Utah State University will undergo a state audit following an initial review that found “concerns about USU’s governance, leadership, and culture of policy noncompliance.”
At a Tuesday meeting, the state Legislature’s audit subcommittee voted unanimously to conduct a deeper review of the university, which will look at governance and procurement processes, particularly in the president’s office.
The review comes amid reporting that Elizabeth Cantwell, the university’s former president, spent heavily on office remodeling and transportation during her tenure before departing earlier this year.
Dive Insight:
State legislative auditors raised issues with both spending practices and oversight controls at the highest levels of Utah State.
Under the heading of “leadership concerns,” they pointed to institutional purchase card transactions that “significantly increased” during the past two years compared to the preceding half decade.
Those increases occurred during the tenure of Cantwell, who was appointed president in 2023 and stepped down unexpectedly earlier this year to serve as president of Washington State University.
Alan Smith, dean of Utah State’s college of education and human services, is serving as interim president while the institution searches for a permanent leader.
This March, shortly after the announcement of Cantwell’s departure, Cache Valley Daily obtained public records of heavy spending during her tenure. The report noted a $285,000 office remodel that included more than $184,000 in furniture costs, over $800 in spending on mirrors and a $750 bidet toilet.
It also detailed several vehicles Cantwell used for transportation during her time at Utah State, including a new Toyota SUV and a $30,000 electric vehicle.
Auditors flagged purchase card spending during the past two years that “may be concerning due to the nature of the purchases, the dollar amounts involved, and the level of oversight.”
They also noted “issues with the amount spent on presidential motor vehicle assets in the last two years being almost triple the amount for the five years before.”
The review also raised concerns about how Utah State’s leaders acquired goods and services from third parties. Specifically, they found that some executive staff committed the university to contracts over $52,000 — and up to $430,000 — before completing the purchasing process.
Their report recommended a review of procurement policies, controls over open purchase orders, and spending and assets in the Utah State president’s office, as well as an evaluation of whether “governance and leadership at USU have the appropriate structure, tools, processes, culture, structure, and personnel in place to ensure success.”
On Tuesday, state lawmakers on the audit subcommittee called for a deep investigation of the university’s spending.
“I love Utah State. It’s a big part of my district, it employs a lot of people in my district,” one member told audit staff during the meeting. “But I have serious concerns about what is happening at Utah State right now, and so whatever latitude you feel that you need, I like to be part of authorizing that — as deep as you can go.”
Tessa White, chair of the university’s trustee board, voiced support for the state audit at the meeting.
“We welcome the audit,” White said. “There are areas that we are aware of and taking aggressive steps to remedy. We hope that by the time that your audit is done, we will have a whole list of things completed that will give you greater confidence in the school.”
Procurement policies and processes have come under fire at other public institutions as politicians and auditors home in on their spending practices.
Early this year, Gov. Michelle Lujan Grisham called for Western New Mexico University’s entire board of regents to resign after an auditing report surfaced spending by leadership that showed “a concerning lack of compliance with established university policies.”
A state audit late last year of the Connecticut State Colleges and Universities system found several financial transactions that violated institutional policies or lacked adequate documentation. That included some $19,000 in spending on food over two years by Chancellor Terrence Cheng.
In 2024, a state audit of University of Maryland Global Campus raised issues with leadership oversight of a spinoff nonprofit, pointing to — among other issues — a $25.7 million IT project that ended without a viable product.
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Dive Brief:
Five large school districts in Northern Virginia were put on high-risk status and told their federal funding would only be distributed by reimbursement from the U.S. Department of Education Tuesday.
The announcement comes after the Education Department last month found the five districts had violated Title IX through their policies allowing transgender students to use restrooms and locker rooms that match their gender identity.
As the Trump administration advances its agenda to exclude transgender students from sports teams and bathrooms aligning with their gender identities, LGBTQ+ advocates and Democratic lawmakers warn that these funding restrictions are unprecedented and will cause financial hardships to the districts.
Dive Insight:
Collectively, the five Virginia districts impacted have about $50 million in federal formula funding, discretionary grants and impact aid grants that will need to be processed through reimbursements, according to a Tuesday statement from the Education Department.
The districts — all located near Washington, D.C. — are Alexandria City Public Schools, Arlington Public Schools, Fairfax County Public Schools, Loudoun County Public Schools, and Prince William County Public Schools.
“We have given these Northern Virginia School Divisions every opportunity to rectify their policies which blatantly violate Title IX,” said U.S. Education Secretary Linda McMahon in the statement.
Under the Trump administration, the Education Department has maintained that transgender student inclusion in school facilities and on athletic teams encroaches on cisgender girls’ Title IX rights. The 53-year-old Title IX law prohibits sex discrimination in federally funded education programs.
“Today’s accountability measures are necessary,” McMahon said, because the five districts “have stubbornly refused to provide a safe environment for young women in their schools.”
After finding the districts in violation of Title IX in July, the Education Department’s Office for Civil Rights offered a proposed resolution agreement to the districts. The districts were asked to voluntarily agree within 10 days or risk imminent enforcement action including referral to the U.S. Department of Justice. However, the districts rejected those efforts.
The proposed resolution agreement would require the districts to rescind policies that allow students to access facilities based on their “gender identity” rather than their sex and issue a memo to each school explaining that any future policies related to access to facilities must separate students strictly on the basis of sex. The memo would have to specify that Title IX ensures women’s equal opportunity in any education program including athletic programs.
In addition, the agreement would require the districts to adopt “biology-based” definitions of the words “male” and “female” in all practices and policies relating to Title IX.
Fairfax County Public Schools, which has nearly 183,000 pre-K-12 students and is one of the country’s largest school systems, said in a Wednesday statement that the district is reviewing OCR’s letter about the district’s high-risk status and will then respond to OCR. In the meantime, the district is maintaining its policies that it said align with Virginia law and rulings from the 4th U.S. Circuit Court of Appeals.
“FCPS remains dedicated to creating a safe, supportive, and inclusive school environment for all students and staff members, including our transgender and gender-expansive community. Any student who has a need or desire for increased privacy, regardless of the underlying reason, shall continue to be provided with reasonable accommodations,” the district said.
The two Virginia senators, Mark Warner and Tim Kaine — both Democrats — condemned the action against the five districts, saying the Education Department “wants to punish high-performing, award-winning schools districts in Northern Virginia.
“You can’t have a strong economy without strong schools, so add this to the list of President Trump’s disastrous economic policies,” the senators said.
Denise Marshall, CEO of the Council of Parent Attorneys and Advocates, called the action a “direct assault on schools” in a Tuesday statement. The administration’s efforts to withhold “critical” funding are unlawful and amount to “political warfare” and “continue to do significant harm” to schools,” Marshall said.
She added the announcement “is part of the Administration’s pattern to exhibit explicit hostility towards LGBTQ+ students and students of color whose identity often intersects with and includes disability.”
But America First Legal — the organization that filed a complaint with OCR against the five districts earlier this year, sparking the Education Department investigation — condemned the five districts’ defiance of a “federal directive to end illegal ‘gender identity’ policies and choosing to follow extremist ideology over federal law while jeopardizing millions in federal funding.” The AFL had asked the department in its February complaint to “cut off all federal funding” if necessary.
Ian Prior, senior counsel at America First Legal, said in a statement Tuesday that the districts are “proving that they are deliberately indifferent to the safety of schoolchildren and are perfectly willing to sacrifice millions of dollars” in funding that he says supports low-income and special needs students.
Prior added that the “grim reality is that these school districts are merely delaying the inevitable — these policies will soon be dead and buried.”
This year marks the 75th anniversary of the Fulbright Program in Korea, one of the oldest and most robust binational educational exchanges in the world.
Coinciding with this milestone is the 30th anniversary of South Korea’s landmark 5.31 Education Reform – a policy blueprint that sought to transform the nation’s education system into a more open and globally competitive ecosystem.
The Fulbright legacy in Korea illustrates how long-term bilateral cooperation has scaffolded national education strategies and fostered intellectual diplomacy across generations.
The strategic alliance between the Republic of Korea and the United States has been underpinned by an enduring educational partnership. Education has always been more than a soft-power tool in this relationship; it has served as a central pillar for shared values, talent development, policy learning, and institutional co-evolution.
At a time when the Indo-Pacific region is undergoing profound geopolitical, technological, and demographic shifts, reaffirming the educational ties between Korea and the US is a strategic imperative.
