Pursuing a career in art therapy can help turn your creative and artistic abilities into a mental health profession, allowing you to support others, especially at a time when Americans are facing unprecedented mental health crises.
Every day, art therapists support their clients within a therapeutic relationship to use art and creativity to improve their mental, emotional, and physical well-being. They work with people of all ages and backgrounds — from children experiencing developmental delays or emotional and behavioral challenges to military service members with PTSD to older adults struggling with dementia or Alzheimer’s disease.
“At the heart of my work as an art therapist is the creativity and self-expression found in art-making. We’ve all experienced it as children, and some of us have the joy to work with art to help people and communities heal. I’m always inspired by clients who may be afraid of using art materials as non-verbal language at first, but try it anyway,” explains art therapist Christianne E. Strang, Ph.D., ATR-BC.
Particularly when people are struggling, facing a challenge, or even a health crisis, their own words or language may fail them. During these times, an art therapist can help clients express themselves in ways beyond words or language. Art therapists are trained in art and psychological theory and can help clients integrate nonverbal cues and metaphors that are often expressed through the creative process.
According to research, art therapy helps people feel more in control of their own lives and helps relieve anxiety and depression, including among cancer patients, tuberculosis patients in isolation, and military veterans with PTSD.
According to art therapist Kathryn Snyder, Ph.D., ATR-BC, LPC, “Engaging in art therapy offers imagery and creative processes that support communication, expression, and insight into, as well as release of, difficult emotional experiences.”
Opportunities for art therapists
Art therapists serve diverse communities in different settings, such as medical institutions like hospitals, cancer treatment centers, and psychiatric facilities; outpatient offices and community centers; and schools. Many art therapists have independent practices. They also help support individuals and communities after a crisis or traumatic event, like a mass shooting or a natural disaster.
Training in a broad range of psychological theories and ways to use art media and creative processes is necessary to becoming an art therapist who is able to help people process and cope with mental health challenges. Art therapists hold postgraduate degrees and are then credentialed by the Art Therapy Credentials Board as ATR (art therapist registered) or ATR–BC (board-certified art therapist registered).
Actor Tony Danza discusses how he helps shape the stars — and generally good people — of tomorrow through his youth program.
Before becoming an entertainer, you were a teacher. How did that experience influence your perspective on the role of arts in education?
Teaching has influenced my thinking about kids and what they need. As a society, I think we have abdicated some responsibility for nurturing our children, and we have work to do. It’s been wonderful to be a part of The Stars of Tomorrow Project, which focuses on youth development through performance and allows them to discover the world and the tools to navigate it. It uses the art of acting to help students develop while mentoring and nurturing them in safe spaces. We provide young people places to express themselves while developing into productive world citizens and tomorrow’s leaders.
What kinds of skills does arts education help young people build, beyond just the ability to perform?
We have a slogan at the program, and we try to live by it: “When you teach a kid how to act, you teach a kid how to act!” If you think about it, most of the media — music, TV, movies, websites, and apps — that young people consume are often concerned with the self. Acting makes you be part of something bigger than yourself. It teaches you to be present, to look people in the eye, to speak clearly — all things you need to be successful in life. The program is a life program.
We make good actors. We have one from the program on Broadway right now; his name is Daniel Hernandez. I am so proud. But we also try to make good people.
Many students face self-doubt when pursuing a career in the arts. What advice do you have for those who are passionate but hesitant?
I have something that helps me, and it’s what I tell young actors: You have to truly believe that no one can do what you can do. You can’t do what Timothée Chalamet can do, but he can’t do what you can do. You have to really believe it and then not get in your own way.
How has your own teaching background influenced the way you advocate for arts education?
I have been performing now for 50 years, and before that, I used to put myself on the line in the boxing ring. My only regret is that I didn’t start in the arts when I was younger. It has transformative powers. We’ll have a kid come to the class, and all it takes is a short time before he or she is saying, “I have to support my ensemble!” The Stars of Tomorrow Project works!
Often a department of one, drama teachers must work proactively to find support networks and community resources that enable them to provide the best education possible.
In late spring, 2006, I was faced with a quandary: How do you teach drama? I had just been assigned my first drama classes at North Hollywood High School, where I’d been teaching for two years, and although I had many thoughts about shows I might direct that would be a good fit for our student population, I had no idea what to include in day-to-day classroom curriculum.
This conundrum was unfortunately not new to me. I had just earned my teacher certification in the state of California as an English teacher through LAUSD’s District Intern Program. Never mind that I had never taken an English class in college — I passed the state exam for English language arts and that was sufficient for entry to the program. As a result, I leaned heavily on the expertise of teachers in the English department at North Hollywood for guidance on what to teach. I asked those colleagues what they were teaching to get insight into what materials and activities were successful with our students. However, when it came to drama, I’d be on my own. Although elements of drama pedagogy were incorporated into various graduate courses I’d taken while a student in NYU Steinhardt’s Program in Educational Theatre, I lacked a scaffolded approach to learning how to create a curriculum and no set community of drama teachers to turn to for support.
