FIRE staffers take your questions on the TikTok ban, mandatory
DEI statements, the Kids Online Safety Act, Trump vs. the media,
and more.
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Robert Shibley, special counsel for campus advocacy
Will Creeley, legal director
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The following free social skills worksheets are designed to help children, people with learning disabilities, clients, and even adults to actively reflect on their skills in social situations.
The worksheets cover various scenarios and sub-skills, including:
Conversation starters
Listening skills
Personal space
Social problem-solving
Giving and receiving compliments
When printing, you might want to select “shrink to fit” to ensure an optimal output.
License and Terms of Use: All printables are provided for non-commercial personal and classroom use only, not for resale or distribution. All rights reserved.
Social Skills Worksheets
Designed by Chris
Conversation Starters Worksheet
Use this version for getting students to actively reflect on how to start a conversation and interact appropriately with others verbally.
Designed by Chris
Listening Skills Worksheet
Use this version to get students to think about active listening skills and brainstorm the best ways to respond to people when listening to them in order to absorb what they’re saying.
Designed by Chris
Personal Space Worksheet
Use this version to help people to understand how to give people personal space and maintain an appropriate distance in various social situations.
Designed by Chris
Social Problem Solving Worksheet
This version is ideal for helping people to deal with scenarios where someone may lose their temper. The scenarios discuss various appropriate ways to respond to potentially hairy situations.
Designed by Chris
Giving and Receiving Compliments
Use this piece to brainstorm ways to give and receive compliments in various situations. Students must sort between various potential responses to compliment and ways to give compliments.
Designed by Chris
Social Skills Checklist
This checklist gets students to reflect on social skills they’ve used in the past week, and then to think about their strengths and areas for improvement.
Thanks for checking out these worksheets. If you want to brainstorm different examples of social skills, read this blog post.
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
On December 18, the Department of Homeland Security (DHS) published a final rule to modernize the H-1B visa program, finalizing changes first proposed in October 2023. The rule will take effect on January 17, 2025, introducing significant updates aimed at clarifying the requirements of the H-1B program and improving program efficiency, providing greater benefits and flexibility for petitioners and beneficiaries, and strengthening program integrity measures.
The final rule responds to comments from a variety of stakeholders, including concerns raised by CUPA-HR and others in a multi-sector joint comment letter signed by 74 organizations and a higher education-focused letter led by the American Council on Education (ACE). Both letters advocated for changes to the definition of a “specialty occupation” and other key areas to ensure the regulations better align with workforce needs. The final rule incorporates feedback from stakeholders and aims to provide clarity while maintaining program integrity.
Below are highlights of some noteworthy provisions in the final rule and next steps.
Revised Definition and Criteria for H-1B Specialty Occupations
The final rule modifies the definition of an H-1B specialty occupation in response to public comments, including those CUPA-HR signed onto in a multi-sector joint comment letter and a higher education-focused letter. DHS clarified that a degree or its equivalent must be “directly related” to the duties of the position, with “directly related” defined as having a logical connection between the degree and the job duties. This change addresses concerns raised in comments that the proposed language could have been misinterpreted to require adjudicators to focus solely on a beneficiary’s specialized studies.
The rule also permits a range of qualifying degree fields, provided that each field is directly related to the position’s duties. Additionally, DHS removed references to specific degree titles such as “business administration” and “liberal arts” to avoid undue reliance on degree titles. This recognizes that degree titles can vary between institutions and evolve over time, emphasizing the relevance of the degree’s content rather than its name. These changes align with the requests made in the joint comment letter, ensuring that the definition of a specialty occupation is practical and reflective of modern workforce realities.
Codification of the Deference Policy
The final rule codifies DHS’s current deference policy, providing greater clarity on how U.S. Citizenship and Immigration Services (USCIS) adjudicators should approach petitions involving the same parties and underlying facts. Under the codified policy, adjudicators are generally required to defer to a prior USCIS determination of eligibility when adjudicating a subsequent Form I-129, Petition for Nonimmigrant Worker. However, deference will not apply if a material error in the prior approval is discovered, or if new material information or a material change impacts the petitioner’s or beneficiary’s eligibility.
Elimination of the Itinerary Requirement
The final rule eliminates the itinerary requirement, which previously required petitioners to provide an itinerary detailing the dates and locations of services or training when filing Form I-129. This change addresses concerns that the requirement was largely duplicative of other information already provided in the petition. Eliminating this requirement simplifies the filing process, reducing administrative burdens for petitioners. The change is particularly beneficial for individuals in roles such as medical residencies under H-1B, where work may occur at multiple sites, as it removes unnecessary procedural hurdles without impacting USCIS’s ability to assess eligibility.
Expanded H-1B Cap Exemptions for Nonprofit and Governmental Research Organizations
The final rule modestly broadens the scope of H-1B cap exemptions for nonprofit and governmental research organizations, as well as nonprofits affiliated with institutions of higher education. The revised definitions recognize that qualifying organizations may have multiple fundamental activities or missions beyond just research or education. Under the updated regulations, organizations can qualify for a cap exemption if research or education is one of their fundamental activities, even if it is not their primary activity or mission. These changes better align the cap exemption criteria with the diverse roles and structures of modern nonprofit and governmental entities.
Enhanced Cap-Gap Protections for F-1 Students
The final rule extends cap-gap protections for F-1 students transitioning to H-1B status. Under the new provision, F-1 students who are beneficiaries of timely filed, nonfrivolous H-1B petitions will receive an automatic extension of their F-1 status and employment authorization through April 1 of the following calendar year. This extension provides up to six additional months of status and work authorization, reducing the risk of lapses in lawful status or employment eligibility while awaiting approval of the change to H-1B status.
Codification of Site Visit Authority
The final rule codifies and strengthens the USCIS site visit program, which is administered by the Fraud Detection and National Security (FDNS) unit. DHS clarifies that refusal to comply with a site visit may result in the denial or revocation of a petition. Additionally, the rule explicitly authorizes DHS to conduct site visits at various locations connected to the H-1B employment, including the primary worksite, third-party worksites, and any other locations where the employee works, has worked, or will work. This provision formalizes long-standing practices and enhances USCIS’s ability to monitor compliance with H-1B program requirements.
Next Steps
The rule takes effect on January 17, 2025, just days before the next presidential inauguration. While it is unclear if the incoming Trump administration will seek to modify or withdraw the regulation, the codification of key provisions, such as the deference policy, makes them more difficult to rescind without formal rulemaking.
Employers should also prepare for the required use of a new edition of Form I-129, Petition for a Nonimmigrant Worker, on the rule’s effective date. Because there will be no grace period for accepting prior editions of the form, employers should review the preview version, which will be published soon on uscis.gov, to prepare for the transition.
It’s the most wonderful time of the year! The holiday season represents the perfect time to reflect on all that your school community has accomplished and celebrate it. What better way to reflect on the past year with your staff, students, and families than a highlight video?