Fulbright Korea: peacebuilding through knowledge
Established through a 1950 agreement, Korea became one of the first countries to join the Fulbright Program, though the Korean War delayed its launch until 1960. Revised agreements in 1963 and 1972 created the Korean-American Educational Commission (KAEC) and introduced joint funding, making Korea one of 49 nations to co-finance the programme with the US.
Since then, Korea has often matched or exceeded US contributions. Today, KAEC awards over 200 grants annually to Korean and American participants, supporting a global network of Fulbright scholars and more than 7,600 Korean alumni across diverse fields.
Fulbright Korea exemplifies educational diplomacy at its best. Graduate fellowships support future policymakers and scientists, while English teaching assistants serve across Korea’s provinces, enhancing not just language acquisition but also cross-cultural understanding.
These initiatives echo the lifelong learning ambitions embedded in Korea’s broader educational reforms, showing how international exchange and domestic innovation can reinforce each other. These long-standing programs have strengthened Korea’s education system while fostering mutual understanding, helping to build enduring people-to-people ties that support bilateral cooperation.
Fulbright Korea exemplifies educational diplomacy at its best
The US also supports student mobility and academic advising in Korea through EducationUSA, housed at KAEC, which offers Korean students up-to-date information on American higher education. Korea continues to rank among the top sending countries of international students to the US, with over 43,000 enrolled in 2023/24, making it the third-largest sender.
While the Ministry of Education’s 2024 data reports 3,179 American students enrolled in Korean higher education, US study abroad figures suggest that nearly twice as many participate in programmes based in Korea. The US has also been recognised as a key partner in Korea’s Study Korea 300K Project, which seeks to host 300,000 international students by 2027.
Institutional transformation and globalisation
The 5.31 Education Reform, declared in 1995 amidst the waves of globalisation, aimed to modernise Korea’s education system through two core principles: globalisation and informatisation.
These pillars reshaped how universities operate, allowing for greater curricular flexibility, the introduction of credit banking and recognition of prior learning, and the rapid adoption of digital tools. Competitive government initiatives like Brain Korea 21 and, later, the University Restructuring Plan incentivised research output and global benchmarking.
Despite uneven implementation, the reform not only accelerated the internationalisation of Korean higher education but also deepened its ties with US institutions. By 2008/09, over 75,000 Korean students were enrolled in US higher education, placing Korea among the top sending countries globally.
Given its relatively small population, this figure represented the highest per capita rate of US-bound students in the world. At the same time, Korea became an increasingly attractive destination for American students, with study abroad numbers growing substantially over the past two decades, growing from 2,062 in 2008/09 to 5,909 in 2022/23.
Even before the 5.31 reform, US higher education institutions played a pivotal role. In the decades following the Korean War, American graduate programs served as critical training grounds for a generation of Korean scholars. These individuals returned not as passive recipients or brokers of foreign models but as active knowledge creators who adapted global ideas to local contexts, built research infrastructure, and mentored emerging academics.
This process of intellectual circulation laid the groundwork for Korea’s ascent in global university rankings and research productivity. Foundational initiatives such as the Minnesota Project and the US-supported establishment of KAIST in 1971 were emblematic of this transformation.
Transnational education and role of program providers
Transnational education has added new depth to Korea-US educational co-operation. The Incheon Global Campus, which hosts the Korean branches of five US universities, enables local students to earn US degrees without leaving the country.
These institutions bring American accreditation standards and pedagogical approaches into the Korean context, serving as important centres for cross-cultural learning and academic collaboration. Increasingly, they also function as supportive platforms for study abroad, facilitating intercultural engagement. Modest but meaningful forms of faculty and scholarly exchange further enrich these settings.
Not-for-profit organisations such as IES Abroad have also become indispensable facilitators of educational exchange. Marking its 75th anniversary in 2025 as well, IES Abroad shares a parallel legacy with Fulbright Korea in advancing international education.
Its recently established Seoul Center has already hosted over 220 US students, exemplifying the growing role of study abroad programme providers in fostering engagement with Korean society. By offering for-credit academic programmes, cultural and language immersion, and hands-on learning opportunities, these providers play a crucial role in sustaining the depth and accessibility of bilateral educational exchange.
Toward mutuality and innovation
Together, these developments have yielded significant accomplishments: a thriving academic pipeline, robust knowledge circulation, improved global rankings for Korean institutions, and a steady increase in intercultural literacy among students from both countries. Korean graduates with US degrees now occupy leadership roles in government, academia, and business. American students return with deeper cultural understanding, with many pursuing careers in diplomacy, education, or East Asia-focused industries.
However, challenges remain. Some observers have raised concerns about the asymmetrical flow of talent, particularly during earlier decades when “brain drain” seemed more plausible than circulation.
Others caution against over-Americanisation in curricula and institutional culture. Korea’s demographic decline and the rising cost of US education now pose additional obstacles to sustained exchange. National policy shifts, ideological realignments, and increasing public scrutiny of foreign involvement in higher education further complicate the outlook.
Reimagining educational diplomacy
The pressing challenges highlight the importance of rearticulating a shared vision for the future, particularly as the direction of bilateral commitments established under previous administrations continues to evolve.
Mutual investment in scholarship funds, stronger collaboration among diverse stakeholders within the broader international education field, more accessible hybrid learning models, and enhanced joint governance of transnational campuses can all help to future-proof the Korea-US educational partnership.
In 2025, as we commemorate 75 years of Fulbright Korea and IES Abroad, and reflect on 30 years since Korea’s 5.31 reform, it becomes evident that international exchange and domestic transformation are not separate trajectories but mutually reinforcing forces. Korea-US educational cooperation has evolved from aid-driven assistance to a platform for peer-to-peer growth and innovation.
If approached strategically, the next chapter of this relationship can not only address pressing policy challenges but also reimagine the purpose of education in a world increasingly defined by brittleness, anxiety, nonlinearity, and incomprehensibility.
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Dive Brief:
The U.S. Department of Education quietly rescinded Obama-era guidance that called on states and districts to ensure English learners “can participate meaningfully and equally” in school and “have equal access to a high-quality education and the opportunity to achieve their full academic potential.”
The 40-page Dear Colleague letter, issued in 2015, commended districts for “creating programs that recognize the heritage languages of EL students as valuable assets to preserve.”
The department said in a statement to K-12 Dive that it rescinded the guidance because “it is not aligned with [Trump] Administration priorities.” The rescission of the guidance is part of a broader effort from the Trump administration to center the English language above all others.
Dive Insight:
The comprehensive and long-standing guidance included information on identifying and assessing potential EL students, evaluating EL students for special education services, ensuring their parents have meaningful access to information, and avoiding “unnecessary segregation” of EL students, among other tasks districts typically undertake when serving English learners.
Dear Colleague letters are not legally binding, but are often used to communicate to education stakeholders administration’s priorities and policy interpretations.
The current administration’s rescission of the guidance follows the department’s closure of the Office of English Language Acquisition, which was shut down entirely as part of the agency’s downsizing efforts that began in March.
Before its closure, that office helped ensure that English learners and immigrant students gained English proficiency and academic success, schools preserved students’ heritage languages and cultures, and that all students had the chance to develop biliteracy or multiliteracy skills.
The department’s erasure of the office and guidance that would have helped districts and states serve English learners comes amid other efforts from the Trump administration to prioritize the English language.
In March, President Donald Trump issued an executive order declaring English the national language, despite the country still having no legally established national language.
The order undid a Clinton-era orderthat required federal agencies to improve access to their programs for those with limited English proficiency.
The recent federal push to prioritize English over other languages and to reduce access for English learners comes at a time when the percentage of English learners in public schools is increasing.
There were approximately 5.3 million English learner students in fall 2021, compared with 4.6 million such students a decade prior, according to data from the Education Department last updated in 2024.
For schools, colleges, and universities, social media has become more than just a communications tool. It’s now a primary stage for community engagement, student recruitment, and institutional storytelling. It’s where prospects discover programs, parents check updates, and alumni stay connected. But here’s the challenge: opportunity without clear guidelines can quickly lead to risk. Without a social media policy, schools leave themselves vulnerable to privacy breaches, inconsistent messaging, blurred boundaries between staff and students, misinformation, accessibility oversights, and even regulatory non-compliance.