Just as I had experienced in the English department at North Hollywood, most teachers have the luxury of working with colleagues who teach the same content. Consider the math department, the social studies department, or the science department. But how many schools have a drama department? Some lucky few might find themselves within an arts department, but how similar are visual art teaching, music teaching, dance teaching, and drama teaching? Consequently, it is incumbent upon drama teachers to get out of the isolation of being a department-of-one and find a support network of trusted peers to whom they can turn when faced with the all-too-common question: “What now?”
Community support for drama and theater teachers
Professional organizations like the American Alliance for Theatre and Education (AATE) and the Educational Theatre Association (EDTA) host annual conferences that provide theater educators with needed professional development and networking which are necessary resources for supporting classroom teachers. However, membership in these organizations is not free, and registration and travel to attend these annual conferences requires investment from school and district leadership to support teachers in their professional development.
The support drama teachers get from these organizations is essential at this political moment. In the press, a lot of attention is given to book banning across the country, but less so to censorship and restrictions in the arts. For the last five years, Qui Nguyen’s play “She Kills Monsters” regularly appears in EDTA’s annual survey of the top ten plays performed in schools, and yet the work has been met with calls for censorship and cancellation due to the play’s content. Other popular plays have faced a similar fate — be it Lorraine Hansberry’s “A Raisin in the Sun,” Moisés Kaufman and members of Tectonic Theatre Project’s “The Laramie Project,” Bert V. Royal’s “Dog Sees God: Confessions of a Teenage Blockhead,” or even works by William Shakespeare.
Through participation in national organizations like AATE and EDTA, drama teachers are able to develop support networks across the country. In community and solidarity, drama teachers are able to develop skills to meet the needs of an ever-diversifying student population, improve classroom instruction, promote deeper arts learning, and respond to classroom and community challenges in turbulent times.
With unemployment rates hovering around 90%, acting and theater are not the most profitable careers. Luckily, there are many diverse opportunities for theater students.
What do you do with a BA or BFA in theater? The Educational Theatre Association has documented some 26,000 theater programs in elementary and secondary schools across the United States and reports that roughly 11,000 students per year go on to earn a bachelor’s degree in theater. Yet, research published in “Nature Communications” shows that unemployment in the field of acting hovers around 90%, and as few as only 2% of actors in film and television can make a living from acting. While the number of actors looking for work in theater is smaller, the success rate is not much better. As such, it is not surprising that parents often try to steer young people away from studying theater in college or university, pushing them to choose a field that is more promising or practical. Here’s the good news: Acting isn’t the only way for theater majors to work in theater!
Aspiring thespians are aware of the many roles that occur backstage: directors, stage managers, playwrights, and designers, to name a few. Students who intern at theaters and for theater companies will become acquainted with front-of-house staff, box office, marketing and publicity, stagehands, and running crew. With more than 6,000 community theaters across the country, there are plenty of opportunities for theater people to work in theater after college graduation besides acting. But what other possibilities should young people consider?
Theater education jobs
Theater education positions include highly visible theater teachers who are often the gateway for young people into theater. Most states across the country require teacher licensure for theater teachers, so an educational theater undergraduate program is one option to consider. Even if full-time classroom teaching isn’t your goal, graduates from these programs work as teaching artists and administrators for after-school programs and theater camps. Teaching artists also work with community groups geared toward the young and old, amateur and professional. They work for theater companies and other community organizations in educational roles — from Broadway to libraries, museums, and recreation centers all across the country.
That said, it is crucial for young people to be honest about their aspirations. Oprah Winfrey once said that a speech coach advised her, “My dear, you don’t want to act, because if you wanted to act, you would be doing it. What you want to be, my dear, is a star. Because if you wanted to act, you’d be waiting tables in New York.” For those 11,000 college graduates from theater programs this year: You can act. You might not earn a living as an actor, but you can act. If you want to claw your way to the top to become a star on the stage or screen, know that you are on a different path than just acting.
However, a life in the theater can manifest in many different spaces, so aspiring thespians should look at the full complement of undergraduate programs in theater, including educational theater, applied or community-engaged theater, and performing arts administration. A fulfilling and financially viable life of creativity with like-minded artists is out there waiting for you.
Arts engagement empowers youth by providing a vital outlet to express their thoughts, feelings, ideas, and passions, while also building their self-confidence, creativity, critical-thinking, and communication skills. This participation directly supports a student’s emotional well-being and academic success.