For years now, we’ve been compiling lists of our favorite holiday highlight videos from schools, sharing fun and compelling ideas that you can try to connect with your audience. Keep reading to discover the benefits of creating and distributing a holiday highlight video for your school and get inspiration from our list. Let’s get started!
Why Create a Holiday Highlight Video for Your School?
Creating a holiday highlight video for your school this year can be a fun project but also a strategic way to strengthen your connection with your community, showcase your school’s unique culture, and leave a lasting impression during the festive season. Here’s why it’s worth the effort.
1. Build Stronger Community Connections
A holiday highlight video allows you to bring your entire school community together. You highlight the collective spirit that defines your school by capturing moments from seasonal events, concerts, classroom celebrations, or volunteer initiatives.
Sharing these moments with parents, alumni, and local supporters creates a sense of belonging and pride, reinforcing that your school is a vibrant, supportive learning environment for students.
2. Showcase Your School’s Values and Culture
What better way to showcase what makes your school unique than through a professionally crafted holiday highlight reel? A holiday video can encapsulate those values in action whether your school emphasizes creativity, inclusivity, or academic excellence.
It’s an opportunity to demonstrate how your students and staff embody the spirit of giving, kindness, and celebration during the holidays, making your school stand out to prospective families and partners.
3. Engage Your Audience in a Memorable Way
Videos are one of the most engaging forms of content, especially on social media. A holiday highlight video captures attention far more effectively than static posts or written updates.
By combining visuals, music, and heartfelt moments, your video can evoke emotion, spark joy, and encourage viewers to share it with others, amplifying your school’s reach and impact.
4. Celebrate the Achievements of the Year
The holiday season is a perfect time to reflect on the milestones your school has reached throughout the year.
A holiday highlight video can showcase achievements from sports teams, academic competitions, or memorable events. This celebrates success and motivates students, staff, and families to look forward to the opportunities ahead.
5. Create a Lasting Keepsake
A holiday highlight video can become a keepsake that students, parents, and staff can look back on for years.
These videos preserve memories of special moments that might otherwise be forgotten, becoming a cherished reminder of the holiday magic your school creates every year.
6. Boost School Spirit and Morale
For students and staff, a holiday highlight video can be a source of pride, reinforcing the positive energy and teamwork that make the school a great place to learn and work. It’s a morale booster that helps everyone end the year on a high note.
Investing in a holiday highlight video this season isn’t just a creative endeavour—it’s a meaningful way to connect, celebrate, and share the heart of your school with your community. Whether you’re looking to attract new families, strengthen existing relationships, or simply spread holiday cheer, a video is the perfect way to make your school’s message resonate this holiday season.
Wondering how to take your school’s digital marketing strategy to the next level with video content? Reach out to learn about our customized services.
How to Create a Holiday Highlight Video
Now, you might be wondering: how do I create a holiday video? Be sure to check all of these boxes:
Remember to plan ahead
Involve your school community in the process
Use high-quality visuals and audio
Add a festive, celebratory touch
Edit for quality and interest
Share your school’s holiday video on multiple platforms
What platforms are best for sharing a holiday video? Or, if we’re thinking of cost efficiency, what is the best app to create holiday videos for free?YouTube and TikTok are favorites among schools looking to use video content to communicate with their existing student body and boost enrollment due to their huge audiences and ease of use.
By planning thoughtfully, fostering collaboration, and putting a creative twist on your school’s holiday celebrations, you can create a video that delights your community and leaves a lasting impression. Now, for what you’ve been waiting for. Let’s see what schools all over the world have come up with.
The University of Louisville – Get the Whole Community Involved
The University of Louisville created a standout holiday video that resonated with its community. The star of the show? Their mascot Louie the Cardinal handed out Christmas cards to several members of the school community (Get it? Louie… Cardinal? We love a good pun!) The video wrapped up with a heartfelt holiday message from a school administrator, reflecting on the year’s achievements and sharing an inspiring outlook for 2025.
The key to an impactful school holiday video is involving as many members of your community as possible. Why is that? First of all, the holiday season is all about coming together. Including students, staff, and faculty members is both an excellent way to celebrate and an effective way to showcase your close-knit community to current and prospective students.
Remember that a strong school community garners trust and credibility, and encourages online engagement which in turn broadens your reach, humanizes your brand, and instills a sense of pride.
GSU Arts – Add a Creative Touch With Animation and Editing
True to its identity as an art school, Georgia State University College of the Arts has delighted its viewers with a festive animation project created by its own students and alumni.
Your holiday video highlight does not have to be complicated–just a joy to watch. It’s an excellent idea to leverage the talent within your student body, providing students with the opportunity to add something to their resumes and encouraging them to do their best work.
University of Vermont – Foster Inspiration, Gratitude, and Excitement for the New Year
This year, the University of Vermont went for a reflective, meaningful message, highlighting the positive impact that each department has on the planet.
Your school community members like to know that they are a part of something bigger than themselves. Give them a sense of belonging by reminding them of all the amazing things they can accomplish now as your students and in the future as graduates.
Trent University – Remember to Infuse Some Holiday Magic!
Trent University’s holiday video is full of holiday magic starring students and faculty members across various departments who open an enchanted book that sparkles brightly, creating a whimsical visual effect.
The use of a powerful slogan – “Bright minds gather at Trent University” fits perfectly with the theme of the simple yet festive subject matter within the video. Remember that a little bit of effective video editing can create a magical holiday feel.
Source: Trent University | YouTube
University of Toronto – Provide Some Needed Support During Exam Season
Though holiday cheer is in the air, so is the stress of exam season. Here, the University of Toronto acknowledges this stress and provides a solution! This TikTok video features fellow students assembling Exam Ready Kits for stress-free studying.
A video like this, particularly for post-secondary institutions, showcases a caring, supportive learning environment, which is appealing at any time of the year. Show how you care for the needs of students in your holiday highlight video.
Glenbard North High School – Share Highlights From Holiday Spirit Week
Leading up to the holiday break, many schools, particularly K-12, invite staff and students to participate in holiday-themed spirit weeks.
Glenbard North made a short, fun TikTok video where students and a staff member introduced the themes of each day: cozy, candy cane coloured, family photo themed, Grinch vs. Whos, and festive. How fun! Try fun short videos like this on TikTok to create excitement.
University of Michigan – Highlight Holiday Events for a Good Cause
The University of Michigan shared heartwarming highlights from their annual tree lighting ceremony. The guests of honour were the C.S. Mott Children’s Hospital’s ‘calendar kids’ who enjoyed special guest appearances from Batman and Captain Marvel.
Think about how your school gives back to the community and showcase that to demonstrate your commitment to making a positive impact as an institution. How fitting for the season of giving.
McTavish High School – Give Students Something to Look Forward To!
The holidays are a time for celebration! Many schools host dances and events around this time. Make a fun video providing the details of your upcoming winter celebrations to give students something to look forward to.
In their video, McTavish High School provides essential event details in the video content and the description and creates hype around the upcoming dance with a high-energy mini-skit performed by students.
