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A coalition of University of California faculty groups and employee unions sued the Trump administration Tuesday over the federal government’s efforts to “exert ideological control” over the system and its 10 institutions.
Over the past three months, the federal government has cut off at least $584 million in grants to the University of California, Los Angeles, sought $1 billion from the system to restore that funding and delivered a wide-ranging list of ultimatums that would dramatically reshape the state’s university system through political interference.
In their lawsuit, the coalition — which represented tens of thousands of faculty, staff and students within the university system — called the cuts unconstitutional and an “arbitrary, ideologically driven, and unlawful use of financial coercion” that threatened U.S. higher education and advancement.
“The administration has made clear its intention to commandeer this public university system and to purge from its campuses viewpoints with which the President and his administration disagree,” the lawsuit said.
“Campaign to control universities”
President Donald Trump began laying the groundwork for “his administration’s coordinated attack on academic freedom and free speech and campaign to control universities” shortly after retaking office in January, the lawsuit alleged.
“Rather than acknowledging educational institutions like the UC as the assets to this nation that they are, the Trump administration views them as barriers to the President’s agenda of ideological dominance,” the lawsuit said.
At the end of July, the U.S. Department of Justice ruled that UCLA had violated civil rights law by failing to adequately protect Jewish and Israeli students from harassment. A week later, the federal government suspended $584 million in grants to UCLA over the allegations.
Tuesday’s lawsuit alleged DOJ picked and chose from university documents to make the argument it had wanted to from the start. For example, the agency relied heavily on an October report from UCLA that found antisemitism and anti-Israeli bias on its campus. But DOJ entirely failed to address the improvements UCLA had undertaken since — a factor similar to one cited by a federal judge when she struck down the Trump administration’s $2.2 billion funding freeze at Harvard earlier this month.
DOJ also did not explain what connection the specific research funding cuts had to alleged antisemitism, forcing all university employees to prepare “for the possibility of significant and immediate termination of funding,” the lawsuit said.
The University of California, one of the largest research systems in the country, derives a third of its annual operating budget — $17 billion — from federal funding, according to the lawsuit.
The Trump administration has also unlawfully disregarded the process by which the government can terminate or withhold federal funds, the lawsuit argued.
Addressing the cuts on Aug. 6, system President James Milliken said they did “nothing to address antisemitism,” but said the University of California would enter into negotiations with the Trump administration to have the funding restored.
In the event of a major loss of federal funding, the system would need, at minimum, between $4 million and $5 billion just to survive, Milliken told state lawmakers this month.
Dramatic and expensive ultimatums
On Aug. 8, two days after Milliken announced the forthcoming negotiations, the system received an unprecedented list of wide-ranging demands from the Trump administration tying its federal funding to total compliance, according to the lawsuit. The plaintiffs cited a copy of the list, obtained by the Los Angeles Times, which the University of California has not made public.
The letter would require UCLA to install a “resolution monitor” — appointed with final approval by the Trump administration — who would hold significant authority over campus affairs.
UCLA would also be forced to provide the federal government regular access to “a wide variety of records” on faculty, staff and students, “as deemed necessary by the resolution monitor.”
“The only exception is for attorney-client privilege, not for speech, association, or privacy purposes,” the lawsuit said.
The Trump administration also demanded that UCLA inhibit speech by its non-citizen students, enact policies to bar international students who are “likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment,” and implement required trainings to “socialize” international students to campus norms.
“In making these demands, the Trump administration is seeking to impose speech restrictions upon students, faculty, academic employees, and staff employees that would violate the First Amendment if imposed directly either by the university itself or by the federal government,” the lawsuit said.
UCLA would further be compelled to cooperate with all local and federal law enforcement, including immigration authorities, and enact specific restrictions on expressive activities and bar demonstrators from wearing masks.
In addition to the ultimatums, the university would have to pay, at minimum, $1 billion to restore the $584 million in grants.
The plaintiffs, along with state lawmakers, lambasted the proposed payment as extortion. The lawsuit argued that no federal agency has the authority to demand a $1 billion monetary penalty for civil rights violations and disputed the DOJ’s findings.
A legal blockade — maybe
Citing ongoing irreparable harm, the plaintiffs — who do not include the University of California or its institutions — are asking a federal court to block the cuts and coercive actions by the federal government while their case is heard.
The system and its universities have already begun “to alter its policies and practices seemingly in capitulation to the Trump administration,” resulting in a widespread chilling effect, the lawsuit said.
As examples, it listed a new policy allowing U.S. Immigration and Customs Enforcement expanded access to the system’s medical centers and the University of California, Berkeley’s decision to turn over the names of 160 students and employees to the federal government.
Todd Wolfson, president of AAUP, framed the lawsuit as a move to combat “the authoritarian takeover of our universities.”
“We will not stand by as the Trump administration destroys one of the largest public university higher education systems in the country and bludgeons academic freedom at the University of California, the heart of the revered free speech movement,” Wolfson said in a Tuesday statement.
The list of plaintiffs includes:
The American Association of University Professors.
The American Federation of Teachers.
AFSCME Local 3299.
California Nurses Association and National Nurses United.
Council of UC Faculty Associations.
Faculty associations from each University of California campus.
Teamsters Local 2010.
International UAW.
UAW Local 4811.
University of California Los Angeles Faculty Association.
University Council-AFT.
UPTE-CWA 9119.
UCLA has already racked up one legal win against the federal government.
Last month, a federal judge ordered NSF to restore the funding it “indefinitely suspended” from UCLA in July — potentially hundreds of millions of dollars — allegedly over antisemitism concerns. The agency did not seek to appeal and said the funding has been reinstated.