That’s why a strong, modern school social media policy is essential. It empowers your team with a clear mandate, sets guardrails for professional and ethical use, and establishes workflows that make social platforms a strategic advantage rather than a liability. Done right, a policy doesn’t stifle creativity; it gives staff, faculty, and student ambassadors the confidence to represent your institution authentically, safely, and effectively.
This guide will walk you through a step-by-step, practical framework for building a school social media policy from the ground up. Drawing on Canadian legal requirements like PIPEDA, MFIPPA, and FOIP/FOIPPA, as well as accessibility standards such as AODA and WCAG, we’ll highlight best practices you can adapt to your own institutional context. We’ll also pull in examples from reputable policies and toolkits already in use across the education sector, so you can see how schools of all sizes, from K-12 districts to large universities, are tackling this challenge.
The goal? To help you design a policy that protects your institution, builds trust with your community, and unlocks the full potential of social media as a driver of engagement and recruitment.
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Step 1: Scope and Objectives (Set the Mandate)
The first step in building a school social media policy is setting its scope and objectives. In other words, define exactly what the policy will and won’t cover, and establish its purpose. Without a clear mandate, policies can easily become either too vague to be useful or so broad they’re unenforceable.
Start with the scope. Your policy should outline the types of accounts and activities it governs. This typically includes:
Official institutional accounts (the main school, college, or university channels).
Department, program, and athletics accounts are managed under the institutional brand.
Professional use of social media by staff when tied to their role at the institution.
Personal accounts only when they intersect with professional responsibilities, for example, when an employee references their school role in a bio or shares institutional content.
It’s equally important to clarify who the policy applies to. Most schools extend it beyond full-time employees to include contractors, volunteers, trustees or board members, and student workers. That ensures consistency across every voice representing the institution.
Next, define platforms in scope. Policies usually include public-facing social networks (Facebook, Instagram, TikTok, YouTube, X/Twitter, LinkedIn) and messaging apps when used for school business (e.g., WhatsApp, Slack, or Teams). Learning management systems (LMS) or academic collaboration tools like Brightspace or Google Classroom may be excluded if they’re already governed by separate policies.
Finally, tie the scope to objectives. A strong policy should:
Support institutional values and brand consistency.
Protect privacy and data security.
Ensure compliance with laws and regulations.
Safeguard professional boundaries between staff, students, and the public.
Promote accessibility and inclusivity.
Provide clear guidance for staff and students so they can engage with confidence.
Example: Arcadia University’s social media policy explicitly applies to “all faculty, staff, students, trustees, volunteers, and third-party vendors” who manage accounts on behalf of the university. In other words, anyone handling an official or work-related social media presence is within the policy’s scope, not just employees. This breadth ensures a consistent standard across all channels and individuals associated with the school’s online presence.
Step 2: Risk and Needs Assessment (Ground It in Reality)
Before drafting rules, you need a clear picture of how social media is currently used across your institution. Start with an audit: which accounts exist, who manages them, what devices they use, and what level of access is granted? This mapping exercise not only shows how sprawling your social presence may be but also reveals immediate risks.
Categorize those risks clearly:
Privacy: posting student names, images, or personal data without consent.
Reputational: off-brand messaging, unmoderated comments, or negative publicity.
Operational: lost passwords, shadow accounts, or inactive pages damaging credibility.
Compliance: failures in records retention, accessibility (AODA/WCAG), or anti-spam legislation.
Example: University of Waterloo (Renison University College) – The School of Social Work’s social media policy begins with a frank acknowledgment of the rapidly changing social media landscape and the challenges it poses (e.g. blurred boundaries between students and professionals). It emphasizes the need for guidelines to protect everyone involved from “potential negative consequences,” directly addressing the risks and needs that prompted the policy. This reality-grounded preamble shows the policy was built in response to actual issues observed in practice.
Go further by interviewing principals, faculty, coaches, and IT/security staff. These conversations often uncover grey areas, like student leaders running unofficial team accounts or staff using messaging apps for school business.
For inspiration, review policies like the Toronto District School Board’s Procedure PR735, which provides clear guidance on professional use and compliance (TDSB PR735 PDF).
Finally, create a simple risk register (spreadsheet) listing each risk, its likelihood, potential impact, current controls, and planned mitigations. Revisit this quarterly to keep your policy grounded in reality, not theory.
Step 3: Core Legal and Policy Foundations (Canada-Specific)
Schools and their social media policy must be anchored in the laws and standards that govern privacy, access to information, and accessibility. In Canada, the framework varies depending on the type of institution.
For universities, colleges, and many independent schools in the private sector, PIPEDA applies. Its consent principles require that personal information be collected and shared only with meaningful consent that is specific, informed, and easy to withdraw (Office of the Privacy Commissioner of Canada).
Public institutions must look to provincial laws. In Ontario, MFIPPA governs how student information is collected, used, and disclosed (IPC Guide for Schools). In British Columbia, FOIPPA applies to boards, colleges, and universities, supported by practical guidance like the province’s social media tip sheet (BC FOIPPA Social Media Guide). In Alberta, FOIP covers public school authorities, with resources from the OIPC and universities.
What is an example of a social media policy? In higher education,Mohawk College’s Social Media Policy ties online activity directly to Canadian privacy laws, accessibility requirements, and internal codes of conduct, while also setting expectations for official accounts. For K–12,Greater Victoria School District Policy 1305 offers a concise framework rooted in district values and professionalism.
Accessibility is equally critical. In Ontario, the AODA requires that all digital communications be accessible, aligned with WCAG 2.0 levels A/AA.standards (Ontario Accessibility Guidance). Federally, the Treasury Board recommends WCAG 2.1 AA and EN 301 549 adoption (Government of Canada Digital Accessibility Toolkit).
Anchoring your policy in these laws ensures your institution not only reduces risk but also demonstrates accountability and inclusivity from the outset.
Example: Nova Scotia Community College (NSCC): NSCC’s Social Media Policy explicitly lists the Canadian laws and regulations that underpin acceptable social media use. It requires adherence to legislation such as Canada’s Anti-Spam Law (CASL), privacy laws like FOIPOP (provincial Freedom of Information and Protection of Privacy) and PIPEDA, the Human Rights Act, the Intimate Images and Cyber-protection Act, the Copyright Act, etc., as well as relevant college policies. By doing so, NSCC ensures its policy is grounded in national and provincial legal frameworks, providing a clear legal context for users.
Strong governance is the backbone of any school’s social media policy. Start by maintaining a central registry of all official accounts, whether institutional, departmental, or program-specific. For each, assign three roles: an accountable owner, a backup owner, and a communications/marketing lead. This ensures continuity when staff change roles. Require two-factor authentication across platforms, prohibit credential sharing, and centralize credential storage where possible.
Visual consistency matters, too. Borrow from UBC Brand’s social media guidelines on avatars, logos, and naming conventions to maintain a unified institutional identity (UBC Brand Guidelines).
Before any new account launches, establish an approval workflow. Require an application form documenting the account’s purpose, audience, staffing plan, and moderation strategy. This prevents “shadow accounts” and ensures new initiatives align with institutional priorities.
Finally, don’t overlook records management. Communications conducted through official accounts may constitute institutional records under provincial law. Align your policy with your school’s records retention framework, clarifying who is responsible for archiving social content.
Example: McGill’s guidelines require each institutional account to have at least two staff administrators plus a “central communications” administrator, and that accounts be tied to a departmental email (not an individual’s email) for password recovery. These practices ensure accounts are not “personal fiefdoms,” they belong to the institution, and records (including login info and content archives) are managed responsibly.
For inspiration, look at NYC Public Schools’ staff social media guidance, which requires registration of official accounts and outlines monitoring expectations (NYCPS Guidelines). While U.S.-based, the governance structures translate well to Canadian contexts.
Step 5: Privacy, Consent, and Student–Staff Boundaries
Protecting personal information is one of the most important functions of a school’s social media policy. Define clearly what counts as personal data: names, images, video, voice recordings, and any identifiable details. As the Office of the Privacy Commissioner of Canada advises, consent should always be obtained before posting content involving others online (OPC Guidance).
In Ontario, boards must ensure alignment with MFIPPA. For example, Abbotsford School District’s AP 324 media consent policy demonstrates best practices, including clear parental consent forms and proper recordkeeping (Abbotsford AP 324 PDF). Such models can guide how to design workflows that balance opportunity with privacy protection.