University of Bristol – Show off Your Holiday Decorations
Just the sight of a well-lit tree can elicit excitement for lovers of the holiday season. Have you been decorating on campus? If so, why not show it off?
This simple video by the University of Bristol puts their beautiful tree on display and encourages students to stop and appreciate the beauty of their campus in the winter time. Your holiday highlight video is the perfect opportunity not only to display your decorations but also to show off amenities on campus. Take advantage of this!
University of Essex – Showcase the Diversity Within Your Community
One of the most beautiful parts of the holiday season is learning about the many traditions kept across the world.
Particularly as a diverse school community like the University of Essex, highlighting the diversity of your student body can be a heartwarming and interesting way to celebrate as an institution. Try an authentic interview-style video like this one to learn more about the individuals that make your community special.
The holiday season offers schools a unique opportunity to celebrate their community, showcase their values, and engage with their audiences in meaningful ways. Whether through heartfelt messages, creative animations, or exciting event highlights, a holiday video can capture the essence of your school while fostering pride and connection.
By drawing inspiration from the examples we went through and tailoring your approach to reflect your school’s spirit, you can create a memorable and impactful holiday highlight video that resonates with your students, staff, and families. Here’s to celebrating our achievements and setting the stage for another bright and inspiring year ahead!
It’s the most wonderful time of the year! The holiday season represents the perfect time to reflect on all that your school community has accomplished and celebrate it. What better way to look back on 2024 with your staff, students, and families than a highlight video?
For years now, we’ve been compiling lists of our favorite holiday highlight videos from schools, sharing fun and compelling ideas that you can try to connect with your audience. Keep reading to discover the benefits of creating and distributing a holiday highlight video for your school and get inspiration from our list. Let’s get started!
Why Create a Holiday Highlight Video in 2024?
Creating a holiday highlight video for your school this year can be a fun project but also a strategic way to strengthen your connection with your community, showcase your school’s unique culture, and leave a lasting impression during the festive season. Here’s why it’s worth the effort.
1. Build Stronger Community Connections
A holiday highlight video allows you to bring your entire school community together. You highlight the collective spirit that defines your school by capturing moments from seasonal events, concerts, classroom celebrations, or volunteer initiatives.
Sharing these moments with parents, alumni, and local supporters creates a sense of belonging and pride, reinforcing that your school is a vibrant, supportive learning environment for students.
2. Showcase Your School’s Values and Culture
What better way to showcase what makes your school unique than through a professionally crafted holiday highlight reel? A holiday video can encapsulate those values in action whether your school emphasizes creativity, inclusivity, or academic excellence.
It’s an opportunity to demonstrate how your students and staff embody the spirit of giving, kindness, and celebration during the holidays, making your school stand out to prospective families and partners.
3. Engage Your Audience in a Memorable Way
Videos are one of the most engaging forms of content, especially on social media. A holiday highlight video captures attention far more effectively than static posts or written updates.
By combining visuals, music, and heartfelt moments, your video can evoke emotion, spark joy, and encourage viewers to share it with others, amplifying your school’s reach and impact.
4. Celebrate the Achievements of the Year
The holiday season is a perfect time to reflect on the milestones your school has reached throughout the year.
A holiday highlight video can incorporate achievements from sports teams, academic competitions, or memorable events. This celebrates success and motivates students, staff, and families to look forward to what’s to come in the new year.
5. Create a Lasting Keepsake
A holiday highlight video can become a keepsake that students, parents, and staff can look back on for years.
These videos preserve memories of special moments that might otherwise be forgotten, becoming a cherished reminder of the holiday magic your school creates every year.
6. Boost School Spirit and Morale
For students and staff, a holiday highlight video can be a source of pride, reinforcing the positive energy and teamwork that make the school a great place to learn and work. It’s a morale booster that helps everyone end the year on a high note.
Investing in a holiday highlight video this season isn’t just a creative endeavour—it’s a meaningful way to connect, celebrate, and share the heart of your school with your community. Whether you’re looking to attract new families, strengthen existing relationships, or simply spread holiday cheer, a video is the perfect way to make your school’s message resonate this holiday season.
Wondering how to take your school’s digital marketing strategy to the next level with video content? Reach out to learn about our customized services.
How to Create a Holiday Highlight Video
Now, you might be wondering: how do I create a holiday video? Be sure to check all of these boxes:
Remember to plan ahead
Involve your school community in the process
Use high-quality visuals and audio
Add a festive, celebratory touch
Edit for quality and interest
Share your school’s holiday video on multiple platforms
What platforms are best for sharing a holiday video? Or, if we’re thinking of cost efficiency, what is the best app to create holiday videos for free?YouTube and TikTok are favorites among schools looking to use video content to communicate with their existing student body and boost enrollment due to their huge audiences and ease of use.
By planning thoughtfully, fostering collaboration, and putting a creative twist on your school’s holiday celebrations, you can create a video that delights your community and leaves a lasting impression. Now, for what you’ve been waiting for. Let’s see what schools all over the world have come up with.
The University of Louisville – Get the Whole Community Involved
The University of Louisville made a great holiday video this year. The star of the show? Their mascot Louie the Cardinal handed out Christmas cards to several members of the school community (Get it? Louie… Cardinal? We love a good pun!) The video wrapped up with a heartfelt holiday message from a school administrator, reflecting on the year’s achievements and sharing an inspiring outlook for 2025.
The key to an impactful school holiday video is involving as many members of your community as possible. Why is that? First of all, the holiday season is all about coming together. Including students, staff, and faculty members is both an excellent way to celebrate and an effective way to showcase your close-knit community to current and prospective students.
Remember that a strong school community garners trust and credibility, and encourages online engagement which in turn broadens your reach, humanizes your brand, and instills a sense of pride.
GSU Arts – Add a Creative Touch With Animation and Editing
This year, true to its identity as an art school, Georgia State University College of the Arts delighted its viewers with a festive animation project created by its very own current and former students.
Your holiday video highlight does not have to be complicated–just a joy to watch. It’s an excellent idea to leverage the talent within your student body, providing students with the opportunity to add something to their resumes and encouraging them to do their best work.
University of Vermont – Foster Inspiration, Gratitude, and Excitement for the New Year
This year, the University of Vermont went for a reflective, meaningful message, highlighting the positive impact that each department has on the planet.
Your school community members like to know that they are a part of something bigger than themselves. Give them a sense of belonging by reminding them of all the amazing things they can accomplish now as your students and in the future as graduates.
Trent University – Remember to Infuse Some Holiday Magic!
Trent University’s holiday video is full of holiday magic starring students and faculty members across various departments who open an enchanted book that sparkles brightly, creating a whimsical visual effect.
The use of a powerful slogan – “Bright minds gather at Trent University” fits perfectly with the theme of the simple yet festive subject matter within the video. Remember that a little bit of effective video editing can create a magical holiday feel.