Yvonne Johnson
President, National PTA
Research shows that students who participate in the arts have higher GPAs, higher standardized test scores, and lower dropout rates. Yet, there are great disparities in the access to quality arts education for many students across the country. It is critical that we advocate for investments in arts education so all students can benefit from participating in the arts.
Here’s how you can help make arts more accessible to youth:
Ask your child’s school about current arts programs and funding. Talk to other parents about the barriers they face.
Email or call district leaders about expanding arts access.
Attend meetings with decision-makers and voice support for arts funding.
Meet with school administrators to discuss arts opportunities.
Share arts success stories on social media and with your local news media.
Remember: Your voice matters. Even small actions like attending one meeting or sending an email can help build momentum for better arts access.
If you aren’t already a member of PTA, join us! Our association has long advocated for access to arts education and our popular Reflections program encourages students to explore their talents and express their ideas by creating works of art for fun and recognition.
Together, we can ensure every child has the opportunity to experience the transformative power of the arts. Your voice and actions will help unlock creativity for generations to come.
As events at the federal level unfold in ways that will most certainly intensify the debate on public education, it is important to remember that Americans overwhelmingly support arts education.
In a recent survey conducted by Americans for the Arts, 90% of respondents proclaimed the importance of arts education, and 83% supported government funding for arts education programs. Americans know its importance because research consistently shows that a quality arts education is essential for a student’s overall learning experience. Students with access to arts education and arts-integrated classes demonstrate long-term retention of information and increased proficiency in reading, writing, and math. Beyond academics, arts education also positively impacts students’ mental health and emotional well-being. Engaging in the arts helps prevent depression and nurtures empathy and compassion for others.
The value of arts education
While research and anecdotal evidence clearly illustrate the value of arts education, teachers, parents, school leaders, and other stakeholders regularly face challenges related to funding, scheduling, and competing legislative priorities. Low-income students, students with disabilities, students of color, and other underrepresented groups have less access to quality arts education. Yet, these students stand to benefit the most from it and arts-integrated learning. There is strong agreement about the importance of arts education, and more than half of American adults believe students don’t have enough opportunities to take arts classes.
In addition to its academic benefits and vital role in supporting mental and emotional well-being, arts education also prepares students for the workforce by cultivating originality and creativity. Employers value strong communication, problem-solving, and teamwork — abilities developed in art classrooms, theater rehearsals, and band or orchestra performances. Furthermore, 61% of employed American workers say the arts boost their creativity, which makes them more successful at work.
Unlocking even more benefits
The emerging field of neuroarts provides even stronger evidence for the importance of arts education. Neuroarts is the transdisciplinary study of how the arts and aesthetic experiences measurably impact the body, the brain, and behavior, and how this knowledge can be applied to support health and well-being. Researchers Susan Magsamen and Ivy Ross have been pioneers in this field, finding that artistic experiences stimulate neurons and brain pathways unlike anything else. Their research shows that art can be integrated with medicine to improve mobility, relieve pain and trauma, enhance learning outcomes, prevent disease, and build resilience. For children in particular, participating in the arts supports brain and language development, emotional regulation, self-expression, and overall learning ability.
With so many profound benefits, the case for quality arts education is well-founded. Investing in arts education helps students become healthier and more likely to succeed both in the classroom and the workplace. It is crucial to ensure every student in the United States has access to a strong arts education.
Those were the words with which FIRE Chief Counsel Robert Corn-Revere (joined by FIRE General Counsel Ronnie London and FIRE Legal Director Will Creeley) submitted comments on behalf of FIRE to the Federal Communications Commission concerning a complaint by the Center for American Rights.
Such “political stunts” have become more the norm with the Trump administration. Consider, for example, the recent crazy letter by Trump’s interim U.S. attorney Edward R. Martin, Jr., in which he tried to intimidate the dean of Georgetown Law School by saying that if the school continued to teach DEI, his office would not hire their students. Or consider the bizarre attempt by the Social Security Administration’s acting commissioner to change Maine’s Social Security requirements because their governor criticized Trump.
As to the Center for American Rights’ FCC complaint, it alleged “news distortion” by CBS Broadcasting when it assertedly edited the news program 60 Minutes “to such a great extent” that the “public cannot know what answer . . . Vice President [Kamala Harris] actually gave to a question of great importance.”
The FCC had originally dismissed the complaint because the center failed to make a viable allegation of “intentional” or “deliberate” falsification, as opposed to merely an editorial judgment protected under the First Amendment.
Nonetheless, on Jan. 20, the FCC seated Trump-appointed Chairman Brendan Carr, and two days later the FCC reinstated the center’s complaint and then invited public comments.
It is against that backdrop that Corn-Revere and his colleagues, acting on behalf of FIRE, offered their comments.