Equally critical are staff–student boundaries. Your policy should mandate the use of approved channels only, no personal phone numbers, no personal accounts, and no “friend” connections with students online. Communication must remain professional and transparent. NYC Public Schools provide a helpful benchmark, with explicit staff guidance and even age-specific student social media guidelines (NYCPS Staff Guidelines).
Example: Toronto Catholic District School Board (TCDSB): TCDSB’s social media guidelines draw very clear lines to protect privacy and maintain professional boundaries. Staff are forbidden from “friending” or privately messaging students on personal social media – all communication with students must occur through official, school-sanctioned accounts and only for educational purposes. The policy also enforces strict consent rules: no student’s name, photo, or any identifying information may be posted on social media without written parental consent, and the use of student images on official accounts must follow the board’s annual consent process in compliance with Ontario privacy law (MFIPPA).
✅ Do use only approved institutional channels for all communication.
✅ Do secure and store consent forms before posting student content.
✅ Do respect privacy by default. When in doubt, leave it out.
❌ Don’t use personal accounts, texts, or private messaging apps with students.
❌ Don’t post identifiable student content without explicit, recorded consent.
❌ Don’t blur professional boundaries (e.g., friending or following students on personal profiles).
Are teachers allowed to post their students on social media? Yes, but only with appropriate consent and in full compliance with privacy legislation. In the private sector, PIPEDA requiresmeaningful consent. Ontario’s public boards must follow MFIPPA, with guidance from theIPC’s education resources. By embedding privacy safeguards and clear boundary rules, schools protect students, staff, and their reputation while still enabling authentic digital engagement.
Step 6: Content Rules, Moderation, Accessibility, and Contests
A strong social media policy must tell people what to post, how to post it, and how to manage responses. Start with standards for tone, accuracy, and brand alignment. Require respectful, inclusive language and clear disclosures (e.g., partnerships, sponsorships).
Next, define moderation. Borrow from BC’s corporate moderation policy (BC Gov Guidelines): state what comments are removed (hate speech, spam, off-topic promotions), how warnings are issued, and when accounts are blocked. Make moderation workflows transparent to staff and users.
Example: Queen’s University underscores the importance of moderation rights: they reserve the right to delete disruptive or defamatory posts, and to remove or block users who repeatedly violate guidelines. Like other schools, they want to allow dialogue but will intervene if someone is, for instance, spamming the page or attacking others. The guidelines mention that collaborators (i.e., those who contribute to Queen’s social media) must “obtain explicit permission to publish or report on conversations intended to be private or internal”. In other words, don’t take a private email or a closed meeting discussion and post it publicly without consent – doing so could breach confidentiality. Similarly, no confidential or proprietary info about the university or its partners should be shared on social media.
Accessibility is non-negotiable. Every post should follow WCAG 2.0 levels A/AA and AODA requirements: alt text for images, captions for videos, no text-only graphics, and accessible hashtags (#CapitalizeEachWord). See Ontario’saccessibility guide and Canada’sDigital Accessibility Toolkit.
Contests or giveaways add another layer. Do social media contests require special rules? Yes. Schools must comply with Canada’s Anti-Spam Legislation (CASL) when running promotions involving commercial electronic messages or online entries. TheCRTC’s CASL guide andFAQs explain consent and identification requirements. For drafting contest rules, see legal overviews byBLG (2025) andGowling WLG (2023).
Checklist for Staff:
✅ Post accurate, respectful, branded content
✅ Add alt text, captions, and accessible formatting
✅ Moderate comments against clear rules
✅ Secure consent before promotions/contests
❌ Don’t post text-in-images without alternatives
❌ Don’t run contests without legal review
Step 7: Training, Launch, Metrics, and Continuous Improvement
Even the strongest policy fails without training. Translate your guidelines into practice by building role-specific training modules for account owners, moderators, coaches, and student ambassadors. Incorporate Canadian digital literacy resources like MediaSmarts’ Digital Literacy Framework (overview;full PDF) to reinforce safe, ethical, and effective online engagement. Support staff with PD sessions, publish an internal FAQ, and run scenario-based exercises, such as managing a doxxing attempt or handling a viral misinformation post.
When launching, stagger the rollout: pilot in one department, gather feedback, and expand with adjustments. Communicate the policy widely so every stakeholder understands their role. Schedule quarterly refreshers to ensure compliance as platforms, tools, and threats evolve.
Example: University of British Columbia (UBC): UBC provides a detailed Social Media Playbook and Project Planning Tips to guide training and content planning for account managers. They recommend auditing capacity before launch, building content calendars, and using analytics for continuous improvement. UBC also sets platform-specific tips (e.g., mobile-first design, proper hashtag use) to elevate training beyond policy to practice.
Success requires measurement. Track metrics that matter: audience reach, engagement quality, average response time, accessibility compliance (captioning/alt-text rates), harmful content removal time, and incident frequency. Pair this with annual policy reviews against your risk register and evolving legal obligations. Document revisions and circulate them across the institution so no one is left behind.
Checklist for Staff:
Complete mandatory training before account access
Use MediaSmarts or similar frameworks for student modules
Run tabletop exercises annually
Measure engagement, accessibility, and incident response
Review/update policy yearly
How to Use This Checklist
Policies can sometimes feel abstract, but implementation lives in the details. To make your school or institution’s social media policy actionable, translate the principles into operational steps your teams can follow every day.
The following checklist is designed as a drop-in appendix: administrators can copy it directly into their policy, while communications teams and account owners can use it as a quick reference. It consolidates the essentials, governance, privacy, accessibility, moderation, and security into a single, practical tool. Review it regularly, update it as laws and platforms evolve, and use it as both a compliance safeguard and a training guide.
Operational Checklist (Copy-Paste into Your Policy)
Action
Reference / Example
Maintain a central registry of all official accounts, owners, and backups; enforce two-factor authentication on every account.
Creating a modern, compliant, and effective school social media policy isn’t just about managing risk. It’s also about empowering your institution to communicate with confidence. The right framework balances opportunity and responsibility, ensuring your teams can build authentic connections with students and families while safeguarding privacy, accessibility, and professionalism.
At Higher Education Marketing (HEM), we help schools, colleges, and universities do exactly that. From developing policies rooted in Canadian legal standards to training staff and student ambassadors on best practices, our team specializes in building digital strategies that drive engagement and enrollment. Whether you need support crafting your first policy, auditing existing processes, or integrating governance into a broader digital marketing strategy, HEM provides the expertise to make it happen.
In a digital-first world, trust and clarity are everything. By partnering with HEM, your institution can move forward with a social media policy that not only protects your community but also amplifies your brand in the right way.
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Frequently Asked Questions
Question: What is an example of a social media policy? Answer: In higher education,Mohawk College’s Social Media Policy ties online activity directly to Canadian privacy laws, accessibility requirements, and internal codes of conduct, while also setting expectations for official accounts. For K–12,Greater Victoria School District Policy 1305 offers a concise framework rooted in district values and professionalism.
Question: Are teachers allowed to post their students on social media? Answer: Yes, but only with appropriate consent and in full compliance with privacy legislation. In the private sector, PIPEDA requiresmeaningful consent. Ontario’s public boards must follow MFIPPA, with guidance from theIPC’s education resources.
Question: Do social media contests require special rules? Answer: Yes. Schools must comply with Canada’s Anti-Spam Legislation (CASL) when running promotions involving commercial electronic messages or online entries. TheCRTC’s CASL guide andFAQs explain consent and identification requirements. For drafting contest rules, see legal overviews byBLG (2025) andGowling WLG (2023).
The early years are a critical time to teach the foundations of math. That’s when children learn to count, start identifying shapes and gain an early understanding of concepts like size and measurement. These years can also be a time when children are confronted with preconceived notions of their abilities in math, often based on their race, which can negatively affect their math success and contribute to long-standing racial gaps in scores.
These are some of the motivating factors behind the Racial Justice in Early Math project, a collaboration between the Erikson Institute, a private graduate school focused on child development, and the University of Illinois Chicago. The project aims to educate teachers and provide resources including books, teacher tips and classroom activities that help educators combat racial bias in math instruction.
I sat down with Danny Bernard Martin, professor of education and mathematics at the University of Illinois Chicago, project director Priscila Pereira and Jennifer McCray, a research professor at the Erikson Institute, to learn more about their work. This conversation has been edited for length and clarity.