Source: Trent University | YouTube
University of Toronto – Provide Some Needed Support During Exam Season
Though holiday cheer is in the air, so is the stress of exam season. Here, the University of Toronto acknowledges this stress and provides a solution! This TikTok video features fellow students assembling Exam Ready Kits for stress-free studying.
A video like this, particularly for post-secondary institutions, showcases a caring, supportive learning environment, which is appealing at any time of the year. Show how you care for the needs of students in your holiday highlight video.
Glenbard North High School – Share Highlights From Holiday Spirit Week
Leading up to the holiday break, many schools, particularly K-12, invite staff and students to participate in holiday-themed spirit weeks.
Glenbard North made a short, fun TikTok video where students and a staff member introduced the themes of each day: cozy, candy cane coloured, family photo themed, Grinch vs. Whos, and festive. How fun! Try fun short videos like this on TikTok to create excitement.
University of Michigan – Highlight Holiday Events for a Good Cause
The University of Michigan shared heartwarming highlights from their annual tree lighting ceremony. The guests of honour were the C.S. Mott Children’s Hospital’s ‘calendar kids’ who enjoyed special guest appearances from Batman and Captain Marvel.
Think about how your school gives back to the community and showcase that to demonstrate your commitment to making a positive impact as an institution. How fitting for the season of giving.
McTavish High School – Give Students Something to Look Forward To!
The holidays are a time for celebration! Many schools host dances and events around this time. Make a fun video providing the details of your upcoming winter celebrations to give students something to look forward to.
In their video, McTavish High School provides essential event details in the video content and the description and creates hype around the upcoming dance with a high-energy mini-skit performed by students.
University of Bristol – Show off Your Holiday Decorations
Just the sight of a well-lit tree can elicit excitement for lovers of the holiday season. Have you been decorating on campus? If so, why not show it off?
This simple video by the University of Bristol puts their beautiful tree on display and encourages students to stop and appreciate the beauty of their campus in the winter time. Your holiday highlight video is the perfect opportunity not only to display your decorations but also to show off amenities on campus. Take advantage of this!
University of Essex – Showcase the Diversity Within Your Community
One of the most beautiful parts of the holiday season is learning about the many traditions kept across the world.
Particularly as a diverse school community like the University of Essex, highlighting the diversity of your student body can be a heartwarming and interesting way to celebrate as an institution. Try an authentic interview-style video like this one to learn more about the individuals that make your community special.
The holiday season offers schools a unique opportunity to celebrate their community, showcase their values, and engage with their audiences in meaningful ways. Whether through heartfelt messages, creative animations, or exciting event highlights, a holiday video can capture the essence of your school while fostering pride and connection.
By drawing inspiration from the examples we went through and tailoring your approach to reflect your school’s spirit, you can create a memorable and impactful holiday highlight video that resonates with your students, staff, and families. Here’s to celebrating the achievements of 2024 and setting the stage for a bright and inspiring 2025!
“[There is a] deeply troubling notion that anyone who dares to report unfavorable facts about a presidential candidate is engaged in ‘sabotage’ (as opposed to, say, contributing to the free exchange of information and ideas that makes our democracy possible).” – David McCraw (New York Times lawyer)
While some liberals are busy pissing in the free speech pot with their PC campus cancel culture campaigns, some conservatives do likewise with their compliant support of Trump’s anti-free speech crusade.
Mind you, this is not any equivalence dodge but rather further proof of Nat Hentoff’s damnatory maxim, “free speech for me — but not for thee.”
I continue to be amazed by the fact that so many so-called free speech supporters in the conservative and even libertarian camps are cowardly silent when Trump and his sycophantic serfs (e.g., his Attorney General candidate) make it abundantly clear that they intend to wage censorial war on their political opponents.
ABC’s $15 million+ settlement
Before I say more about anti-free speech Trumpsters, let me say a few words about ABC’s $15 million settlement (replete with an apology and another $1 million for attorneys’ fees) in the Trump defamation case involving George Stephanopoulos. ABC News agreed to pay that amount toward Donald Trump’s presidential library.
Warranted or not, ABC’s settlement has drawn criticism. For example:
Alejandro Brito, lawyer for Donald Trump.
Joyce Vance: “I’m old enough to remember — and to have worked on — cases where newspapers vigorously defended themselves against defamation cases instead of folding before the defendant was even deposed. . . . That, by the way, includes defamation cases brought by candidates for the presidency.”
Stephen Rohde: “I think the reasoning behind Judge Altonaga’s denial of ABC’s Motion to Dismiss was flawed and ABC should have sought appellate review before paying Trump’s non-existent ‘Presidential Library’ $15 million and his lawyers another $1 million. I think on the witness stand Stephanopoulos would have impressed the jury that he genuinely believed the defamation verdict meant that Trump had raped Carroll. Even before it got to the jury, ABC would have had a good motion for a nonsuit under NYT v Sullivan that Trump failed to prove Stephanopoulos subjectively possessed ‘knowledge of falsity’ or acted in ‘reckless disregard of the truth.’ And ABC’s lawyers would have a field day cross-examining Trump on his entire sordid past in order to show that his reputation as a sexual abuser, liar, and convicted felon was hardly damaged by this one broadcast.”
Five possible reasons for ABC’s settlement
Though ABC was represented by Nathan Siegel and Elizabeth McNamara (Davis Wright Tremaine), it is well to remember that while settlement agreements can be those urged by counsel, they are ultimately decided by the client even if their counsel urges otherwise. In other words, in the Trump case, counsel and client may have agreed on settling or disagreed, and the client’s wishes prevailed. However that might be, the following reasons might explain why ABC opted to settle:
Fear of what discovery might reveal: Here, the concern would have to do with the possibility of making public damning e-mails or other communications that showed an animus towards Trump and/or a certain recklessness in how ABC conducted itself.
Desire to shield Stephanopolous from deposition and/or cross-examination at trial: The concern here may have been that Stephanopolous might be dangerously vulnerable during discovery or at trial when pressed by Trump’s lawyer (Alejandro Brito).
Fear of a potential hostile Florida jury: Trying a case before a South Florida jury could be dangerous given the possibility of sympathy towards Trump and/or the possibility of Dominion-sized damages (unlikely though still possible).
Best time to settle: After U.S. Magistrate Judge Lisette M. Reid ordered Trump to be deposed, ABC might have figured that this was the best time to cut a deal with the plaintiff and cut its losses.
Desire to placate Trump moving forward: Here, fear of retribution going forward might have also played a role in ABC’s decision to settle.
Going forward: Media on the run
While not compliant in duplicitous ways, some in the media world are nonetheless guarded in how to proceed in Trump times.
For example, “The news media is heading into this next administration with its eyes open,” said Bruce Brown, executive director of the Reporters Committee for the Freedom of the Press. “Some challenges to the free press may be overt, some may be more subtle,” Brown said. “We’ll need to be prepared for rapid response as well as long campaigns to protect our rights — and to remember that our most important audiences are the courts and the public.”