The next wave of college applicants is almost here. Generation Alpha, born roughly between 2010 and 2024, will begin entering higher education by the end of this decade. They are the first cohort born entirely in the 21st century, carrying the name “Alpha” to mark a new beginning. With a global population now estimated above two billion, Gen Alpha is among the largest cohorts on record.
Raised primarily by Millennials, this generation is growing up in households that are more diverse, globally minded, and digitally connected than any that came before. Their worldview is shaped not just by rapid technological change but also by formative events such as the COVID-19 pandemic. For higher education, this means a fresh set of expectations around how, where, and why learning happens.
By 2028, the first wave of Gen Alpha, those born in 2010, will be setting foot on college campuses. They will arrive as the most technologically fluent and digitally empowered students to date, bringing with them new definitions of access, engagement, and community. Institutions that understand who they are and prepare now to meet their needs will be best positioned to thrive in the coming years.
In this article, we’ll explore ten key insights about Generation Alpha: their learning preferences, values, and challenges, as well as what higher education can do to connect with them meaningfully. Let’s dive in.
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1. Gen Alpha Is the First Fully 21st-Century Generation
Every generation reflects the world it grows up in, and for Gen Alpha, that world is fully digital. Born after 2010, the same year the iPad and Instagram launched, they have never known life without smartphones, apps, and social media. Social researcher Mark McCrindle coined “Generation Alpha” to signal a true reset, not a return to the alphabet cycle, but the beginning of something entirely new.
This generation is also massive. With millions of births each week, particularly in countries like India, China, Indonesia, and Nigeria, Gen Alpha is on track to be one of the largest cohorts on record. They’re also growing up in more diverse societies; in the United States, Gen Alpha will be among the most ethnically diverse cohorts.
What is the education of the Alpha Generation like? Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to pursue higher levels of education than prior cohorts, with global tertiary enrolment continuing to rise.
For higher education, the implications are clear: campuses will need to serve a digital-first, globally minded, and highly pluralistic student body unlike any before.
Example: Cal Poly’s Diverse Incoming Classes: In recent years, universities have reported that each incoming class is breaking diversity records – reflecting Gen Alpha’s unprecedented pluralism. For instance, California Polytechnic State University announced that its 2022 freshman cohort was “the most diverse in the university’s history,” marking the fifth consecutive year of record diversity. Cal Poly noted all-time highs in enrolment of Hispanic/Latino, Asian, first-generation, and low-income students, crediting “intentional and strategic work to make [the campus] more reflective of the diversity of our state”.
If Gen Z grew up tech-savvy, Gen Alpha takes it further. They are the first generation to experience constant digital immersion from birth. Many had access to tablets before they could walk, and by around age 11, most already have a mobile phone. For them, Wi-Fi, apps, and streaming are simply part of daily life, not innovations.
This early and seamless exposure has made them fluent in digital environments. They learn to swipe before they can write, widely use YouTube, and gravitate toward short, visual, and interactive content on platforms like TikTok. Traditional, text-heavy approaches hold less appeal, and educators already note a growing preference for summaries over long-form reading.
What is the learning style of Gen Alpha? Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
For higher education, this dual reality signals both opportunity and challenge. Gen Alpha will thrive in tech-enabled classrooms and adapt quickly to digital tools, but only if institutions deliver engaging, mobile-first, and frictionless experiences that match their expectations.
Example, 1:1 Device Programs for Digital Learning:Schools and colleges are increasingly providing personal devices to ensure Gen Alpha learners have constant access to online tools and content. Bowdoin College (USA) launched a Digital Excellence Commitment that equips every student with a 13-inch MacBook Pro, an iPad mini, and an Apple Pencil, plus required course software, regardless of financial need.. Initially begun during the pandemic to facilitate remote learning, Bowdoin’s program became permanent in 2022 after faculty saw how a common device platform spurred “numerous and unexpected learning and teaching innovations”.
3. Childhood in the COVID Era: Resilient but Impacted
Generation Alpha’s early years were shaped profoundly by COVID-19. The oldest were around 9 or 10 during the 2020 lockdowns, old enough to remember school closures, Zoom classrooms, and virtual birthdays. Some have even been nicknamed “Generation Covid,” underscoring how deeply the pandemic disrupted their formative experiences.
Yet these disruptions also bred resilience. Gen Alpha grew up watching their parents work remotely, mastering online learning platforms early on, and staying connected via FaceTime and Zoom. They learned early that the world is interconnected, a virus spreading globally, or friendships forming online, taught them how actions ripple across borders. Educators note that this has made many students flexible and globally aware.
Example, Virtual Global Exchanges Maintain Connection:Example, Virtual Global Exchanges Maintain Connection: When COVID-19 shuttered travel and classrooms, Penn State University’s College of Education used Experiential Digital Global Engagement (EDGE) to run virtual exchange classes with partners in countries such as Ecuador and Japan. American and Ecuadorian teacher trainees were paired as one-on-one “buddies” for weekly discussions, and later, Japanese college students joined in virtual seminars with Penn State classmates. Through these exchanges, students “developed friendships [and] learned a lot about language, culture, multilingualism and global awareness” despite never meeting in person.
Still, challenges remain. Teachers report learning loss, social delays, and uneven skills, particularly among those who missed hands-on early schooling. For higher ed, this means preparing to welcome students who are digitally skilled but may need added academic or social support to thrive.