Below are a few of the statements set out in FIRE’s poignant comments on the FCC matter:
Public comments and the legitimate scope of the Commission’s enforcement authority:
FIRE . . . seeks to ensure the FCC does not exceed the scope of its authority in encroaching on broadcasters’ journalistic decisions. . . The general public is not a “party” to enforcement proceedings, 47 C.F.R. § 1.1202(d)(1)(iii), and generally lacks standing in such matters.
Then what is the point of all this? By seeking public comment, is the Commission seriously asking viewers and listeners, along with politically energized partisans, to “vote” on whether they think CBS’s editorial choices ran afoul of FCC policies? Any such submissions are meaningless in helping the agency decide whether CBS violated any policies or what remedies might lie.
The commission’s attempt to regulate editorial judgments:
[B]ecause this proceeding focuses entirely on a news program’s editorial judgment, it runs headlong into the elementary rule that the right to “free speech [and] a free press…may not be submitted to vote; they depend on the outcome of no elections.”
Using the law to pressure CBS:
Bottom line, the Commission’s request for public comment lacks any legitimate regulatory rationale, but its realpolitik purpose is sadly transparent. This proceeding is designed to exert maximum political leverage on the CBS network at a time when President Trump is engaged in frivolous litigation against it over the same 60 Minutes broadcast, with the FCC using other regulatory approvals the network needs to exert added pressure.”
An unconstitutional use of regulatory power:
This is not just unseemly, it is precisely the sort of unconstitutional abuse of regulatory authority the Supreme Court unanimously condemned in NRA v. Vullo, 602 U.S. 175 (2024). The Court held that regulators violate the First Amendment when they use their official powers over certain transactions in ways designed “to suppress the speech of organizations that they have no direct control over.”
And then, with historical accuracy and legal acumen, Corn-Revere, London, and Creeley tendered a powerful point (emphasis added and notes omitted):
There is a name for this kind of thing — it is called a show trial. When proceedings become a performative exercise conducted to further a political purpose, they forfeit any claim to legitimacy. Show trials tend to be retributive rather than corrective and are designed to send a message, not just to their unfortunate victims, but as a warning to other would-be transgressors.There is a dark and deadly history of such showcase proceedings in authoritarian regimes around the world, ranging from Stalin’s purges of perceived political opponents to China’s trials of “rioters and counterrevolutionaries” after the 1989 Tiananmen Square protests. In our own country, similar tactics were employed during the Red Scare with investigations and hearings aptly described by the Chairman of the House Committee on Un-American Activities as “the best show the committee has had yet.”Those who staged the proceedings “were not seeking justice but staging a show trial to accuse, indict, and punish.” And while the stakes of a sham FCC proceeding obviously differ, the perversion of the rule of law is the same.
Note
Corn-Revere was a legal adviser to FCC Commissioner James H. Quello from 1990 to 1993 and was Chief Counsel while Quello was interim chair of the FCC in 1993. Among other works, he is the editor of the 1997 book “Rationales & Rationalizations: Regulating the Electronic Media.”
Beyond stunts
In all of this, it is important to emphasize a critical point: It is not partisan to speak out against authoritarianism. It is vital.
Governments lie. The voice of the government is often not the voice of the people. Speak up. Act out. Silence is complicity.
What we are witnessing in the first weeks of the Trump administration is more than intimidating political stunts; it is the start of the serial suppression of free speech. See, for example, Michelle Goldberg’s piece in The New York Times, “This Is the Greatest Threat to Free Speech Since the Red Scare,” in which she writes that “a government [so] willing to disregard the First Amendment is a danger to us all.”
I will say more about this general point in a future post. Meanwhile, next week I will post another installment of professor Timothy Zick’s “Executive Watch.”
Trump v. CBS update
Thomas C. Riney (lead counsel for defendants)
Argument
The Lanham Act And The DTPA Do Not And Could Not, Consistent With The First Amendment Apply To Editorial Speech Like The Broadcasts At Issue
Editorial Speech About Public Officials During An Election Enjoys Maximum First Amendment Protection
Consistent With The First Amendment, The Lanham Act And The DTPA Extend Only To Commercial Speech
The FTN And 60 Minutes Broadcasts Are Indisputably Editorial, Not Commercial, Speech
Plaintiffs Fail To Plead Article III Standing
President Trump Fails To Plead A Lanham Act Claim
Plaintiffs Fail To Plead A DTPA Claim
Revenge Storm: ‘Chill all the lawyers’
G.S. Hans, “Trump’s Attacks On Law Firms Are Borrowed From Some Pretty Famous Despots,” Balls and Strikes (March 10)
Threatening lawyers and legal organizations remains a classic from the despot’s playbook. Letting these orders stand without robust opposition — such as lawsuits from the affected firms, media statements from their leaders, and advocacy from similarly situated law firms — merely makes it easier for this administration to continue to stomp on less prominent targets.