What are some of the key examples of racial injustice that you see in early math education?
Martin: If I say to you, ‘Asians are good at math,’ that’s something that you’ve heard, we know that’s out there. When does that kind of belief start? Well, there’s something called ‘racial-mathematical socialization’ that we take seriously in this project, that we know happens in the home before children come to school. Parents and caregivers are generating messages around math that they transmit to children, and then those messages may get reinforced in schools.
Even at the early math level, there are research projects beginning to construct Black children in particular ways, comparing Black children to white children as the norm. That is a racial justice issue, because that narrative about white children, Black children, Asian American children, Latinx children, then filters out. It becomes part of the accepted truth, and then it impacts what teachers do and what principals and school leaders believe about children.
What does this look like in schools?
McCray: Perhaps the math curriculum doesn’t represent them or their experience. We all know that often schools for children of color are under-resourced. What often happens in under-resourced schools is that the curriculum and the teaching tends to focus on the basics. There might be an overemphasis on drilling or doing timed tests. We also have those situations where people are doing ability grouping in math. And we know what the research says about that, it’s basically ‘good education for you, and poor education for you.’ It’s almost impossible to do any of that without doing harm.
One line of research has been to watch teachers interact with children and videotape or study them. And in diverse classrooms with white teachers … often it is observed that children who are Black or Latina aren’t called on as often, or aren’t listened to as much, or don’t have the same kind of opportunity to be a leader in the classroom.
What should teacher prep programs, administrators and families do to address racial justice issues in early math?
McCray: Maybe the white teacher is reflecting on themselves, on their own biases … trying to connect with families or communities in some way that’s meaningful. We want teachers to have that balance of knowing that sometimes you do want to teach a procedure, but you never want to be shutting down ideas for creative ways to solve a math problem, or culturally distinct ways to solve a math problem that might come from your students.
It might be something like, you’re working on sorting in an early childhood classroom. And what if a child is thinking about a special craft that their parent does that’s like the [papel picado], or papers that get cut in very elaborate designs in Mexico. … If the teacher doesn’t have space to listen, it could be a shutdown moment, instead of a moment of connection, where the child is actually bringing something … that is associated with their own identity.
Pereira: I do feel that sometimes the conversations of racial justice really put the weight on teachers and teachers alone. Teaching is part of a larger structure. Maybe your school will not allow you to do the work that is needed. I’m thinking about [a teacher] who was required to follow a scripted curriculum that did not promote the positive math identity for Black children. It needs to be a whole community effort.
How is your initiative changing this?
Pereira: There are resources in terms of opportunities that we offer to teachers to engage with our content and ideas: webinars, a fellowship and an immersive learning experience in the summer of 2026. These spaces are moments in which educators, researchers and people that are engaged in the education of young learners, can come together … and disrupt mainstream notions of understanding what is racial justice and how one gets that in the classroom.
Right now, research and initiatives zeroing in on race are under scrutiny, especially at the college level. Do you foresee any additional challenges to this work?
Pereira: There was a National Science Foundation grant program focused on racial equity in STEM and we had been planning to apply for funds to do something there. … It’s gone. … The only place we’re welcome is where there’s a governor who is willing to take on Trump. We just have to keep doing the work, because we know what’s right. But it is challenging, for sure.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Paulina Cossette spent six years getting a doctoral degree with the goal of becoming a university professor. But it wasn’t long before she gave up on that path.
With higher education under political assault, and opportunities as well as job security diminished by enrollment declines, Cossette felt burnt out and disillusioned. So she quit her hard-won job as an assistant professor of American government at a small private college in Maryland and used the skills she’d learned to go into business for herself as a freelance copy editor.
Now Cossette is hearing from other newly minted Ph.D.s and tenured faculty who want out — so many, she’s expanded her business to help them leave academia, as she did.
Seemingly relentless attacks and funding cuts since the start of Donald Trump’s second presidential term have been “the straw that broke the camel’s back,” said Cossette, who left higher education on the eve of the pandemic, in 2019. “I’m hearing from a lot more people that it’s too much.”
An exodus appears to be under way of Ph.D.s and faculty generally, who are leaving academia in the face of political, financial and enrollment crises. It’s a trend federal data and other sources show began even before Trump returned to the White House.
Nearly 70 percent of people receiving doctorates were already leaving higher education for industry, government and other sectors, not including those without job offers or who opted to continue their studies, according to the most recent available figures from the National Science Foundation — up from fewer than 50 percent decades ago.
As for faculty, more than a third of provosts reported higher-than-usual turnover last year, in a survey by Hanover Research and the industry publication Inside Higher Ed. That was before the turmoil of this late winter and spring.
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“People who can get out will get out,” said L. Maren Wood, director and CEO of the Center for Graduate Career Success, which works with doctoral and other graduate students at 69 colleges and universities to provide career help.
If the spree of general job-switching that followed Covid was dubbed “the Great Resignation,” Wood said, what she’s seeing now in higher education is “the Great Defection.”
Getting a Ph.D. is a traditional pipeline to an academic career. Now some of the brightest candidates — who have spent years doing cutting-edge research in their fields to prepare for faculty jobs — are leaving higher education or signing on with universities abroad, Wood said.
“It’s going to affect the quality of a student’s experience if they don’t get to study with those leading minds, who are going into private industry or to other countries,” she said.
“What’s the joke about those who can’t do, teach? You don’t want to be in a situation where the only people left in your classrooms are the ones who can’t do anything else.”
Parents sending children to college in the fall should know that they’ll be taking classes “with a faculty member who is worried about his or her research funding and who doesn’t have the help of graduate student teaching assistants. And that’s really going to impact the quality of your student’s experience,” said Julia Kent, a vice president at the Council of Graduate Schools, who conducts research about Ph.D. career pathways.
“The quality of undergraduate education is at stake here,” Kent said.
Even Ph.D.s who want to work in academia are being thwarted.
During the Great Recession and the pandemic — two recent periods when there were few available faculty jobs — doctoral candidates could continue their studies until things got better, Wood said. This time, the Trump administration’s cuts to research funding have stripped many of that option.
“This is way worse” than those earlier crises, she said. “Doctoral students are in panic mode.”
The same deep federal cuts mean doctoral candidates in science, technology, engineering, math and other fields can’t complete the research they need to be eligible for what few academic jobs do become available.
“You’re basically knee-capping that younger generation, which undermines the intergenerational dynamism that takes place in higher education. And that trickles down into the classroom,” said Isaac Kamola, an associate professor of political science at Trinity College and head of the Center for the Defense of Academic Freedom at the American Association of University Professors, or AAUP.
Doctoral candidates early in their programs are questioning whether they should stay, said Wood. That could reduce the supply of future faculty. So will the fact that some universities have reduced the number of new Ph.D. candidates they will accept or have rescinded admission offers, citing federal budget cuts. Fewer prospective candidates are likely to apply, said Timothy Burke, a professor of history at Swarthmore College who has written about this topic.
“Our graduating students right now are thinking differently about what it means to start a doctorate,” Burke said.
Meanwhile, he said, “all the things that were dismaying to many faculty of long standing just feel worse. People who would have been totally content to stay put, whose prospects were good, who had good positions, who were more or less happy — now they’re thinking hard about whether there’s a future in this.”
That means undergraduates could experience fewer available classroom professors and teaching and graduate assistants or the “only tenuous presence of faculty who are thinking hard about going somewhere else,” he said. “There are going to be programs that are going to be shut. There are going to be departments running on fumes.”
The route to a university faculty job has always been hard. Finishing a doctoral degree takes a median of nearly six years, according to the American Academy of Arts and Sciences — nearly seven in the arts and humanities.
Doctoral students who manage to finish their programs have always had to fight for faculty positions, even before institutions announced cutbacks and hiring freezes.
Universities enroll far more doctoral candidates, to provide cheap labor as teaching and research assistants, than they will ever hire. The number of doctoral degrees awarded rose from 163,827 in 2010 to an estimated 207,000 this year, the National Center for Education Statistics says — a 26 percent increase, during a period in which the number of full-time faculty positions went up at less than half that rate.
With colleges and universities under stress, still more doctoral candidates now face the prospect of spending years “training for a career that isn’t actually available,” said Ashley Ruba, a Ph.D. who left higher education to work at Meta, where she builds virtual reality systems.