4. A Looming Literacy and Learning Crisis
Gen Alpha faces what some experts call a literacy crisis. In 2022, only 33% of U.S. fourth graders were proficient in reading, the lowest rate in decades, down from 37% in 2017. That means two-thirds of 9- and 10-year-olds could not read at grade level, sparking widespread concern. Teachers report capable readers often avoid “complex or extended texts,” gravitating instead toward summaries and short-form content. The pandemic amplified these issues, disrupting early-grade instruction just as foundational skills were developing.
For higher education, this means incoming students may be digitally fluent yet uneven in academic literacy. Colleges will need bridge programs, tutoring, and first-year support to close gaps. Recruitment and communication strategies may also have to evolve, favouring concise text, visuals, and interactive formats better suited to Gen Alpha’s reading habits. At the same time, institutions can play a role in reversing these trends through innovative, tech-enabled literacy initiatives.
Example – New York City’s “NYC Reads” Phonics Initiative:Confronting a worrying drop in reading proficiency, the nation’s largest school district has overhauled how it teaches literacy. In 2023, New York City launched “New York City Reads,” a campaign to put “proven science-of-reading and phonics-based methods” at the core of all elementary instruction. Starting in the 2023–24 school year, every NYC public elementary school must adopt one of a few evidence-based, science-of-reading curricula, replacing the patchwork of programs used previously.
5. Behavioural and Mental Health Challenges in the Classroom
Teachers often describe Gen Alpha as creative and curious, but also more difficult to manage with traditional classroom discipline. Surveys show that misbehaviour and student morale have worsened since the COVID-19 pandemic, with many children struggling to focus, regulate emotions, or manage anxiety and depression. Some educators even lament that “the bar is the floor” when it comes to classroom readiness, as basic social skills and self-control lag behind earlier cohorts.
A major driver is digital overstimulation. Constant access to screens and instant entertainment has shortened attention spans, making structured, slower-paced classrooms feel tedious. Pandemic disruptions only compounded this problem, fueling apathy and disengagement. Pediatric experts warn that Gen Alpha is at higher risk of ADHD, anxiety, and depression than previous generations.
For higher ed, this means preparing for students who may arrive brilliant with tech but uneven in discipline, resilience, and emotional regulation. Colleges will need robust wellness services, proactive support systems, and learning approaches that balance rigor with engagement.
Example, in the United States, several states have passed laws to ensure students learn about mental health and get support. In 2019, Florida approved a rule requiring at least five hours per year of mental-health instruction for students in grades 6–12. Florida’s policy mandates at least “five hours of required instruction related to mental and emotional health” per year for students in grades 6–12. Lessons include recognizing signs of mental illness, finding help, and developing healthy coping strategies. Other states (such as New York and Virginia) have instituted similar requirements for integrating mental health into health education classes.
6. Independent Learners With a Skeptical Eye for Authenticity
Gen Alpha has grown up believing that knowledge is always just a click away. Many already feel that “there is nothing their teacher can teach them that they cannot discover online.” Information is available 24/7 through Google, YouTube, or even AI assistants, and this has fueled both independence and skepticism. They don’t passively accept authority; instead, they cross-check, self-learn, and seek multiple perspectives before forming opinions.
This independence comes with a demand for authenticity. They are wary of polished institutional messaging and are more likely to trust peer voices, reviews, and unfiltered student experiences. For universities, that means transparency will matter more than prestige. Peer-to-peer storytelling, student ambassadors, and honest engagement will resonate far more than glossy brochures.
Example,Lancaster University: In 2020, it engaged its student ambassadors to create content for a digital open-day campaign on TikTok. Students filmed honest, playful snippets about campus life and academics, which the university then used as ads. The result: over 10 million impressions and strong engagement from prospects.
7. Values-Driven: Inclusivity, Empathy, and Social Impact Matter
Generation Alpha is growing up in an era defined by both upheaval and progress, from climate change and social justice movements to greater representation in media. As a result, they are emerging as a values-driven cohort that places inclusivity, empathy, and impact at the core of how they see the world.
Research underscores this: Gen Alpha is growing up amid greater diversity and social awareness; U.S. children are increasingly diverse (about a quarter are Hispanic), and this cohort places strong emphasis on inclusion, fairness, and real-world impact. Many are drawn to careers that help the planet or improve lives, and they value authentic representation in media. Family and peer relationships remain central.”
For higher education, the implications are clear. Gen Alpha students will actively seek institutions that live their values, not just promote them. Colleges that demonstrate real commitments to sustainability, equity, and diversity, and that showcase authentic student voices leading these efforts, will stand out. This generation will be drawn to campuses where community, inclusivity, and social responsibility are visible every day.
Example, Connecticut’s Statewide Inclusive Curriculum Law: Gen Alpha’s commitment to inclusion and representation has already influenced legislation. In Connecticut, high school students successfully advocated for a more diverse history curriculum, leading the state to adopt a groundbreaking African American/Black and Puerto Rican/Latino studies requirement. Starting fall 2022, every Connecticut high school must offer an elective course on these communities’ contributions to U.S. history. The change came after students testified that their standard history classes “didn’t reflect their heritage.”
8. New Learning Preferences: Hybrid, High-Tech, and Hands-on
Gen Alpha has grown up in classrooms that blend formats, from traditional to fully remote. They’re highly flexible learners, with many indicating a preference for hybrid models and a minority favouring strictly on-campus courses. Many are open to fully remote learning if it’s engaging and high-quality.
Technology is central to their expectations. Sector surveys report expectations that universities will provide or loan essential devices like laptops or tablets. While 84% own smartphones, many lack personal laptops, highlighting their assumption that institutions will supply what’s needed. Fast Wi-Fi, mobile-first platforms, and seamless online access aren’t perks; they’re the baseline.