That said, consider the following:
Libel Lawsuits on the rise: “During the presidential campaign, Trump sued CBS News [for $10 million] for the way it edited an interview with opponent Kamala Harris. At his news conference, Trump said he was expecting to file a lawsuit against the Des Moines Register in Iowa for publishing results of a poll shortly before the election that suddenly had him behind Harris. He said that amounted to ‘fraud and election interference.’”
Licensing Threats: “Over the past several weeks, lawyers for Mr. Trump and two of his most high-profile nominees — Pete Hegseth, the potential defense secretary, and Kash Patel, whom Mr. Trump has picked to run the F.B.I. — warned journalists and others of defamation lawsuits for what they had said or written.”
“Look, the law is very clear,” Brendan Carr [Trump’s pick for the FCC] told CNBC on Dec. 6. “The Communications Act says you have to operate in the public interest. And if you don’t, yes, one of the consequences is potentially losing your license. And of course, that’s on the table. I mean, look, broadcast licenses are not sacred cows.” Carr has said his FCC will take a close look at a complaint regarding a CBS 60 Minutes interview with Kamala Harris before the election. Trump criticized the editing of the interview and said that “CBS should lose its license.”
[ . . . ]
The Carr FCC and Trump administration “can hassle the living daylights out of broadcasters or other media outlets in annoying ways,” said Andrew Jay Schwartzman, who is senior counselor for the Benton Institute for Broadband & Society.
Seizing Journalists’ Records: “News organizations are worried that a Justice Department policy that has generally prohibited prosecutors from seizing the records of journalists in order to investigate leaks will be reversed, and are already urging journalists to protect their work. ‘If you have something you don’t want to share with a broader audience, don’t put it on the cloud,’ ProPublica’s [Jesse] Engelberg said.”
Ending Support for Public Radio and TV: “Sen. John Kennedy of Louisiana recently introduced a bill that would end taxpayer funding for public radio and television, a longtime goal of many Republicans that may get momentum with the party back in power.”
Testing the Boundaries of Current Defamation Law: “‘There’s been a pattern and practice for the past couple of years of using defamation litigation as a tactic to harass or test the boundary of case law,’ said Ms. [Elizabeth] McNamara, who represented ABC News and Mr. Stephanopoulos but was speaking in general.”
The $1 million donations came gradually — and then all at once.
Meta. Amazon. OpenAI’s Sam Altman. Each of these Silicon Valley companies or their leaders promised to support President-elect Donald J. Trump’s inaugural committee with seven-figure checks over the past week, often accompanied by a pilgrimage to Mar-a-Lago to bend the knee.
The procession of tech leaders who traveled to hobnob with Mr. Trump face-to-face included Sundar Pichai, Google’s chief executive, and Sergey Brin, a Google founder, who together dined with Mr. Trump on Thursday. Tim Cook, Apple’s chief executive, shared a meal with Mr. Trump on Friday. And Jeff Bezos, the founder of Amazon, planned to meet with Mr. Trump in the next few days.
[ . . . ]
With their donations, visits and comments, they joined a party that has already raged for a month, as a cohort of influential Silicon Valley billionaires, led by Elon Musk, began running parts of Mr. Trump’s transition after endorsing him in the campaign.
A group of TikTok users filed a separate application on Monday afternoon, also asking the court to block enforcement of the law.
Social media giant TikTok and its parent company, ByteDance, on Monday asked the justices to block a federal law that would require TikTok to shut down in the United States unless ByteDance can sell off the U.S. company by Jan. 19. Unless the justices intervene, the companies argued in a 41-page filing, the law will “shutter one of America’s most popular speech platforms the day before a presidential inauguration.”
The request came three days after a federal appeals court in Washington turned down a request to put the law on hold to give TikTok time to seek review in the Supreme Court. A panel made up of judges appointed by Presidents Barack Obama, Donald Trump, and Ronald Reagan explained that the companies were effectively seeking to delay “the date selected by Congress to put its chosen policies into effect” — particularly when Congress and the president had made the “deliberate choice” to “set a firm 270-day clock,” with the possibility of only one 90-day extension.
Congress enacted the law, the Protecting Americans from Foreign Adversary Controlled Applications Act, earlier this year, and President Joe Biden signed it on April 24. The law identifies China and three other countries as “foreign adversaries” of the United States and bans the use of apps controlled by those countries.
TikTok, which has roughly 170 million users in the United States and more than a billion worldwide, ByteDance, and others filed challenges to the law in the U.S. Court of Appeals for the District of Columbia Circuit.
Related
Oklahoma Settlement protects journalists’ right to cover education officials
Oklahoma City, OK — After officials blocked reporters from attending state government proceedings, Oklahoma’s oldest television station has now secured a major victory for press freedom, reaching a settlement that ensures its reporters will have full access to state education meetings and officials. The win also includes a court-ordered permanent injunction that bars officials from ever repeating the behavior that led to the lawsuit.
The agreement resolves the First Amendment lawsuit filed by the Institute for Free Speech and local counsel Robert “Bob” Nelon of Hall Estill on behalf of three reporters and their employer, the owner of Oklahoma City television station KFOR-TV, against Oklahoma Superintendent of Public Instruction Ryan Walters and Press Secretary Dan Isett. The settlement guarantees KFOR equal access to State Board of Education meetings, press conferences, and other media events.
“This settlement vindicates the fundamental principle that government officials cannot declare themselves the arbiters of ‘truth,’ or pick and choose which news outlets cover their activities based on how favorable the reporting is,” said Institute for Free Speech Senior Attorney Charles “Chip” Miller. “The First Amendment protects the right of journalists to gather and report news, even — or especially — when the coverage scrutinizes government officials and holds them accountable to the public.”
The agreement requires the Oklahoma State Department of Education to restore KFOR’s access to board meetings, press conferences, and media events. It also mandates KFOR’s inclusion in all press distribution lists and advance notifications of department activities. Additionally, the department agreed to re-establish a media line for journalists to attend board meetings.
‘So to Speak’ podcast: Whittington on academic freedom
“Who controls what is taught in American universities — professors or politicians?”
Yale Law professor Keith Whittington answers this timely question and more in his new book, “You Can’t Teach That! The Battle over University Classrooms.” He joins the podcast to discuss the history of academic freedom, the difference between intramural and extramural speech, and why there is a “weaponization” of intellectual diversity.
Keith E. Whittington is the David Boies Professor of Law at Yale Law School. Whittington’s teaching and scholarship span American constitutional theory, American political and constitutional history, judicial politics, the presidency, and free speech and the law.
Stephen Solomon on ‘Revolutionary Dissent’
What persuaded our nation’s founders to reject the British laws that made it a crime to criticize government officials and, instead, guarantee freedom of speech and press? NYU Professor and First Amendment Watch editor Stephen Solomon told the story of the protests and controversy that led to the First Amendment in a recent talk at The Ferguson Library in Stamford, CT.