“If you told someone going to law school that they couldn’t get a job as a lawyer, I don’t think they’d do it,” said Ruba, who is also the founder of a career-coaching service for fellow Ph.D.s called After Academia.
People already in faculty jobs appear equally on edge. More than 1 in 3 said in a recent survey that they have less academic freedom than in the past; half said they worry about online harassment.And faculty salaries have been stagnant. Pay declined for the three years starting with the pandemic, when adjusted for inflation, the AAUP reports, and has still not recovered to pre-pandemic levels.
People with Ph.D.s can earn more outside academia — an average of 37 percent more, one study found. Employers value skills including active learning, critical thinking, problem-solving and resilience, which is “everything you learn in a doctoral program,” Ruba said.
The proportion of faculty considering leaving their jobs who are looking for work outside of academia has spiked. Before the pandemic, it was between 1 and 8 percent each year. Since then, it has been between 11 and 16 percent, according to R. Todd Benson, executive director and principal investigator at the Collaborative on Academic Careers in Higher Education at the Harvard Graduate School of Education, or COACHE. The figure comes from surveys conducted at 54 major universities and colleges.
A Facebook group of dissatisfied academics, called The Professor Is Out, has swelled to nearly 35,000 members. It was started by Karen Kelsky, a former anthropology professor who previously helped people get jobs in academia and now coaches them on how to leave it.
“It’s difficult to overcome the stereotype of a university professor, which is that they’re coddled, they’re overprivileged, they’re arrogant and just enjoying total job security that nobody else has,” said Kelsky, who also wrote “The Professor Is In: The Essential Guide to Turning Your Ph.D. Into a Job,” a second edition of which is due out this fall.
Today, “they are overworked. They’re grossly underpaid. They are being called the enemy. And they’re bailing on academia,” she said.
“Every time I talk to a tenured professor, they tell me how miserable they are and how desperate they are to get out,” said Kelsky. “And there’s no way this isn’t having real-life, tangible impacts on the quality of education students are getting.”
Contact writer Jon Marcus at 212-678-7556, [email protected]orjpm.82 on Signal.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Petition from ETS scorers takes issue with shifts being handed to offshore colleagues, claiming that such decisions are often taken last minute.
Concerns raised over new scorers not having English as a first language – which ETS says does not matter so long as the scorer has the correct expertise.
ETS defends “strategic decision” to look beyond the US for some of its scorers, saying this reflects the global nature of its business.
“Over the past several months, ETS has stopped assigning shifts to US-based rates and scoring leaders without any clear or honest explanation,” states the petition.
“There has been a quiet transition to a completely offshore rater pool, with scoring for the TOEFL Speaking section now handled almost entirely out of India. US raters – many of whom have supported this work for over a decade – have been ghosted,” it claims.
According to speaking raters and leaders interviewed by The PIE News, shifts for US-based raters and scoring leaders started reducing in December 2024 and have all but dried up, though employees are still asked each month to submit their availability.
But according to the testing giant, scoring staff were informed in December 2024 of the expansion of ETS’s scoring capabilities beyond the US, including being told that the shift “could result in a reduction of scoring hours for US-based raters”.
“This change reflects our effort to meet international demand more effectively and leverage a broader, global pool of qualified scoring professionals,” an ETS spokesperson told The PIE.
And yet, employees have complained of a lack of transparency from ETS: “Those who complained to HR or Scheduling receive either silence or vague boilerplate responses citing ‘global strategy’ or ‘volume’”, the petition states.
According to Teri Anglim, a scoring leader who has worked for TOEFL since 2006: “The email that came in December was well crafted… they said they were going to be including global raters and that some would see their shifts increase and others would decrease”.
“Come February, lots of raters would email me and say they were only scheduled for five days out of the month, some having registered their availability for every day,” said Anglim.
“Come March, they might get 10 days for the month, but a day and a half before their shift, they’d get an email saying that half of their shifts were cancelled,” she explained.
Several employees have echoed similar frustrations over shifts being cancelled at the eleventh hour.
Speaking to The PIE anonymously, another scoring leader explained it was their understanding that “ETS still sends out availability requests every month and actually confirms one or two shifts at most, only for them to be cancelled at the last minute”.
“Because I work for other programs, I’m getting scheduled for them but not for TOEFL. ETS essentially wants to keep our pool of workers ‘on-call’ to the side, just in case,” they said.
By Anglim’s accounts, shifts for US test raters had all but dried up in April, though test scorers training the new global raters continued receiving shifts.
In May, the number of raters on each scoring leader’s roster was increased, with experienced leaders finding it difficult to keep up with the increased monitoring.
“It’s humanly impossible to keep tabs on 24 people who are novices at scoring,” said Anglim, who became concerned that mistakes could slip through the cracks.
And yet, by June, Anglim was assigned six shifts for the whole month and saw three of them cancelled: “That was the end of TOEFL for us, the scoring leaders,” she said.
It’s not diverse, it’s certainly not equitable, and it’s not inclusive
Teri Anglim, TOEFL scoring leader
The petition is demanding that ETS provides a “clear, honest explanation of how shifts are being assigned”, as well as detailed accounts of how many US raters have received shifts since April and the ratio of US raters and the new global pool.
The scoring leader speaking to The PIEanonymously said they were “devastated to no longer be a part of a program [they] helped build 20 years ago… ETS used to be a great side income, but it’s mere pittance now.”
“[ETS] basically told us last fall that we would be training our replacements – they didn’t word it quite like that, but we all knew our days were numbered at that time.”
Since many raters work part-time for ETS, they say they have had to rely on other jobs and pick up shifts elsewhere since the reductions.
“At this point in my life, I do get social security, and I’m looking for other remote jobs,” said Anglim, who holds a BA from Arizona State University and two MA degrees from the University of Texas Arlington.
Beyond the personal impact on employees, Anglim said she was concerned about the standard of the new scorers, with the petition claiming that the scoring of the TOEFL Speaking section is “now handled almost entirely out of India”.
Anglim, who trained many of the new scorers, said: “I have nothing against the raters in India – I liked working with them – though I was concerned about non-native English speakers marking the test without other people.”
“How can a company like the Educational Testing Service (ETS) promote DEI when having scorers only from one place is not diverse, it’s certainly not equitable, and it’s not inclusive,” she said.
For its part, ETS has countered the claims, stressing that new raters are given the same “rigorous” training as existing ones and that it is irrelevant whether or not English is their first language.
Anglim recalled a case when she was reviewing the scores given to a test-taker from Germany, whose English was “impeccable” – “his vocabulary was better than I use”, she said – though he was scored two out of four for delivery.
In that incident, Anglim initiated a score change, but she said she was worried that individuals who have taken the test since January could be “collateral damage” of the new pool of scorers.
The TOEFL exam is primarily used to measure the English proficiency of test takers applying to English speaking universities in the UK, Canada, the US, Australia and New Zealand, among a few others.
Out-of-work US-based raters fear that moving the test scoring offshore will lead to a loss of raters who instinctively know the nuances of the English language that can affect score outcomes.
What matters is expertise, not where someone was born or what their first language was
ETS
Alongside a “commitment to transparency, accountability and professional respect” for its employees, the petition’s signatories want an “acknowledgment that the rater and scoring leader roles are now being filled exclusively from India”.
The scoring leader speaking anonymously also said they were “concerned about the integrity of the test”, fearing “it will be compromised due to raters and leaders who aren’t fully proficient in English”.
“My interactions with some raters over the years and with these specific ‘global raters’ left me wondering how thoroughly ETS had vetted their language abilities.
“I fear that TOEFL will die once US universities get wind of this shift and also if scores end up being inaccurate, leading to difficulties or even failure for international students,” they said.
Responding to the claims, an ETS spokesperson said that the integrity of the TOEFL would “always be [its] highest priority”.
“All of our raters, whether English is their first or learned language, go through the same rigorous training, qualification process, and continuous monitoring to ensure scores are fair, accurate, and consistent.
“What matters is expertise, not where someone was born or what their first language was and our diverse community of raters reflects exactly that.”
ETS leadership have not formally responded to the petition or addressed the 342 signatories or their demands.
Speaking to The PIE, an ETS spokesperson said the company had “a growing global customer base and a business that continues to evolve to meet the needs of learners, institutions, and partners worldwide.
“In response to these changing demands, we made the strategic decision in late 2024 to expand our scoring capabilities beyond the US.