Gen Alpha also embraces emerging tech: Many are curious about AI tools (e.g., chatbots) and coding, often exploring these independently; in higher education, pilots increasingly integrate AI into coursework. Combined with their preference for project-based, experiential learning, this signals a need for universities to deliver hybrid, tech-enhanced, and hands-on programs that balance flexibility with meaningful outcomes.
Example, Bowdoin College’s Tech-Equipped, Experiential Learning:In addition to format flexibility, Gen Alpha craves hands-on, tech-enabled experiences. Bowdoin College (USA) exemplifies how institutions are responding on both fronts. Beyond providing every student with a MacBook Pro, iPad mini, and Apple Pencil (to ensure digital access), Bowdoin has invested in what it calls “digital equity…in tools essential for success in the twenty-first century.” All students and faculty have access to course-specific software and creative apps, leveling the field so that a geology major can 3D-model rock formations and an art student can experiment with Adobe Illustrator.
9. College on the Radar: High Aspirations, High Expectations
Despite speculation about younger generations skipping college, Gen Alpha shows strong intent to pursue higher education, yet with heightened expectations.
High Aspirations:Recent surveys indicate strong intent among teens to attend university; at the same time, expectations around flexibility, outcomes, and value are rising. Globally, demographers predict that over half of Gen Alpha will earn a degree, surpassing Gen Z.
Parental Influence: Raised largely by Millennials, Gen Alpha has absorbed a strong emphasis on education as a pathway to opportunity.
Example: The University of Arizona runs an annual “Arizona Road Trip” program where high school freshmen and sophomores visit campus for a day. The program brings high school freshmen and sophomores to campus for a day, giving an early taste of university life. Such programs are responses to parental interest – surveys by Morning Consult show that about 79% of Gen Alpha parents expect their child to get a four-year degree. Universities are capitalizing on this by expanding outreach to elementary and middle schools as well (STEM camps, coding competitions, etc., for young students).
Consumer Mindset: They view education as a service, expecting customization, relevance, and alignment with personal values. Academic reputation and location rank highest in their decision-making, closely followed by career outcomes.
Campus Expectations:
Tech-forward infrastructure: fast Wi-Fi, device support, smart study spaces, will be assumed, not optional. As one expert cautioned, “You can’t wake up and suddenly fix bandwidth or charging access when the Alpha generation arrives; you have to plan.”
Flexible learning formats: hybrid classes, online options, and stackable credentials – will matter.
Outcome-driven opportunities: internships, industry ties, and career development – will weigh heavily.
Bottom Line: Gen Alpha won’t dismiss higher ed; in fact, they’re poised to engage with it more than any previous cohort. But universities must deliver an experience that feels modern, future-focused, and worth the investment.
10. Preparation Is Key: Is Higher Ed Ready for Gen Alpha?
The oldest members of Generation Alpha will begin entering higher education in the late 2020s. That means colleges and universities need to start adapting now. Rising costs, shifting student expectations, and rapid digital change are already reshaping higher ed—and Gen Alpha will accelerate the pace.
Here’s how institutions can prepare:
Invest in Technology and Infrastructure
Ensure campus-wide high-speed connectivity, modern IT support, and cybersecurity.
Provide device support and experiment with AI tutors, adaptive learning platforms, and data analytics.
Evolve Teaching and Curriculum
Train faculty in hybrid pedagogy, active learning, and educational tech.
Update curricula with future-focused topics like AI literacy, digital ethics, and climate change.
Example: MIT’s Experiment with an AI Physics Tutor: At MIT, educators are rethinking course design itself with Gen Alpha’s digital proclivities in mind. In the introductory Physics I course (mechanics), MIT implemented an LLM-based tutor system to assist students with problem-solving practice. Essentially, the instructors developed a custom interface on top of ChatGPT where students can work through physics problems step-by-step, check the correctness of each step, and even request hints or explanations if they get stuck. This tool generates new practice problems on demand and flags any discrepancies between the student’s solution and the expected approach.
Enhance Student Services and Support
Expand academic tutoring, bridge programs, and wellness services.
Train advisors to handle highly informed, skeptical students who will come with detailed questions.
Foster Authentic Community
Create avenues for student voice and feedback.
Build inclusive, peer-driven communities both on-campus and online.
Communicate Value Clearly
Provide transparent data on graduate outcomes, alumni impact, and real career pathways.
Bottom line: Gen Alpha could inject creativity, entrepreneurship, and fresh ideas into higher ed. Institutions that start preparing now will be best positioned not only to serve this cohort but also to learn from them and innovate alongside them.
Example: MIT has implemented use cases in several courses where generative AI (LLMs) serve as practice tools or “tutors.” For instance, in their Physics I class, they used AI to provide guided practice problems, discrepancy checks, and support material for students to work through before live problem sessions. This model shows how institutions are integrating AI and digital tools directly into the curriculum to enhance learning, another example of the readiness higher ed will need for Gen Alpha.
Generation Alpha represents a new beginning for higher education. Born fully into the digital era, shaped by global events like COVID-19, and driven by values of inclusivity, empathy, and social impact, they will arrive on campus with high aspirations and equally high expectations.
Is Gen Alpha harder to teach? They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
Additionally, some arrive in class with weaker basic skills (due to the factors discussed above), making teaching them the usual curriculum harder without remediation. However, “harder to teach” doesn’t mean unable to teach; it means educators must adapt.