2024-2025 SCOTUS term: Free expression and related cases
Cases decided
Villarreal v. Alaniz(Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
This article is part of First Amendment News, an editorially independent publication edited by Ronald K.L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.
(Or, why students get the halls they want but can’t afford rather than the ones they don’t and can.)
David Tymms is a strategic advisor at QX Global.He previously held roles at London School of Economics as Director of Residential Services and at iQ Student Accommodation as Commercial Director.
Student Numbers
The number of full-time university students has grown rapidly in recent years according to the Higher Education Statistics Agency (HESA), rising by nearly a quarter in the last half decade to 2.36 million in 2022/23. Figures have risen most for students who are typically the main drivers of purpose-built student accommodation (PBSA) demand. Since 2014/15, the number of full-time international students has risen 81%. As a result, core demand – first-year UK undergraduates, international undergraduates and all postgraduates – now accounts for 61% of the UK’s full-time student population, adding additional pressure on the sector to deliver purpose-built housing.
Unmet core demand (‘000s)
Source: JLL; HESA
Changing wealth profiles
In recent years, there has been a significant increase in participation rates from lower-income households as widening participation strategies begin to bear fruit and tuition fees continue to fall in real terms (the recent inflation uplift notwithstanding). Despite considerable noise about access to HE in the UK, data shows the two lowest quintiles of household wealth have seen the highest rates of growth in student numbers over the last five years, with the figure from the most deprived quintile rising an impressive 29% between 2018/19 and 2022/23. In that same period, the number from the least deprived quintile grew by just 2.4%. International patterns are also changing as growth from China slows and lower-income students from the Indian sub-continent and elsewhere come to the fore.
Full-time domestic students by household wealth, England
Source: JLL; HESA
The Decline in Applications
Nevertheless, new hurdles seem set to slow several years of unabated growth, particularly for international students. Visa restrictions introduced in January 2023 bar most from bringing their families to the UK while Nigeria, recently the third largest international student cohort in the UK, faces a currency crisis that may continue to impact applications in years to come. Sponsored study visa applications from January to October 2024 (350,700) were 16% lower than for the same period in 2023. With the Universities and Colleges Admissions Service (UCAS) also reporting a small fall in undergraduate applications, the various data sets point to a tough period ahead for UK HE.
New Build PBSA Viability
PBSA, in common with other real estate sectors, has been heavily squeezed by rising construction, raw material, financing and regulatory costs, including the new Building Safety Act. Today, delivery in all but the highest value markets (min. £200pw+) remains, at best, challenging and in most cases unviable, thereby excluding many university towns and cities.
University of Bath PBSA Study
So what does this changing student demography and tightening development viability mean for PBSA, where falling levels of new scheme openings have resulted in a record core demand level of 61%?
Jones Lang Lasalle (JLL) worked with a group of business students at the University of Bath to better understand the PBSA priorities of those studying in the UK.
How would the following affect your decision in choosing student halls?
Source: JLL; University of Bath
The research demonstrates that students still prioritise a single occupancy room with en suite bathroom. Twin rooms scored very poorly and only one third of students actively favoured catered accommodation. The results also confirm that students prefer ‘cluster flat’ accommodation types over studios and smaller apartments (4-6 sharers) over large. However, only 29% are prepared to pay more than £200pw.
University Partnerships – The Opportunities and Challenges
So how does the sector square the circle of delivering more viable – and thus affordable – room types given the clear evidence of students’ perceived priorities? Twins, non en suites, larger cluster flats and catered accommodation all provide potentially many more beds per land parcel. The Bath survey and other research, including by Student Crowd, is clear that these remain unpopular with students so we should be unsurprised developers and operators of ‘direct let beds’ generally build to these perceived priorities.
Historically, one approach to increase PBSA density, and thus viability, has been university partnerships. This route sees occupancy either partially or completely de-risked for the accommodation provider. However, developing university partnerships can be challenging given the financial constraints in HE, the balance sheet treatment of such agreements and currently volatile student numbers. The Office for Students (OfS) recently forecast that 72% of institutions could have a deficit in 2025/26. Nevertheless, recent examples such as Unite Group’s deal with University of Newcastle and Urbanest’s with UCL, amongst others, show these challenges can be overcome, although examples are rarer for post-92 institutions. As Martin Blakey concluded in his recent HEPI Blog – Student Accommodation after 2024 and the Need for Strategic Realignment – ‘growth in student numbers no longer necessarily equates with the need for additional PBSA student bed spaces as has been the case over the last 20 years: future needs are changing and future accommodation provision cannot, for a whole variety of reasons, be more of the same’.
Conclusions
The ‘direct let’ operators of PBSA, who dominate the UK market, face a challenging period ahead as they wrestle with development viability in all but a handful of markets and where their standing assets in some locations are becoming overpriced. If the PBSA sector does not evolve, it risks forcing the fast-growing, lower income, domestic student population into different rental sectors (or to commute) and potentially damaging access to UK universities from emerging middle-income countries.
This blog could not have been produced without the kind assistance of Marcus Dixon and Karl Tomusk at JLL.
First snowflakes of the season today. Winter is settling in out here in the Pennsylvania countryside. It’s quiet, no birdsongs in the morning, few leaves left on the trees to rustle, and frost muting the crunch of those on the ground. In the woods where I walk, the silence brings everything else into sharper focus.
We don’t always think about silence positively. Visitors sometimes tell us it’s too quiet out here. They feel anxious. Silence can be awkward—we’ve all that those moments of not knowing what to say. It can also feel like an affront. Ask a question in class, hear the silence, and feel a small surge of anger. It’s a confrontation. It’s students’ way of saying that they don’t want to sit at this learning table we’ve so carefully set. The emotions motivate us to act. We move in, force a response that then disappoints.
Silence does have all these negative meanings but in courses it can also provide the space needed to process the question, to search for the answer, to contemplate possible responses, to think of the question that comes before the one that’s been asked. And there are other positive meanings to silence as well. Sometimes there are no words; the best response is reverential silence. “Under certain conditions, silence might be the most appropriate response, because it is only in silence that any possible meaning can be found.” (p. 197) We stand in silent awe before a sunset, a masterpiece, or a selfless sacrifice.
I need silence to think, to focus, to concentrate. For some of us that may not be the absence of noise but a kind internal quiet like the woods here in winter, that settling sense that comes when things are as they should be. The space has been cleared and now thinking can occur. Parker Palmer describes “the vital role silence has always played in the life of the mind. Imagine Charles Darwin observing his finches or Jane Austen facing a blank page or Karl Marx at his hushed table in the British Museum or Barbara McClintock journeying inward to imagine herself as a gene.…How sad it is that the academy seems to understand so little of silence, that academics so often confuse the capacity to make public noise with true intellectual powers.” (p. 164)
But there is something wonderful about noise in the classroom or an online discussion. Students talking, making comments, to each other, preferably about the content. Students impatiently raising their hands while I’m talking, thinking what they’ve got to say is more important, and sometimes it is. One comment after another popping up on the screen. But to orchestrate the chaos of a classroom and make room for learning I have to be quiet inside. I can unfurl classroom dynamics only when I give them my full undivided attention.