“This shift allows us to better serve a global testing population, increase operational flexibility, and uphold the quality and efficiency our customers expect.”
It told The PIE: “We are grateful to the many raters and scoring leaders in the US who have supported TOEFL over the years and helped establish the standards we maintain today.
“ETS remains committed to treating all members of our scoring community with respect and to communicating transparently as we continue to adapt in an increasingly globalised education landscape.”
Last month, the Department of Health and Human Services accused Harvard of violating Title VI, which bans discrimination based on race or nationality at any school that takes federal funding. Last week, it was reported that Harvard is nearing a $500 million settlement with the administration to end legal battles.
In the past two years alone, HHS noted, Harvard has accepted nearly $800 million from the government. But the threat to Harvard’s funding is just the headline. The sweeping theory of “harassment” HHS used to justify its claim has the potential to cause huge damage, not just at Harvard but across the nation, by collapsing protected speech and misconduct into a single charge that could turn campus protest into a civil rights violation.
There’s nothing new about the idea that we need to ban the expression of certain opinions in order to fight discrimination — that’s the reasoning behind a vast number of speech codes that FIRE has fought since 1999. The new, destructive twist on this is what we at FIRE call the cumulative theory of harassment. That’s the notion that while myriad individual instances of expression by unrelated individuals may be fully protected under the First Amendment, they can together create a cumulative harm, even to those not present and not targeted by the speech, that justifies overriding the Constitution.
By using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it.
In Harvard’s case, HHS has determined that since the October 7, 2023, Hamas attack on Israel, the accumulation of antisemitic and anti-Israel rhetoric constitutes a “hostile environment on its campus for Jewish students.” HHS claims Harvard failed to “take appropriate corrective action” to end this hostile environment, thus violating Title VI.
At first glance, this finding may seem justified, or at least not worth worrying about. After all, most Americans are not exactly enthusiastic about their tax dollars going to fund campuses that are hostile environments for Jewish or Israeli students, or anyone else, simply because of their race, color, or national origin. Still, there are several major problems with interpreting the law in the way HHS does here.
Cumulative theory conflates protected expression with unprotected conduct
First and foremost, the government has deemed that a hostile environment exists at Harvard by conflating constitutionally protected expression — including core political speech, which gets the highest level of protection — with unprotected conduct such as vandalism, blocking entrances and exists, even acts of physical violence.
A single paragraph provided an illuminating look at how HHS blurs the line between protected speech and unprotected conduct in order to accuse Harvard of violating federal law:
Harvard student groups and faculty groups posted to Instagram an antisemitic cartoon that included the Star of David, dollar signs, and nooses. The image depicted “a white hand, marked with a dollar sign inside a Star of David, tightening nooses around the necks of a Black man [Muhammad Ali] and an Arab man [Gamal Abdel Nasser].” This incendiary image was subsequently reposted on Instagram by Harvard Faculty and Staff for Justice in Palestine.
It’s not hard to see why Jewish and Israeli students (and many others) would find this cartoon offensive. But it is undoubtedly political speech, which lies at the very core of what the First Amendment protects. In fact, the cartoon in question was originally published in 1967 by the Student Nonviolent Coordinating Committee, one of the best-known organizations of the civil rights movement of the 1960s. As the Los Angeles Timespointed out, it was controversial then as well, but this history only serves to clarify that it is indeed political speech. The Harvard groups’ use of the cartoon to make points about “apartheid and occupation” only reinforces the fact that it is political in nature.
Furthermore, there’s no question that, in a country where the First Amendment continues to protect even the likes of the Westboro Baptist Church holding signs saying “God Hates Fags” and “Thank God for Dead Soldiers” outside military funerals, the government simply cannot take action against others for merely for posting a political cartoon on social media.[1]
The next sentence in HHS’ paragraph reveals that some or all of these groups (the letter does not specify) apologized for posting the cartoon, but suggests the apology was insincere:
The apology for these postings came with a photo of a figure known for saying, “The only good Zionist is a dead Zionist.”
Indeed, the Harvard groups eventually replaced the cartoon in the infographic with a picture of civil rights activist Kwame Ture (Stokely Carmichael), who was known for his anti-Zionist views and who famously echoed the “dead Zionist” remark during a 1990 speech at the University of Maryland. But the revised post from the Harvard groups did not quote his remark directly, despite HHS implying that the Harvard groups were trying to associate themselves with Ture’s remark from 35 years ago. Besides, even if they had, it would still be protected speech both under the First Amendment and Harvard policies.
Then comes the paragraph’s conclusion, where HHS mixes all of that protected speech just discussed with unprotected acts:
A “series of anonymous acts” occurred on campus, including posters of Israeli citizens taken hostage by Hamas being vandalized with messages such as “Israel did 9/11.” There were also “instances of vandalism on campus and the posting of swastika stickers near Harvard Hillel’s Rosovsky Hall.”
Unlike the expression in the rest of the paragraph, vandalism, even when expressive, is not protected by the First Amendment. Defacing posters or putting stickers on them, especially if their removal damages the underlying surface, can be and often is prohibited both by law and by university rules. But that’s because it damages or destroys the vandalized item, not because of the content of the speech. Defacing hateful signs with stickers saying “I love everyone!” is still vandalism, and prohibited. Posting political cartoons on Instagram is speech, and is protected. But by using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it.
Cumulative theory of harassment creates a general civility code
Another problem with the cumulative theory of harassment is that it holds current speakers responsible for creating a “hostile environment” based on the previous statements and activities of people to whom they may be entirely unrelated. This means anyone can find themselves in the position of perpetrator of hostile environment harassment without himself or herself actually engaging in harassing behavior.
Consider, for example, the following account said to “highlight the hostile environment created for Jewish and Israeli students at Harvard,” according to HHS:
On May 12, 2024, a crudely drawn image of Interim President Garber was also displayed [during an encampment protest] depicting him as a devil with horns and a tail, recalling “medieval antisemitic tropes of Jews as Satan’s minions.”
Like posting a political cartoon to Instagram, simply displaying such a picture simply cannot be deemed harassment by any rational measure, let alone be taken as serious enough to deny the person seeing it “equal access to an educational program or activity.” The Supreme Court’s decision in Davis v. Monroe County Board of Education established the standard for peer harassment under Title IX, holding schools liable only when they are deliberately indifferent to harassment that is severe, pervasive, and objectively offensive, and even warns of “the amount of litigation that would be invited by entertaining claims of official indifference to a single instance of one-on-one peer harassment.”
Under the cumulative theory of harassment, that’s out the window. A school like Harvard must consider each individual student’s choice to display this picture as part of a pattern of behavior that consists of everything everyone else is doing on campus during some undefined period of time, whether or not the student knew anything about it.
HHS doesn’t tell us who displayed the picture, how long it was displayed, whether others at the protest somehow signed off on it or objected to it, how many people saw it, whether it was intended to be antisemitic, or whether HHS or Harvard knows the answers to any of these questions. It requires no coordination or organization. It doesn’t even matter whether the person who displayed the picture is hostile towards Jewish or Israeli students — maybe the artist just hates President Garber!
But using the cumulative theory of harassment, even the message the speaker intended to communicate doesn’t matter. The speaker becomes a harasser who the school has a duty to stop, solely because of what other people, who need not even be present, might have thought about the expression that took place before the current speaker arrived. There’s only one sure way to prevent such “offenses”: you must prevent people from expressing certain opinions when and where those opinions might offend members of a protected class.
Courts struggle to apply the cumulative theory of harassment
While HHS’s OCR was able to draw the conclusion that the words and actions of a number of unrelated perpetrators somehow added up to a hostile environment on a given college campus, it has proved far less successful when analyzed by courts.
Just last month, a federal court dismissed a hostile-environment claim by a coalition of plaintiffs at Haverford College, which sued the institution using the cumulative theory of harassment. As Judge McHugh of the Eastern District of Pennsylvania wrote, the plaintiffs sought to establish their hostile environment claim “by citing some 25-plus incidents purportedly impacting the collective consciousness of 50-plus mostly unnamed individuals comprising Jews at Haverford. But such gestalt pleading cannot be employed as a strategy to avoid scrutiny by the Court.”