For colleges and universities, this means preparation cannot wait. From investing in digital infrastructure and adaptive teaching methods to strengthening student support services and demonstrating authentic values, institutions must begin laying the groundwork now. Gen Alpha will look for education that is flexible, technology-driven, and deeply connected to real-world outcomes.
The encouraging news is that these students are resilient, creative, and eager to make a difference. By embracing innovation and authenticity, higher ed has an opportunity not just to serve them well, but to evolve alongside them, building a learning environment that reflects the future they are poised to shape.
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Frequently Asked Questions
Question: What is the learning style of Gen Alpha? Answer: Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
Question: What is the education of the Alpha Generation like? Answer: Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to be the most educated generation in history, with over half projected to earn university degrees.
Question: Is Gen Alpha harder to teach?
Answer: They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
Demartravion “Trey” Reed was a 21-year-old student at the Mississippi institution.
Andrew Caballero-Reynolds/AFP/Getty Images
Delta State University has been rocked by the discovery of a Black student’s body hanging from a tree in the middle of campus on Monday.
Demartravion “Trey” Reed was a 21-year-old student at the Mississippi institution. Recalling a long, painful history of lynchings, his death has spurred an outpouring of grief and anger across the country.
The Bolivar County Coroner’s Office said on Monday that a preliminary examination of Reed’s body showed no evidence of foul play, including “any lacerations, contusions, compound fractures, broken bones or injuries consistent with an assault.”
But Reed’s family members are calling for their own investigation, including an independent autopsy, and have demanded access to video footage that might reveal more details of his death.
“From the beginning, the family has been seeking transparency in this investigation,” Vanessa J. Jones, an attorney representing the family, told Inside Higher Ed. “Especially after a tragic incident like this occurs, and you’re dealing with a state that has a past history which includes a painful history of racial violence … transparency is paramount.”
The Reed family’s distrust in the handling of the student’s death was deepened when officials allowed his mother to view her son’s body from the neck up only, Jones said.
Officers also shared conflicting details of Reed’s death when they first spoke to his family, Jones said. According to Jones, the Grenada County Sheriff’s Department went to Reed’s grandfather’s home on Monday and said Reed was found dead in his dorm room “from an apparent suicide.”
Prominent civil rights attorney Ben Crump has taken on the family’s case and said in a post on X that he will lead a team of civil rights leaders and organizers in “pursuing transparency for Trey’s family.”
“We cannot accept vague conclusions when so many questions remain,” he wrote. Crump described Reed as a “young man full of promise and warmth, deeply loved and respected by all who knew him.”
Lawmakers are also demanding more information.
“We’ll never have true justice for Trey, because that would mean he would still be with us—but there must be answers,” Massachusetts representative Ayanna Pressley wrote on X.
Mississippi representative Bennie G. Thompson called for a federal investigation into Reed’s death.
“It is always a tragedy when a young life is cut short,” Thompson said in a statement. “We must leave no stone unturned in the search for answers. While the details of this case are still emerging, we cannot ignore Mississippi’s painful history of lynching and racial violence against African Americans.”
Updates From the University
At a press conference Wednesday, Delta State University president Daniel J. Ennis said Reed’s loss was “devastating” and “the manner of how Trey was discovered has stirred many emotions in this community and many emotions around the state and the nation.”
Ennis reiterated the coroner’s early conclusions but said he recognized the psychological impact of Reed’s death. “This is not only about facts,” Ennis said. “It’s about emotions and it’s about feelings and the way this loss and how it was discovered affects people’s lives.”
Ennis, who is white, said he acknowledged his weakness in not being “adequate to speak to the imagery that this incident raises.”
Delta State serves roughly 2,800 students, about 40 percent of whom are Black. Ennis said the campus has been receiving threatening phone calls and messages since Reed’s death.
“I can say that my heartbreak is comprehensive, not just for Trey—although it is primarily for Trey—but for the fact that the rest of the world has an impression of Delta State that is so at odds with what I know to be this institution,” which is “the joy and the grace of people living and working together and respecting each other,” he said.
Mike Peeler, Delta State University chief of police, told the press that Reed’s body was transported to the Mississippi State Medical Examiner’s Office for a full autopsy on Wednesday morning. Authorities expect preliminary autopsy results within 24 to 48 hours. He said DSU Police, the Cleveland Police Department, the Mississippi Bureau of Investigation and the Bolivar County Sheriff’s Office planned to update the public on the findings after first meeting with Reed’s next of kin.
He told reporters law enforcement officials were reviewing relevant video, but he couldn’t offer any more details. Peeler also said he had no information about Reed’s family being told his death took place in his dorm room.
He emphasized during the press conference that “this is an isolated incident” and “there are currently no active threats to the campus,” which “remains a safe environment for students, faculty and staff.”
‘Heartbroken’ Students
Nonetheless, the grisly incident has frightened Black students on campus.
“Hearing that happened to another Black student, it really makes me feel unsafe,” a Delta State student, Stacie Hoskins, told WAPT16.
The nature of Reed’s death has had an emotional impact on Black students on other campuses as well; some treated it as a foregone conclusion that Reed was killed and issued statements of support to fellow students.
The Black Student Union at Illinois State University directed students to campus counseling resources, and its executive board said it was “heartbroken by the tragic loss of Trey Reed, whose life was cut short by a horrific act of violence.”
North Carolina A&T University’s NAACP chapter posted on Instagram that Reed “could have been any of us. Any Black student. Any campus.”
“Our education is under attack. Our sanity is under attack. Our very existence is under attack,” the chapter said. “We refuse to stay silent. Black lives matter. Black students matter. Always.”
