institute of Entrepreneurship Training Institute (GIE), which is licensed by Saudi Arabia’s Technical and Vocational Training Corporation (TVTC), this new venture will deliver internationally accredited English language programs with a focus on outstanding teaching and student support.
EP’s Riyadh campus offers a wide range of programs, from Classic English courses for adults and teens to more intensive study options designed to accelerate progress. The portfolio also includes business management and leadership training, IELTS preparation, classes that focus on speaking, and weekend clubs for younger learners.
Tom Buckley, CEO of EP, described the move as a pivotal milestone for the organisation, as it establishes EP in what is a high-growth global market.
“EP empowers learners with world-class language education, and we’re thrilled to be bringing this offering to Saudi Arabia” Tom Buckley, English Path
“EP empowers learners with world-class language education, and we’re thrilled to be bringing this offering to Saudi Arabia,” said Buckley.
Buckley stressed that the Kingdom represents one of the world’s rapidly growing education markets, highlighting the role of private sector investment in supporting the government’s 2030 Vision strategy, which places a strong emphasis on developing education and student mobility.
“We at EP and GEDU are also proud to be collaborating with leading Saudi private and government organisations, strengthening our mission to empower learners and contribute to the Vision 2030 goals. Vision 2030 places a strong emphasis on education, and we share this ambition to make Saudi Arabia a magnet for education at all levels, and global student mobility.”
“The strong collaboration we have seen at the UK-Saudi Arabia GREAT Futures Leadership Summit is critical to future developments across key sectors, and will bring mutual benefits to both the UK and the Kingdom in both the short and long term,” explained Buckley.
“Our ambition as a group extends beyond just ourselves – we want to partner with other institutions to help them bring their education offerings to the Kingdom, and offer pathway programmes to other universities around the world.”
More Ohio students are being homeschooled now than during the COVID-19 pandemic.
The number of Ohio students being homeschooled was trending upward pre-pandemic, spiked to about 51,500 students during the COVID-19 pandemic and dipped back down slightly.
But homeschooling recently saw another surge with about 53,000 homeschooled students during the 2023-24 school year, according to data from the Ohio Department of Education and Workforce.
The number of homeschooled students in Ohio, according to the Ohio Department of Education and Workforce:
2023-24: 53,051 students
2022-23: 47,468 students
2021-22: 47,491 students
2020-21: 51,502 students
2019-20: 33,328 students
2018-19: 32,887 students
2017-18: 30,923 students
There were about 3.1 million homeschooled students nationwide in 2021-22 — quite the jump from 2.5 million in spring 2019, according to the National Home Education Research Institute.
“Homeschooling was already on a slightly slower upward trajectory, and had been for a number of years,” said Douglas J. Pietersma, research associate at National Home Education Research Institute. “What COVID did, from our perspective, is just infused it.”
He expects the number of homeschooled students to keep growing.
“It’s not going to put public schools out of business or anything like that, but it’s going to be a slow growth that is certainly going to be measurable over time,” Pietersma said.
Remote learning during the pandemic made parents become more aware of what was being taught in schools, said Melanie Elsey, Christian Home Educators of Ohio’s legislative liaison.
“I don’t think that it was a mass exodus from the public or private schools into homeschooling, but for parents who felt like they could accomplish more with one-on-one attention to learning … You can tailor the education to meet the needs of their children,” she said.
Not everyone who switched to homeschooling stayed after the pandemic, Elsey said.
“Some of them put their children back in because it was too much of a commitment,” she said. “So I think it was sort of a time period that parents felt comfortable trying something different to see if they could help their children learn more.”
The modern home education movement sprung out of the 1970s and “skyrocketed” in the 1980s, Pietersma said.
“People were either upset with the quality of education in general,” he said. “Then another group of people, it was more about the content of education.”
Today there are many reasons why a family might opt for homeschooling.
“Obviously, the quality of education is still one of the big issues,” Pietersma said. “Safety issues are a huge thing. People who have had their children in schools where they’ve been bullied or assaulted or had exposure to drugs … given the size of school, it may be not impossible to prevent some of those things.”
The reason for homeschooling varies and it is not always because a family is not satisfied with their local school district, Elsey said.
She homeschooled her children, but did not originally think it was for her family. However, she changed her mind after she enjoyed being home with her children through their preschool years.
“We prayed about it and really felt like it was something that was worthwhile,” Elsey said.
Jeannine Ramer has homeschooled her four children — two are now in college and two (ages 17 and 13) are currently being homeschooled.
“Homeschooling has really strengthened our family relationships, my kids are very, very close and supportive of one another, and I think that’s all of the hours spent at home and just really learning together,” said Ramer, who lives in Alliance.
They were not initially planning on homeschooling their children, but Ramer’s sister-in-law homeschooled her children and encouraged them to think about it as their oldest approached preschool age.
They decided to try it for a year or two, but found it worked well for their family.
“We loved it,” Ramer said. “We’ve had the ability to tailor each child’s education to that child.”
A parent does not need to be a licensed teacher in order to homeschool their children, Elsey said.
“It’s amazing how well families do because they have access to resources, really, all over the world, when you can get curriculum from anywhere that meets the needs of your students to learn to pursue their interests,” she said.
Families who decide to homeschool their children enjoy the flexibility, Pietersma said.
“They can tailor the education that they’re providing to their child in so many ways that an institutional school can’t just because of sheer numbers,” he said. “One teacher in a classroom with 30 students can’t take the lesson plan and tailor it to each of the 30 students.”