McHugh noted, “several of Plaintiffs’ allegations involve protected political expression, and cannot be regulated under the guise of nondiscrimination,” later adding that “[m]any of Plaintiffs’ allegations fall into the category of pure, protected speech. Although Plaintiffs may have found much of this speech reprehensible, there is no legal cause of action for upset feelings.”
Among the examples of speech the plaintiffs cited as harassing, but which the court found to be protected, were a lecture on the “weaponization of Covid,” a student handing out Palestinian flags, a campus organization changing its name to “Bi-Co Students for the Liberation of Palestine,” and a number of posts disparaging Israel made by Haverford students and faculty members on their private social media accounts.
The court recognized each of these as instances of political expression protected by the First Amendment. In particular, the court said, “Plaintiffs do not attempt to explain how Haverford could regulate students’ and faculty’s private social media content, offering no basis on which it could assert such invasive authority,” calling into question how HHS could require Harvard to do exactly the same thing.
The Haverford students also complained that Haverford had not done enough to communicate its disapproval of the Hamas attack or antisemitism on campus and (with what appears to be good reason) that it had not followed all its own rules in dealing with protests. But the court did not find this to be a violation of Title VI either, noting that “government coercion of speech to adhere to a particular message tampers with First Amendment protections” and that courts “may not compel administrators to make any specific statement on any particular topic,” citing the 1943 landmark Supreme Court decision in West Virginia State Board of Education v. Barnette. (In that case, the Supreme Court found that the government could not force students to say the Pledge of Allegiance, even against the unprecedented backdrop of World War II.)
Judge McHugh was careful throughout the brief not to discount the discomfort Jewish students at Haverford might have felt during the past year’s pro-Palestinian protests, saying they might have a legal claim that the school didn’t follow its own policies, so that part of their case can move forward. The question, he noted, was not “whether Haverford could have handled each situation better.” Rather,
Under Title VI, the question is whether Haverford was so indifferent to known acts of harassment that it caused students to undergo harassment or made them more vulnerable to it, and thereby undermined the students’ education. Davis, 526 U.S. at 644-45. And even taking all these allegations as a whole, Plaintiffs’ pleading does not plausibly support a finding of deliberate indifference, especially where countervailing First Amendment concerns are considered in evaluating the often-fragile balance college administrators must strike.
In another recent case, Gartenberg v. Cooper Union for the Advancement of Science and Art,Judge John Cronan of the Southern District of New York similarly found that much of the expression the plaintiff cited was “pure speech on matters of public concern,” and while some of that speech could be considered to determine intent, “it cannot itself support a claim for an objectively hostile educational environment under this Court’s interpretation of the statute.” On the other hand, the incident that headlined Gartenberg’s complaint was considered to have sufficiently alleged a violation of Title VI to allow the case to proceed to discovery. As Judge Cronan summarized the complaint:
After first attempting to locate Cooper Union’s president, the mob descended on the building’s library, where a group of students wearing recognizably Jewish attire were sheltering behind locked doors. The demonstrators surrounded the library and proceeded to bang loudly on the library’s doors and on its floor-to-ceiling glass windows, shouting demands to be let in and continuing to direct anti-Israel slogans and wave a Palestinian flag at the Jewish students inside the library. During the roughly twenty-minute ordeal, Cooper Union’s administrators did nothing to disperse the protestors and instead directed law enforcement to stand down, even as the college’s president had just escaped the building through a back exit. None of the protestors subsequently faced any discipline.
There is a stark difference between that sequence of events and the kinds of expression that courts have consistently protected under the First Amendment.
Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires.
HHS claims Harvard may have been deliberately indifferent to patterns of harassment that violated Title VI. And it does identify potentially troubling incidents, as did Harvard’s own task force studying the issue of campus antisemitism. But because it has mixed and conflated incidents of protected expression with unprotected discriminatory acts, the federal government has made it impossible to separate any objective case that Harvard has violated Title VI as written and intended from an exercise in political speech-policing.
A bipartisan error
Given the level of partisan acrimony in American politics, and the Trump administration’s aggressiveness towards Harvard in particular, one might think that this is a right-wing or Republican problem. Unfortunately, though, this is one of the rare issues in which the Biden and Trump administrations are in substantial agreement.
In the middle of 2024, the Department of Education under President Biden began to issue findings in a number of Title VI complaints filed in the wake of campus activity after the October 7 Hamas-led attack on Israel. As should surprise no one, the letters did highlight some pretty concerning problems at schools like the University of Michigan and (especially) CUNY’s Brooklyn College. But it made these diagnoses using the same cumulative theory of harassment that the Trump HHS is now applying to Harvard.
The findings it announced with regard to a third college, Lafayette College, illustrates just how absurd this approach can become. Despite Lafayette’s (apparently) responding to every complaint of antisemitism, including those that were vague or purely based on expression, the Department of Education still found it in violation of Title VI. Why? Because it failed to assess whether “social media and off-campus conduct individually or collectively created or contributed to a hostile environment.” Translation: Lafayette didn’t treat constitutionally protected speech as evidence of actionable harassment.
As I remarked at the time,
If anything, Lafayette was a bit heavy-handed: Most students would think twice about posting on Instagram after being called on the carpet by the college chaplain to “discuss” their political opinions… It’s hard to see what else Lafayette could have done to try to address the allegedly hostile environment on its campus without actually descending into censorship.
The resurrection of “group libel”
FIRE has long explained that the U.S. has no legal category called “hate speech.” That’s still true. But the cumulative theory of harassment is starting to look a lot like an attempt to revive the old concept of group libel, a legal relic rightly abandoned decades ago.
Group libel laws once aimed to ban statements that defamed not individuals, but entire groups. The idea: if you can’t spread lies about a person, why should you be allowed to malign a racial or ethnic group? As University at Buffalo law professor Samantha Barbas details, the press, civil liberties advocates, and even the NAACP frequently warned against these laws as Trojan horses for censorship. In 1935, when New Jersey passed an “anti-Nazi” group libel law, newspapers worried it could be used to ban criticism of Nazis. The ACLU rightly called it a sweeping threat to free speech, and described the law as “more sweeping in its threat to free speech than any measure ever passed in any state,” and in a pamphlet claimed that the law could even be used against Jews for criticizing Nazis.
The evil of Nazi Germany soon provided the best imaginable example for group libel law advocates, and during World War II, Congress proposed a bill that would have banned sending material through the mail that exposed people to “hatred, contempt, ridicule, or obloquy” based on race or religion. While a number of labor unions supported the bill, the NAACP testified against it, concerned that it would impair constitutional rights and “lead to an aggravation of race and religious tensions.” Thankfully, the bill never got a floor vote, though some states maintained laws regulating group libel.
While prosecutions appear to have been few and far between, in the 1952 case Beauharnais v. Illinois, the Supreme Court narrowly affirmed the constitutionality of a group libel statute, upholding a 1917 Illinois statute that outlawed making public any material that “portrays depravity, criminality, unchastity, or lack of virtue of a class of citizens, of any race, color, creed or religion [and] exposes the citizens of any race, color, creed or religion to contempt, derision, or obloquy or which is productive of breach of the peace or riots.”
As is often the case, bad facts made for bad law. Joseph Beauharnais, president of the “White Circle League of America,” had distributed a pamphlet demanding the Chicago government “halt the further encroachment, harassment and invasion of white people, their property, neighborhoods and persons, by the Negro,” asserting that “If persuasion and the need to prevent the white race from becoming mongrelized by the negro will not unite us, then the aggressions . . . rapes, robberies, knives, guns and marijuana of the negro, surely will.” He was convicted and fined $200.
But if the Supreme Court’s upholding the Illinois law was group libel’s biggest moment in the sun, it was also its last. Justice Frankfurter couched his majority opinion with caveats, proving that even then, the Court seemed uncomfortable. And they had reason to be. Beauharnais didn’t age well. Legal scholars blasted it. Thurgood Marshall and the ACLU tried to get it overturned. The Supreme Court never cited it again. Even Illinois repealed the law nine years later. By 1969, Brandenburg v. Ohio effectively buried Beauharnais, by making clear that even advocating flatly illegal conduct is protected unless it incites imminent lawless action.
Conclusion
Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires — punishing conduct, not ideas, and respecting the robust political debate that higher education exists to nurture.
Harvard’s case should be a warning. Unless we properly respect the line between speech and misconduct, Title VI risks becoming not a shield against injustice, but a sword for enforcing the orthodoxy favored by whatever political forces wield it, now or in the future.