Ronnie London on the Trump administration’s directive to impose court costs on rights litigants
FIRE General Counsel Ronnie London
A new White House directive to heads of executive departments and agencies threatens to make it prohibitively expensive for Americans to defend the Constitution in court. The memo “directs” the departments and agencies to “demand” that courts make those seeking injunctions against federal actions “cover the costs . . . incurred if the Government is ultimately found to have been wrongfully enjoined.”
The move could not be more transparent in attempting to scare off potential litigants challenging executive orders or other federal actions of questionable constitutionality.
The White House deems this necessary because “activist organizations” are supposedly “inserting themselves into the executive policy making process” and have “obtained sweeping injunctions.” The administration claims Rule 65(c) of the Federal Rules of Civil Procedure mandates security bonds for all preliminary injunctions and temporary restraining orders to protect against the prospect of a later judicial ruling that the defendant was improperly enjoined.
But this is misleading. That literal reading of the rule may make sense in the mine-run of private disputes, like claims in commercial contexts. But courts have long recognized exceptions for public-interest litigation, especially when it comes to those seeking to protect constitutional rights. In other words, “activist groups” like FIRE and the clients we proudly defend.
David Cole on self-censorship
Former ACLU Legal Director David Cole
The Trump administration’s attack on diversity, equity, and inclusion (DEI) programs in higher education has many college administrators running scared. The Chronicle of Higher Education, which is tracking DEI changes, has already identified forty-one campuses that have altered or dismantled their programs since Inauguration Day. The University of North Carolina ordered all its colleges to remove DEI-related courses from its requirements for specific majors or general education. The University of Alaska will not use the terms “diversity,” “equity,” or “inclusion” in any communications. Columbia “removed diversity, equity, and inclusion policy language from several of its websites.” Northwestern’s business school “removed a diversity, equity, and inclusion pathway from its MBA program.” Vanderbilt “took down its Equity, Diversity, and Inclusion page, which now redirects to ‘You at VU.’” And on Friday, the University of Virginia governing board voted to end all DEI at the state’s flagship school.
Yet not a single oneof these changes was necessary. This is self-censorship. It’s what Trump wants — but it’s not what either his executive order or federal law requires. Clarifying that confusion is essential as more colleges plan their response to Trump’s attack. But so is a little courage on the part of college administrators.
Chiles v. Salazar: Issue: Whether a law that censors certain conversations between counselors and their clients based on the viewpoints expressed regulates conduct or violates the free speech clause of the First Amendment.
John Bursch (Counsel of Record, Alliance Defending Freedom)
[T]he Supreme Court granted certiorari in Chiles v. Salazar, a First Amendment challenge to a Colorado law that prohibits so-called “conversion therapy” for minors. At issue is whether this is a permissible regulation of professional conduct or a viewpoint-based restriction on speech (with potential religious liberty implications as well). This will almost certainly be one of the most watched (and potentially most controversial) cases of next term.
Cert denied in college reporting bias case
Speech First, Inc. v. Whitten: Issue: Whether university bias-response teams — official entities that solicit anonymous reports of bias, track them, investigate them, ask to meet with the perpetrators, and threaten to refer students for formal discipline — objectively chill students’ speech under the First Amendment.
Related
The Supreme Court said March 3 it wouldn’t hear a challenge from conservative college students who say their freedom of speech is violated by a university program for reporting allegations of bias. Two of the nine justices, Samuel Alito and Clarence Thomas, publicly said they would have heard the case.”)
Primate speech: PETA’s First Amendment complaint
The case is People for the Ethical Treatment of Animals v. National Institute of Mental Health (Dist. Ct., MD, March 6, 2025). The lead lawyer for the Plaintiff is Laura Handman.
Laura Handman (Counsel for Plaintiff)
Below are a few excerpts from the complaint filed in the U.S. District Court for the District of Maryland:
This lawsuit seeks to enforce the fundamental first amendment right of Plaintiff, People for the Ethical Treatment of Animals, Inc. (PETA), to receive, without censorship or interference, communications from fellow primates, imprisoned and tortured in the laboratory of Elisabeth Murray, PhD, at the National Institute of Mental Health in Bethesda, Maryland.
The First Amendment to the United States Constitution provides PETA a right to receive communications from willing speakers. This right exists regardless of whether the speakers themselves possess First Amendment rights. The First Amendment also protects nonverbal communications as speech.
PETA engages in extensive news gathering and reporting activities as part of its charitable animal protection mission. This includes substantial investigation and reporting on the plight of animals subject to experimentation, including specifically the deprivations and injuries inflicted on the captive rhesus macaques in Murray’s NIMH laboratory. This Circuit has applied first amendment protections to PETA’s new gathering activities.