Last week’s assassination of Charlie Kirk at Utah Valley University was a horrific reminder that political violence has no place in a free society. In the days since, colleges and universities have faced growing calls to fire faculty and punish students for speech critical of Kirk and justifying the shooting.
As government actors, public colleges are bound by the Constitution. Whether it is criticism of George Floyd in 2020 or Charlie Kirk today, the First Amendment protects speech, no matter how crude, offensive, or ill-timed some may perceive it to be.
Moments like these test our commitment to free expression. When a college caves to outrage, it invites more censorship and sends the message that no speech is safe. Punishing speech some deem offensive only moves the line of what’s “unacceptable” inward, constantly shrinking the already fragile space for debate.
And yet, across the country, institutions are doing just that. FIRE has already reviewed or intervened in dozens of such cases, but the number continues to grow. For instance:
At Clemson University, administrators initially said they would uphold First Amendment protections after public outrage over social media posts by two faculty members and a staffer about Kirk’s assassination. In a September 12 statement, Clemson condemned the speech and, under pressure from lawmakers, falsely claimed the First Amendment does not protect speech that “undermines the dignity of others.” It then suspended one employee on September 13 and terminated them two days later. On September 16, Clemson announced it had also dismissed two faculty members following an investigation into “inappropriate social media content” related to Kirk’s death.
At Florida Atlantic University, a tenured professor retweeted criticisms of Kirk’s rhetoric and Kirk’s own quotes. None of her posts condoned or advocated violence, but calls for her removal circulated on social media. FAU placed the professor on administrative leave pending an investigation.
At Montana State University–Northern, administrators suspended an associate professor after she posted about Kirk’s assassination on her personal account. She explicitly stated that she did not condone violence, yet administrators still removed her from the classroom.
At the University of South Dakota, a professor posted criticism of Kirk, calling him a “hate-spreading Nazi.” The governor shared the post and declared he was “glad” the Board of Regents intended to fire this professor. The university has since placed the professor on leave and issued an intent to dismiss him.
At Texas State University, a student mimicked the Kirk assassination during a memorial event hosted by the local TPUSA chapter. Governor Greg Abbott publicly demanded the student’s expulsion, and the university complied, claiming it would not tolerate speech that “mocks, trivializes, or promotes violence.”
These are not isolated incidents. Across the country, calls for punishment of protected speech are reaching astonishing levels.
If you’re a student or faculty member facing discipline, FIRE can help.
Through our Campus Rights Advocacy program, we field thousands of submissions every year from students and faculty whose rights are under threat, and we intervene directly with administrators to resolve disputes.
Our Faculty Legal Defense Fund (FLDF) gives public college faculty legal help when they’re punished for what they say whether in class, scholarship, or public. Faculty can call FLDF’s 24-hour hotline (254-500-FLDF) or submit a case online. If the case qualifies, we connect them with a local attorney from our network — free and fast.
And if colleges are looking to make sure their policies on faculty and student speech are in good shape before controversial speech tests them, they can contact our Policy Reform team at [email protected].
The principle is simple: At public universities, the First Amendment applies. And without free speech and academic freedom, higher education can’t do its job.
Faculty must be able to speak their minds without risking their jobs. Public universities must resist the current political pressure to censor. FIRE will fight for First Amendment rights, no matter the content of the speech.
Free speech has always been America’s revolutionary idea. Next year, as the nation celebrates its 250th anniversary, FIRE is launching Soapbox 2026 — our bold new conference dedicated to the power of expression, the courage of dissent, and the timeless value of speaking freely.
On November 4–6, 2026, in the birthplace of liberty, Philadelphia, join FIRE for three unforgettable days of fearless conversations, sharp debates, and incredible entertainment that you won’t want to miss!
What is Soapbox?
Soapbox is more than a conference. It’s a high-energy, content-rich celebration of free speech culture, both on and off campus. Picture this:
High-impact keynotes from some of today’s most fearless thinkers
Timely debates and panels tackling the most pressing issues in speech and expression
Immersive entertainment and activations that make free speech not just an idea, but an experience
And a showstopping gala to cap it all off
Soapbox will bring together professors, advocates, artists, celebrities, and supporters to talk about free expression and shout it from their own soapbox.
Why now? At FIRE, we’ve spent more than 25 years defending free speech in courtrooms, on campuses, and in our culture. We’ve seen first-hand that free expression is the beating heart of American life. Soapbox is the natural next step — an opportunity for free speech advocates to gather together and remind the nation that free speech is still revolutionary and still worth fighting for today.
Who’s it for? FIRE is proudly nonpartisan, and Soapbox will unite voices from across the political spectrum. This will be a gathering where hundreds of experts and newcomers alike can connect, learn, and amplify the culture of free speech and expression.
Save the Date!
Where: Philadelphia, PA
When: November 4–6, 2026
Who: Professors, advocates, artists, celebrities, thought leaders, supporters, partners who believe in free expression — and you!
This is just the beginning. Soapbox is designed to grow into a defining event for free expression — one that echoes far beyond its stage. We’d love for you to be part of the inaugural year. Whether you’re a scholar, a member, an ally, or simply someone who believes speech should always be free, Soapbox is your platform.
Sign up here to stay up to date on all things Soapbox. If you have any questions or interest in sponsoring the event, please reach out at [email protected].
Securing steady enrollment growth and keeping students happily on board are top priorities in higher education. But how do you ensure you’re truly meeting student needs and demands? It’s all about measuring performance effectively. Gone are the days of navigating blindly through raw data; Key Performance Indicators (KPIs) are the laser-focused measures that cut through the noise, providing clear direction and a true sense of what’s working. It’s time to harness the power of data to steer your institution toward success.