Ramer’s oldest child was interested in printing and design work as a teenager, so they were able to craft his high school education to those areas. Now he is studying industrial and innovative design in college.
“It just allowed us the ability to foster that,” she said. “There was much more flexibility.”
Ohio Capital Journal is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Ohio Capital Journal maintains editorial independence. Contact Editor David Dewitt for questions: [email protected].
Approximately 1 in 5 children in the United States are estimated to be neurodivergent, representing a spectrum of learning and thinking differences such as autism, ADHD, dyslexia, and more. These children experience the world in unique and valuable ways, but too often, our education systems fail to recognize or nurture their potential. In an already challenging educational landscape, where studies show a growing lack of school readiness nationwide, it is more important than ever to ensure that neurodivergent young learners receive the resources and support they need to succeed.
Early support and intervention
As President and CEO of Collaborative for Children, I have personally seen the impact that high-quality early childhood education can have on a child’s trajectory. Birth to age five is the most critical window for brain development, laying the foundation for lifelong learning, behavior, and health. However, many children are entering their academic years without the basic skills needed to flourish. For neurodivergent children, who often need tailored approaches to learning, the gap is even wider.
Research indicates that early intervention, initiated within the first three years of life, can significantly enhance outcomes for neurodivergent children. Children who receive individualized support are more likely to develop stronger language, problem-solving, and social skills. These gains not only help in the classroom but can also lead to higher self-confidence, better relationships and improved well-being into adulthood.
The Collaborative for Children difference
Collaborative for Children in Houston focuses on early childhood education and is committed to creating inclusive environments where all children can thrive. In Houston, we have established 125 Centers of Excellence within our early childhood learning network. The Centers of Excellence program helps child care providers deliver high-quality early education that prepares children for kindergarten and beyond. Unlike drop-in daycare, our certified early childhood education model focuses on long-term development, combining research-backed curriculum, business support and family engagement.
This year, we are expanding our efforts by providing enhanced training to center staff and classroom teachers, equipping them with effective strategies to support neurodivergent learners. These efforts will focus on implementing practical, evidence-based approaches that make a real difference.
Actionable strategies
As educators and leaders, we need to reimagine how learning environments are designed and delivered. Among the most effective actionable strategies are:
Creating sensory-friendly classrooms that reduce environmental stressors like noise, lighting, and clutter to help children stay calm and focused.
Offering flexible learning formats to meet a range of communication, motor, and cognitive styles, including visual aids, movement-based activities, and assistive technology.
Training teachers to recognize and respond to diverse behaviors with empathy and without stigma, so that what is often misinterpreted as “disruption” is instead seen as a signal of unmet needs.
Partnering with families to create support plans tailored to each child’s strengths and challenges to ensure continuity between home and classroom.
Incorporating play-based learning that promotes executive functioning, creativity, and social-emotional development, especially for children who struggle in more traditional formats.
Benefits of inclusive early education
Investing in inclusive, high-quality early education has meaningful benefits not only for neurodivergent children, but for other students, educators, families and the broader community. Research indicates that neurotypical students who learn alongside neurodivergent peers develop critical social-emotional skills such as patience, compassion and acceptance. Training in inclusive practices can help educators gain the confidence and tools needed to effectively support a wide range of learning styles and behaviors as well as foster a more responsive learning environment.
Prioritizing inclusive early education can also create strong bonds between families and schools. These partnerships empower caregivers to play an active role in their child’s development, helping them navigate challenges and access critical resources early on. Having this type of support can be transformative for families by reducing feelings of isolation and reinforcing that their child is seen, valued, and supported.
The benefits of inclusive early education extend far beyond the classroom. When neurodivergent children receive the support they need early in life, it lays the groundwork for increased workforce readiness. Long-term economic gains can include higher employment rates and greater earning potential for individuals.
Early childhood education must evolve to meet the needs of neurodivergent learners. We cannot afford to overlook the importance of early intervention and tailored learning environments. If we are serious about improving outcomes for all children, we must act now and commit to inclusivity as a core pillar of our approach. When we support all children early, everyone benefits.
Dr. Melanie Johnson, Collaborative for Children
Dr. Melanie Johnson serves as the President and CEO of Collaborative for Children, where she leads groundbreaking initiatives in early learning enterprise systems across Texas’s Gulf Coast region. Her work focuses on improving school-readiness outcomes for under-resourced children from birth to age five through metrics-driven outcomes and digital transformation.
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In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.
Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.
Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.
It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.
A holistic framework: School, student, family
Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.
To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.
Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.
Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks
With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.
Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.
The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.
Pairing shoulder coaching with real-time data to strengthen teacher readiness
With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.
Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.
This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.
By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.
Starting a new chapter in the classroom
Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.
The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.
Dr. Tami Dean, The Equity Hour Podcast & Kareeme Hawkins, RethinkEd and Pivot Path Strategic Solutions
Dr. Tami Dean is a veteran educator, coach, and leader with over 20 years of experience in classroom instruction, curriculum design, and educational leadership. She supports K-12 and higher education through strategic planning, professional development, and innovative program design and hosts The Equity Hour Podcast™, where she leads thought-provoking conversations on teaching, leadership and transformation in education.
Kareeme Hawkins is an education leader, executive coach, and SEL expert with over 15 years of experience in K–12 instruction, counseling, and edtech leadership. As national director of Client Success at RethinkEd and an executive coach with Pivot Path Strategic Solutions, she drives strategic initiatives, fosters partnerships, and empowers leaders to navigate change and advance equity-driven practices.
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