News gathering serves a particularly powerful function under the First Amendment when seeking access to incarcerated beings whose voices are otherwise silenced, to ascertain information about their conditions.
The captive rhesus macaques, including but not limited to Beamish, Sam Smith, Nick Nack, and Cersi in Murray’s NIMH laboratory are willing speakers under the First Amendment, regularly communicating about their physical and psychological pain and suffering through vocalizations, facial expressions, head and limb movements, body postures, and stereotypical behavior, indicating anxiety and depression (including pacing, rocking, pulling out their hair, and biting their flesh).
[ . . . ]
PETA has a right to receive those communications in real time directly from the rhesus macaques and to report the information received to the American people in order to inform the public discourse on the highly controversial and much criticized issue of government funded experiments on animals. Without these communications, the public will remain inadequately informed about the circumstances of their fellow primates.
This lawsuit follows the Defendants’ refusal of PETA’s August 5, 2024 written request for reasonable, uncensored, and unedited access to a live streamed audiovisual feed of the rhesus macaques in Murray’s laboratory in order to receive the macaques’ communications and exercise its first right to listen. Defendants also refused PETA’s offer in this letter to cooperate in devising and the alternative means for PETA to meaningfully access the macaques’ communication in real time without government interference [citations omitted].
New scholarly article: Abrams, et al, on the press clause
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).”)
TikTok Inc. and ByteDance Ltd v. Garland (The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)
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.
The answer to that question may tell you all you need
to know about the government involving itself in social media
content moderation.
On today’s show, we cover the latest tech policy
developments involving the Federal Communications Commission,
Federal Trade Commission, AI regulation, and more.
–
Adam Thierer, a resident technology and innovation senior
fellow at the R Street Institute
– Jennifer
Huddleston, a technology policy senior fellow at the CATO
Institute
Timestamps:
00:00 Intro
01:30 Section 230
06:55 FCC and Section 230
14:32 Brendan Carr and “faith-based programming”
28:24 Media companies’ settlements with the Trump
30:24 Brendan Carr at Semafor event
38:37 FTC and social media companies
48:09 AI regulations
01:03:43 Outro
Enjoy listening to the podcast? Donate to FIRE today and
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With your experience in the education field, you likely understand the benefits of cultivating strong relationships with current members of your school community. What many school administrators and marketers forget is that alumni, though they no longer attend a school, are invaluable to educational marketing strategy and an institution’s overall growth. If you haven’t already, it’s time to examine how your school can build a strong alumni network as part of your marketing efforts and general institutional development.
An alumni network is one of the most valuable assets a school can cultivate. Your graduates are living proof of your programs’ effectiveness. Their journeys from classroom to career serve as compelling testimonials that not only strengthen institutional reputation but also attract prospective students who seek assurance that your school can set them up for success. Join us as we discuss what an effective alumni network should look like, the benefits you can expect, and how to get started.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
What’s an Alumni Network?
At its core, an alumni network is a community of former students who remain engaged with their alma mater. This engagement can take many forms, from mentorship opportunities and career support to networking events and fundraising initiatives. A well-developed alumni network fosters lifelong connections, enabling graduates to support each other while strengthening the institution that provided their foundation.
Enriching Education: The Power of an Alumni Network
When alumni feel connected to their school, they become brand ambassadors, willingly sharing their success stories and contributing to a culture of loyalty and pride. These graduates are more likely to participate in career panels, donate to scholarship funds, and advocate for your institution within their professional circles. Most importantly, their success becomes a tangible example of your school’s impact, which is a powerful marketing tool in itself.
Alumni relationships create a dynamic ecosystem of support, mentorship, and career growth. So in summary, why is alumni networking important? It plays a crucial role in helping graduates navigate their professional journeys, opening doors to job opportunities, industry insights, and collaborative ventures. An engaged alumni network ensures students are stepping into a lifelong professional community that enhances their career trajectory. For schools, this network fosters goodwill and credibility, proving that your programs produce graduates who thrive in competitive industries.
Example:On a dedicated alumni network page on their website, Ivey Business School plainly states the objective of their program” To encourage and promote continuous professional and personal enrichment by connecting alumni with each other and the school”. The alumni network is positioned as a resource for career development and support for graduates.
Source: Ivey Business School
The Unique Marketing Benefits of Alumni Networks
Now that higher education is increasingly competitive, the ability to showcase real-world success is crucial. What is the value of alumni networks when it comes to your marketing strategy? Alumni networks are excellent social proof, providing great opportunities for organic traffic, and showcasing how your school facilitates career development. Here’s how:
Your Alumni Network Offers Valuable Social Proof
In an education marketing context, social proof refers to the credibility and trust institutions build by showcasing the success and satisfaction of their alumni, current students, and faculty. When prospective students see tangible examples of graduates thriving in their careers, testimonials from successful alumni, or high employer satisfaction rates, they gain confidence that choosing your school is a worthwhile investment.