Key Performance Areas
So, where do you start?
Determining your institution’s unique strategic goals is the first step. Once you know your target destination, KPIs become the navigation tools that guide you there. Look beyond generic metrics and choose a balanced set of KPIs across six performance areas:
AI Readiness
AI Readiness is the next-generation key area that proves you’re building a university that is smarter, more efficient and more responsive than anything the old systems could produce. If AI isn’t a core part of your institution’s DNA, you’re not just falling behind, you’re becoming obsolete. This isn’t about having a chatbot on your admissions page. It’s about a complete institutional transformation.
You can’t manage what you don’t measure. Here are the metrics that will expose whether your institution has truly embraced the future.
AI density: Percentage of keywords that are ranking in AI overviews.
Engagement metrics from AI chatbots such as engaged sessions and views.
AI-Driven Workflow Automation Rate: Percentage of key administrative processes (e.g., admissions review, financial aid queries) that are fully or partially automated by AI.
AI-Informed Decision-Making Rate: Percentage of high-level strategic decisions made based on predictive analytics and AI models.
Student Support AI Integration: The percentage of student inquiries (e.g., in financial aid, advising or registrar services) handled by AI-powered tools.
Personalized Learning Platform Adoption: The percentage of courses or students utilizing AI-powered platforms to tailor educational content and pace.
Enrollment and Student Retention Metrics
Strong enrollment and retention lead to higher graduation rates, reduced revenue loss and an improved institutional reputation. Driving college or university enrollment and retention involves pinpointing relevant Persistence, Progression, Retention and Completion (PPRC) metrics, gathering data from all angles (think systems, surveys, records) and using those insights to craft action plans.
These numbers aren’t just about growth. They are a measure of your institution’s ability to engage and keep students in a hyper-competitive market.
We delve deeper into this area by tracking:
Enrollment rate: Percentage of applicants who accept and enroll in the program.
Retention rate: Percentage of students who continue their studies from one semester/year to the next.
Time-to-degree completion: Average time it takes students to graduate.
Student satisfaction: Overall satisfaction with the educational experience, measured through surveys or feedback.
Application start rate: Percentage of people who begin an application.
Application completed rate: Percentage of people who finish and submit an application.
New student start rates: Percentage of accepted students who actually begin their studies.
Financial and Operational Performance
A healthy financial and operational performance ensures sustainability, resource optimization, and the ability to reinvest in student success. We monitor:
Cost per student: Average cost of educating each student.
Tuition revenue: Income generated from student tuition fees.
Fundraising and philanthropic support: Donations and grants received to support the institution.
Return on investment: Measurable benefit in relation to resources invested.
Operational cost savings: Reductions in operational expenses without compromising quality.
Student Engagement and Learning Outcomes
High student engagement and successful learning outcomes translate to greater student satisfaction, improved graduate employability and a boost to your institution’s reputation. Track the following key performance indicators:
Online engagement metrics: Measures of student interaction and participation in online learning platforms.
Participation in extracurricular activities: Level of student involvement in non-academic activities.
Career readiness outcomes: Success of graduates in securing employment and achieving career goals.
Course completion rates: Percentage of students who successfully complete each course.
Student-faculty ratios: Number of students assigned to each faculty member.
Graduation rates: Percentage of students graduating within the expected or predefined timeframe.
Alumni Engagement: Level of engagement and involvement of graduates with the institution.
Diversity, Equity and Inclusion
Fostering a diverse and inclusive environment promotes equity in student success, attracts a wider talent pool, and strengthens your community. We assess:
Student body demographics: Representation of different ethnicities, genders, socioeconomic backgrounds, etc. in the student population.
Faculty diversity: Representation of different groups among faculty members.
Graduation rates for underrepresented groups: Success rates of students from minority or disadvantaged backgrounds.
Climate surveys: Assessments of the campus environment in terms of inclusivity and belonging.
DEI program participations: Number of students, faculty, and staff engaging in diversity, equity, and inclusion initiatives.
Cultural competency training for staff: Efforts to equip staff with knowledge and skills to support a diverse student body.
Brand Key Performance Indicators for Reputation and Marketing Effectiveness
Effective marketing strategies to increase student enrollment play a key role in establishing a strong brand reputation and contributing to a positive public image. We monitor these key performance indicators:
Website traffic: Number of visitors to the institution’s website.
Social media engagement: Likes, shares, comments, and other interactions on social media platforms.
Brand awareness: Recognition and familiarity with the institution by the target audience.
Brand sentiment analysis: Understanding public perception and opinion of the institution.
Lead generation: Number of potential students identified through marketing efforts.
Conversion rate: Percentage of leads who actually enroll in the program.
Student referral rates: Number of new students enrolled through recommendations from current or former students.
Cost per acquisition: Average cost of acquiring a new student through marketing campaigns.
Implementing KPIs for Success
You’ve chosen your key performance indicators (KPIs). But hold up, don’t get lost in a sea of data just yet. We must translate those fancy metrics into real action.
First things first, let’s talk SMART goals. Ditch the vague aspirations and define clear, measurable objectives. Instead of “improve student satisfaction,” aim for “increase student satisfaction score by 5% within the next semester.” See how much more focused and actionable that is?
Data is your fuel, but dashboards are your engine. Imagine analyzing spreadsheets manually – cumbersome, right? Data visualization tools and dashboards are your secret weapons for making sense of all that information. They reveal trends, highlight areas for improvement and showcase your progress in a clear, digestible way.