We need silence to listen—to ourselves and to others—and that’s the silence we have such a hard time finding. We listen to others, but with thoughts racing as we construct a response. We wait for that short pause and quickly interject what we have to say. We don’t have time, can’t find a place and sometimes simply ignore the need to listen to what that voice inside has to say. It rarely speaks loudly but it affects teaching dramatically.
We pause, we reflect, and in the stillness we have a chance to listen to the small voice inside.
December is a noisy month but mostly it’s full of good sounds; music we love, family conversations, relatives arriving, friends checking in, excited children, food preparations, gatherings around tables, hustling and bustling. But it’s also a season that lends itself to quiet times. Another set of courses has ended, another year is all but over. We pause, we reflect, and in the stillness we have a chance to listen to that small voice inside. It speaks truth about who we are as teachers, as family members, and friends. It’s the voice that honors what we’ve accomplished and yet calls us to be more. It makes us feel thankful. We have work to do that matters and makes a difference.
My thinking about silence has been changed by a long and difficult piece I’m making my way through. I’ll put the reference below although it’s not light holiday reading. It’s big on understanding silence more broadly and positively. “The Western mystics and Eastern Buddhist masters prompt us to learn how to experience silence, to ‘wrap our words around spaces without words and leave them wordless.’” (p. 200) That’s a fine thought for the season.
Maryellen Weimer, PhD has edited The Teaching Professor since 1987. She is a Penn State Professor Emeritus of Teaching and Learning. In addition to editorship of the newsletter, Dr. Weimer has authored and edited eight books; most recently Learner-Centered Teaching and Enhancing Scholarly Work on Teaching and Learning.
References
Zemlylas, M. and Michaelides, P. (2004). The sound of silence in pedagogy. Educational Theory, 54 (2), 193-2004.
Palmer, P. (2002). “Meeting for Learning” revisited: Trailing Quaker crumbs through the wilderness of higher education. M. L. Birkel, ed., The Inward Teaching: Essays to Honor Paul A. Lacey. Richmond, Indiana: The Earlham College Press.
The Migration Advisory Committee’s annual report for 2023 ended up being one of the publications with most policy influence on the subsequent year.
Though it was released the week after then Home Secretary James Cleverly announced a review of the Graduate route, it clearly reflected ongoing Whitehall discussions and concerns over the post-study work visa, and much of its conclusions ended up being quoted incessantly through the subsequent debate around the MAC review – especially by those in favour of the route’s abolition or restriction:
The graduate route may not be attracting the global talent anticipated, with many students likely entering low-wage roles.
Our concern that the graduate visa would incentivise demand for short Master’s degrees based on the temporary right to work in the UK, rather than primarily on the value of qualification, may well be borne out in the trends that we have observed.
As we have already shown, the rise in student numbers is almost entirely focused on taught Master’s degrees, and the growth has been fastest in less selective and lower cost universities. The rise in the share of dependants is also consistent with this.
Given all that, it’s probably a relief to all concerned that the 2024 edition of the MAC annual report doesn’t go in depth on any international student-related issue, reflecting what feels like a (welcome) period of stasis in visa policy affecting higher education under the new government.
Nevertheless, the MAC has a beefed up role under Labour – additional civil servant resource, plus we now learn that chair Brian Bell’s role will move from two to five days a week – and this time around the questions percolating away are worthy of some long-term thinking, even if they are not going to lead to knee-jerk policy decisions.
Staying or going
The annual review kicks off with consideration of long-term net migration trends, noting that the general election saw all main parties commit to bringing headline figures down.
Thinking ahead, it notes:
In the long run, work routes will have a greater impact on net migration compared to study routes as a greater percentage of those on the work route stay in the UK, whilst students are more likely to emigrate when they finish their course. Put simply, whilst students increase net migration in the year they arrive, they will reduce it by the same amount if and when they leave.
This is a helpful soundbite for the sector, after last month’s ONS figures started to make clear what has been evident for a while – that historic claims around the “vast majority” of international students leaving the UK after completing their courses no longer hold much water. The ONS net migration stats estimated that the proportion of those on student visas who had transitioned to another visa three years after arriving was 48 per cent for those who arrived in year ending June 2021. This was up from nine per cent for those who arrived in June 2019, largely driven by introduction of the Graduate route.
But the detail is still uncertain, as the MAC goes on to acknowledge. It cites recent Migration Observatory modelling (director Madeleine Sumption is now the MAC deputy chair) which estimates that the “stay rate” after eight years is around 26 per cent for those on study visas, compared to 56 per cent for those on work visas. The consequence of this is that – again, according to the Migration Observatory’s heavily caveated modelling – is that student visas contribute to 19 per cent of long-term net migration.
(The modelling also lets you adjust the assumptions around stay rate and annual international student numbers – the baseline is rather simplistically 250,000 new student visas every year from 2024 to 2032, though to be fair recent volatility means that putting a firm prediction on international recruitment is a brave bet in itself.)
All in all the MAC notes that stay rates are “highly uncertain” – but it’s an issue that will continue to inform the wider political debate, especially as the post-pandemic bulge is gradually smoothed out of net numbers. It’s notable in this context that think tank Labour Together – which typically has the ear of the government – has just put out a proposal for a “national migration plan” based on nationally set targets for different routes. Student visas, it says, would only be included in the analysis “to the extent that they have an impact on long-run net migration” through the Graduate and Skilled Worker visa routes.
The skills puzzle
The central piece of this year’s review is driven by the observation that the new government’s intention is “to more closely link migration and skills policy.” Given that starting point, the MAC carefully explores to what extent this can work. It’s of course written in the careful language you would expect of a government-sponsored committee with a Home Office secretariat, but reading between the lines there’s a cautionary note to it all (and not just in the observation that “skills” is an “ambiguous term both conceptually and empirically” – don’t tell Jacqui Smith).
“In theory”, MAC observes, skills shortages lead employers to recruit using the immigration system. “If this were true,” the government can bring down work-related immigration via the reduction of skills shortages.
In practice, there are some complications. Most obviously, skills investments take a long time to translate to the labour market – the last government repeatedly took the quicker route of facilitating international recruitment, especially in the health and care sectors, but also in not insignificant ways in areas like filling teacher vacancies.
The MAC also stresses how employers will not deliberately make choices around whether to hire UK-based workers or those from overseas (speaking to The Times, Brian Bell specifically points to academic recruitment as an area where employers – universities – would not change their hiring practices if the domestic labour force had better qualifications). We are also told that labour demand and supply are not independent (“employers look for what they think they can get, and employees try to match what employers want”), and that skills aside there are other differences between domestic and international recruits.