Social proof can take many forms, including video testimonials, alumni spotlights, employer endorsements, rankings, and word-of-mouth referrals. A strong alumni network serves as a powerful form of social proof, demonstrating that your institution provides quality education and equips graduates with the skills, knowledge, and professional connections necessary for long-term success.
Alumni success stories create a compelling narrative that validates the effectiveness of your curriculum, the strength of your career support services, and the credibility of your institution as a whole. Whether through personal testimonials, LinkedIn endorsements, or employer recommendations, alumni reinforce the value of your educational offerings in a way that no traditional marketing message can replicate.
Example:On their website, Boston University showcases alumni success stories that highlight educational and career development opportunities like internships and networking events. The success of graduates provides valuable social proof for prospective students, who can identify with and look up to these role models.
Source: Boston University
Driving Organic Traffic
An engaged alumni network plays a crucial role in generating organic traffic through word-of-mouth marketing. When alumni have a positive experience with your institution, they naturally become enthusiastic advocates, sharing their journey with peers, family members, and colleagues. This organic promotion is highly credible because it comes from real-life experiences rather than institutional messaging.
Beyond personal referrals, alumni contribute to organic traffic through their online presence. When they mention your school on LinkedIn, post about their achievements on social media, or participate in professional discussions related to their field, they create a ripple effect that drives interest in your institution. Schools can amplify this impact by encouraging alumni to tag their alma mater in their career updates, engage in school-sponsored events, and contribute to online discussions within alumni groups.
Additionally, search engines favor authentic, frequently updated content. When alumni success stories are featured on your website, blog, or social media channels, they provide valuable, keyword-rich content that enhances search visibility. Prospective students searching for insights on career outcomes in their chosen field may stumble upon these stories, further reinforcing your school’s credibility and increasing inquiries and applications.
Example: Here an alumni from Koç University in Turkey posts a very valuable testimonial, even tagging her alma mater and citing it as the #1 medical school in the country. In addition to an official alumni network, encouraging UGC from graduates is an effective strategy that comes across as authentic and therefore, trustworthy. Ask alumni to tag your school in graduation posts or list you in the education section of their LinkedIn profiles for organic traffic.
Source: Instagram
Mentorship and Career Services as a Unique Selling Point
An active alumni network can significantly enhance a school’s career services by establishing mentorship opportunities and creating a direct pathway for graduates to secure employment. When alumni hold influential positions in various industries, they become a valuable resource for current students and recent graduates looking to break into their fields. Schools that foster strong alumni engagement can tap into this network to offer students real-world insights, industry-specific guidance, and professional connections that go beyond what traditional career services can provide.
By collaborating with alumni who have become hiring managers, entrepreneurs, or industry leaders, schools can develop a reliable talent pipeline that benefits both graduates and employers. Alumni who feel a deep connection to their alma mater are more likely to offer internship programs, job placements, and networking opportunities tailored specifically to students from their former institution. These partnerships not only enhance job placement rates but also reinforce the credibility of your programs, proving to prospective students that your institution delivers real career outcomes.
Moreover, alumni mentors can serve as role models, helping students navigate their career paths through professional guidance and hands-on training. Schools can structure formal mentorship programs where alumni are paired with students based on career interests, fostering long-term professional relationships that extend well beyond graduation. These interactions boost student confidence, provide practical career advice, and offer an inside look at industry trends and expectations.
When alumni return to recruit from their alma mater, it strengthens the institution’s reputation as a trusted source of skilled professionals. This cyclical relationship, where alumni continuously contribute to the success of new graduates, creates a sustainable ecosystem of career support and growth.
Example: McMaster University has an Alumni Services page that highlights all of the career advantages that come with being part of their alumni network. Be sure to put all of the career benefits that your alumni network offers on full display so that you can leverage them as part of the FAB marketing strategy (features, advantages, and benefits), an effective form of brand storytelling that encourages prospective students to vividly imagine their success at your institution.
Source: McMaster University
Building a Strong Alumni Network
If you want to harness the power of alumni networks, it starts with cultivating meaningful relationships from the moment students enroll. Establishing a culture of connection early on makes it easier to keep graduates engaged long after they receive their diplomas.
One of the most effective ways to build a thriving alumni network is through dedicated alumni associations. These groups should not merely exist on paper but should be actively nurtured with opportunities for engagement, such as career workshops, networking events, and mentorship programs. Leveraging digital platforms, such as LinkedIn and exclusive alumni portals, helps create spaces where former students can stay in touch, share job openings, and collaborate on projects.
Personalized outreach is key to maintaining long-term engagement. Schools that take the time to check in with alumni (through newsletters, exclusive events, or professional development opportunities) demonstrate continued investment in their graduates’ success. This encourages reciprocity, as alumni become more willing to give back, whether through donations, guest lectures, or referrals.
Video testimonials featuring alumni discussing how your programs shaped their careers are incredibly effective. Highlighting their professional achievements, career transitions, and personal growth builds trust with prospective students who are weighing their options. Success stories can be embedded into your website, showcased on social media, and included in email campaigns.
Featuring alumni in live webinars or Q&A sessions allows prospective students to ask direct questions about career outcomes. This real-time engagement adds credibility to your institution’s claims, reinforcing the message that your graduates excel in their fields. Schools that leverage alumni networks in these ways transform passive viewers into engaged applicants.
Example: Get creative with your alumni recruitment strategy! Here, Stellenbosch University promotes its alumni network app, Maties Alumni, on YouTube – an exclusive, all-in-one platform for nurturing alumni relationships, career opportunities, mentorship, and personal connections.
Source: Stellenbosch University | YouTube
Elevating Your School’s Reputation Through Alumni Success
Ultimately, the strength of your alumni network is a reflection of the strength of your institution. Schools that prioritize alumni engagement are not only fostering lifelong relationships but are also investing in an authentic, powerful marketing strategy. By celebrating alumni achievements, maintaining strong communication channels, and integrating success stories into recruitment efforts, you can build lasting credibility and attract the next generation of students eager to follow in their graduates’ footsteps.
If your institution is looking for ways to enhance engagement and incorporate alumni networks into your marketing strategy, Higher Education Marketing can help you develop targeted campaigns that amplify your alumni success stories and drive enrollment growth. Your graduates are your greatest success. Make sure their voices are heard!
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Frequently Asked Questions
Question: Why is alumni networking important?
Answer: It plays a crucial role in helping graduates navigate their professional journeys, opening doors to job opportunities, industry insights, and collaborative ventures.
Question: What is the value of alumni networks?
Answer: Alumni networks are excellent social proof, provide great opportunities for organic traffic, and showcase how your school facilitates career development.
EducationDynamics is excited to announce our new webinar series — the InsightsEDU Echo Webinar Series. This series is designed to expand access to the impactful sessions delivered at InsightsEDU 2025. Whether you attended the conference or are looking to gain valuable insights into higher education marketing, recruitment, and enrollment strategies, this webinar series brings expert-led presentations directly to you.
Join us throughout March and April for these exclusive webinars:
This webinar presents insights and discoveries from our most recent report, “Engaging the Modern Learner: 2025 Report on the Preferences & Behaviors Shaping Higher Ed.” These findings lay out the framework for a strategic approach built upon strengthened institutional reputation and engagement strategies that deliver the right message, at the right time to all students and institutional stakeholders.
Speakers: Greg Clayton, President of Enrollment Management Services, and Katie Tomlinson, Sr. Director of Analytics and Business Intelligence. Register Here
Discover proven strategies for navigating marketing transformation in higher education. This session will explore how institutions can modernize their marketing tactics to better align with today’s digital-first landscape.
Speakers: Jamie Ceman, Senior Executive Vice President, RW Jones Agency. Register Here
Learn how cross-departmental collaboration can unlock new strategies for enrollment growth. This webinar will provide actionable steps for aligning marketing, admissions, and academic teams.
Speakers: Dr. Jodi Blinco, Vice President for Enrollment Management Consulting. Register Here
Join EducationDynamics and the experts from EY Parthenon for a solutions-focused conversation about the impact and implications of the Enrollment Cliff. Participants will leave with a better understanding of the full impact of the changes facing higher education and the opportunities available for thriving in the evolving educational landscape.
Speakers: Tracy Kreikemeier, Chief Relationship Officer at EducationDynamics, Kate Kruger, Partner/Principal at EY-Parthenon, and Elizabeth Palmer, Senior Director at EY-Parthenon. Register Here
Explore how AI is transforming search algorithms, user behavior, and website optimization. This session, led by Sarah Russell, VP of Marketing at EducationDynamics, will deliver practical techniques to future-proof your SEO efforts and create a full-funnel marketing strategy that moves students from awareness to enrollment.
Speakers: Sarah Russell, Vice President of Marketing, EducationDynamics. Register Here
Uncover the psychological and strategic factors that influence student decision-making and engagement. Learn how to craft messaging and brands that resonate, inspire, and build lasting relationships.
Speakers: Kelly Ratliff, Director of Client Success and Solutions, RW Jones Agency, and Renee Daly, VP of Brand Strategy, RW Jones Agency. Register Here