For the construction industry, this latter point was vividly illustrated by the Financial Times last week, which argued that many businesses in this field prefer “pay-by-the-day” labour and self-employed staff, and hence hire internationally and typically not via skilled worker routes – another consequence of this is that they are unlikely to commit to training apprentices. (The article also cites Brian Bell saying that high net migration leads to “real strains on our ability to manage housing and infrastructure,” in case anyone was thinking the MAC will take a more dovish approach under Labour.)
All in all, bringing about a join-up between the skills and migration systems is a tough ask – or, more cynically, an unrealistic policy goal. It’s clear that the MAC is trying to temper expectations about what can be achieved:
Linking immigration and skills policy is not a ‘one-size-fits-all’ approach and it is important to consider the individual circumstances within sectors and occupations, including diagnosing whether shortages are genuinely driven by a lack of skills or are due to poor pay and conditions of certain roles.
And the elephant in the room is pay. In the care sector, the MAC has repeatedly stressed that wages need a significant uplift for other visa-related tinkering to have an impact. It stresses this again here, and makes the point that a large proportion of work visas go to public sector workers.
This is a point for Skills England to take on board as well, you would hope. Its initial report was notably incurious about the role of low pay (especially in the public sector) in driving “skills mismatches”, rather presenting employment more as a simple supply and demand relationship between skills available and skills needed. The MAC annual report has some more persuasive analysis here, showing a lack of correlation between so-called “skills shortage vacancies” (SSVs) and skilled worker visa usage. That is to say, it’s by no means a given that those industries facing skills shortages are the ones more likely to sponsor workers from overseas. There are all kinds of factors at play.
Quad to the rescue
You get the sense that the team of economists who make up the Migration Advisory Committee are being careful about the government’s plans to link up skills and migration in a coherent way (it’s also noted at one point that skills is devolved and immigration is not – another challenge).
What we’re getting to make this all fit together is a new “Quad framework” (I believe this is the first time it’s publicly been referred to in this way). As promised in Labour’s manifesto, the strengthened MAC will be working with the newly launched Industrial Strategy Council, the Department for Work and Pensions, and Skills England – the manifesto in fact promised “skills bodies across the UK”, but this hasn’t been fleshed out yet.
This Quad will cooperate “to address systemic long-term issues that have led to reliance from certain sectors on international recruitment, and where appropriate, to reduce that reliance.” The MAC anticipates that the Quad will help identify priority sectors (following the industrial strategy, when ready) and determine which have a high reliance on migration, after which the MAC will – if it sees fit – recommend policy levers the government might pull, while Skills England will be drawing up workforce and skills plans, of some sort.
It’s all a recipe for an incredibly complicated set of moving parts, and given Skills England’s involvement and the importance of overseas staff and student recruitment, one that the English higher education sector would be wise to keep an eye on and work out how it can contribute to.
When co-creating with under-represented groups, the most important element for success is a relational approach.
We need to embody core values – such as respect, inclusivity, fairness and consideration – in order to ensure that collaborators have a safe space which allows them to thrive.
Care experienced students have support needs which are often not well understood by the teams who are in place to help. By co-creating resources with local college students who have experience of the care system, we were able to help to provide our tutors with guidance to help them in their support role.
Our recent initiative focused on ways of working with care-experienced young people, not just as participants but as expert colleagues, whose insights and lived experiences would be integral to the project’s success.
The relational approach that informed our planning exceeded our hopes, allowing us to create a truly collaborative environment where both the young people and our academic community benefited profoundly and meaningfully.
The local authority approached the university about work experience opportunities, and our team of two set about designing a week-long suite of mutually beneficial skills-shares and development opportunities. The care experienced individuals who joined us were invited as experts.
They were studying at local colleges, but have considered university in the future. At the time of the work experience week they were aged 18 – 19. We had not set any parameters for the local authority, our intention being to work with individuals who wanted to take up our offer. These young adults brought invaluable perspectives that informed the creation of resources to improve the support offered to care-experienced students.
Their contributions were not just helpful—they were essential, producing outcomes that would have been impossible without their input. This was not a one-sided effort but a partnership in which their voices were central to the development process.
The week in motion
The week was carefully designed to be balanced, trauma-informed, and safe. It wasn’t about providing generic work experience but about creating a bespoke environment where each young person could belong, see and feel that they mattered, and then identify and pursue their own developmental goals with confidence.
The rooms, resources, colleagues, and plans were all designed to facilitate a relaxed and respectful collegiate atmosphere.
We began with talk (and coffee): co-creating and sharing a space to talk and to share experiences, expertise and aspirations.
The subsequent self-assessment exercises, such as SWOT analyses and personal development plans, allowed the care experienced people to reflect from a place of safety and to articulate their strengths, areas for growth, and personal objectives for the week and beyond.
Mutual benefits
This self-directed approach ensured that they were not only contributing to the university’s resources but also advancing their own skills and confidence. The care experienced people became educators, delivering presentations and engaging in microteaching sessions for staff. These opportunities allowed for the young people to refine their communication skills, build their confidence, and further establish themselves as knowledgeable contributors.
Throughout the week, we prioritised creating a safe and supportive environment. Trust was foundational to the initiative, enabling the young people to fully engage and showcase their expertise and talents.
We deliberately involved colleagues from various departments and used different spaces across the campus, which helped to familiarise the young people with the university setting and adding to their cultural capital. We approached colleagues who shared our approach towards fully inclusive and respectful collaboration to run workshops and facilitate ideas sharing. This relational pedagogy – centred on trust, respect, and mutual learning – allowed for a rich exchange of knowledge and skills.
The resources produced during this week were nothing short of exceptional. Covering topics such as finance for care-experienced students, trauma-informed tutoring, and the traits of a supportive tutor, these materials are now invaluable assets for our Academic Personal Tutors.
Such resources are polished, professional, and most importantly, deeply rooted in the lived experiences of care-experienced individuals. The impact of these resources will be felt across the university, enhancing the support we provide to care-experienced students in a way that truly reflects their needs.
The week culminated in a resource-showcase, which was attended by academics and professional services colleagues from across the university, as well as external stakeholders.
This was a special moment, for all involved: either observing or being our colleagues-for-the-week, mingling at the showcase tables to talk about their design rationale and why supporting the care leaver agenda is so important. It was an event that helped to highlight to the young people the quality and significance of the resources that they had developed.
Success
The feedback that we received from the young people matched our aspirations for the week: they felt supported, empowered, efficacious.
The success of this initiative has inspired us to expand the model. We plan to repeat the experience with other care-experienced young people and extend it to work alongside other underrepresented groups.
Our goal is not only to support those already within our institution, but also to demonstrate that higher education is a welcoming and inclusive space for everyone. By continuing to adopt a relational approach that values the contributions of all students as expert colleagues, we can create a more equitable and supportive academic environment.
This initiative was a sobering reminder that the messages that society tells young people about their potential become their inner voice.
It was also testament to the power of collaboration, mutual respect, and the genuine belief that every student, regardless of their background, has the potential to belong in, and contribute to, the academic community. We must remember that while we work to support widening participation students, they also have much to teach us.
Designed by Chris