Collaboration is key. Don’t work in silos! Involve different departments – admissions, finance, academics, marketing – everyone who plays a role in achieving your goals. Share your KPIs, gather their insights and work together to track progress and make informed decisions. Remember, a data-driven culture thrives on shared ownership and collective action.
Remember, adaptability is your superpower. The higher education landscape is dynamic, so your KPIs should be too. Review and update them based on new priorities, data-driven insights and feedback regularly. Be flexible, be responsive and embrace continuous improvement as your guiding principle.
The Future is Not an Improvement. It’s a Revolution.
Your competitors—the legacy players—are selling you on a slightly better version of the past. More data, a slightly cleaner CRM, a new consulting strategy. But what if the problem isn’t a lack of optimization but a fundamental design flaw?
The next generation of enrollment demands a completely new approach built on intelligence, not just data.
From “Sticker Shock” to Financial Clarity You can’t afford to lose students to sticker price anxiety. The future is about radical transparency. It’s about a clear, simple financial aid process that tells a student their true cost of attendance from day one. No surprises. No opaque spreadsheets. Just clarity.
From Data Overload to Predictive Intelligence: Stop drowning in data. The future is about leveraging AI and predictive analytics to identify the students most likely to enroll and graduate. It’s about understanding their unique needs before they even ask and delivering a hyper-personalized experience that feels like it was designed just for them.
From Siloed Chaos to a Seamless Student Journey: Overthrow the departmental silos. The future of enrollment is an all-in-one platform that connects every stage of the student journey—from initial search to application, financial aid and enrollment. It’s one portal, one point of contact, one seamless experience.
Stop Tinkering. Start Transforming.
You have a choice. You can keep doing what you’ve always done, hoping a better website or a new consulting firm will solve a systemic problem. Or you can admit the old way of doing things is broken and choose to fundamentally transform your approach.
Your KPIs aren’t just a measure of your progress; they are proof that the traditional system is failing. It’s time to stop measuring the problem and start building the solution.
Ready to dismantle the old way and build the next generation of enrollment? Partner with EDDY to identify crucial KPIs, develop effective strategies to increase student enrollment, and track progress toward sustainable growth. Together, we can turn your data into a powerful force for positive change and empower your institution to reach its full potential.
Take the first step today! Contact EDDY to learn how we can help you leverage the power of KPIs and achieve your strategic goals.
I want to show you something kind of intriguing about how tuition is changing in Canada.
By now you might be familiar with a chart that looks like Figure 1, which shows average tuition, exclusive of ancillary fees (which would tack another $900-1000 on to the total), in constant $2024. The story it shows is one of persistent real increases from up until 2017-18, at which point, mainly thanks to policy changes in Ontario, tuition falls sharply and continues to fall as tuition increases across the country failed to keep up with inflation in the COVID years. Result: average tuition today, in real terms, is about where it was in 2012-13.
Figure 1: Average Undergraduate Tuition Fee, Canada, in $2024, 2006-07 to 2024-25
Simple story, right? Boring, even.
But then, just for fun, I decided to look at tuition at the level of individual fields of study. And what I found was kind of interesting. Take a look at Figure 2, which shows average tuition in what you might call the university’s three “core” areas: social science, humanities, and physical/life sciences. It’s quite a different story. The pre-2018 rise was never as pronounced as it was for tuition overall, and the drop in tuition post-2018 was more pronounced. As a result, tuition in the humanities is about even with where it was in 2006 and in the sciences is now three percent lower than it was in 2006.
Figure 2:Average Undergraduate Tuition Fee by Field of Study, Canada, in $2024, 2006-07 to 2024-25
This got me thinking: how is it possible that the overall average tuition is rising so quickly when so many big disciplines are showing so little change? So I looked at the change in each discipline from 2006-07 to 2024-25. Figures 3 and 4 show the 18-year change in tuition for direct- and second-entry programs (and yes, this is an admittedly English Canadian distinction, since the programs in Figure 4 are also at least partially direct entry in Quebec).
Figure 3: Change in Real Tuition Levels, direct-entry undergraduate programs, Canada, 2006-07 to 2024-25
Figure 4: Change in Real Tuition Levels, second-entry undergraduate programs, Canada, 2006-07 to 2024-25
Two very different pictures, right? Quite clearly, second-entry degrees – which are a tiny fraction of overall enrolments – are nevertheless dragging the overall average up quite a bit. Unfortunately, it’s not easy to work out exactly how much because – inexplicably – Statscan does not use the same field of study boundaries for enrolment and tuition. But, near as I can figure out, there are about 15,000 students in law in Canada, 5,000 in pharmacy, 3,000 in dentistry and 2,000 in veterinary science. So that’s 25,000 students (or 2% of the undergraduate total) in fields with very high tuition increases, and a little back-of-the-envelope math suggests that these increases for just 2% of the student body were responsible for about 15% of all tuition growth.
Now, there is one other thing you have to look at and that is what is going on in engineering. This field has the fastest-growing real tuition over the period (26%) but is also the fastest-growing field in terms of domestic student enrolments (up 56% over the same period, compared to 16% for universities as a whole). So, compared with a world where engineering enrolments stayed steady between 2006-07 and 2024-25, an extra 22,000 people voluntarily enrolled in a field of study which was both more expensive (compared to science, average engineering tuition is about $2500 higher) and increasingly so every year. Again, a little back-of-the-envelope math shows that this phenomenon was responsible for between 10 and 11% of the growth in overall average tuition.
So, let’s add all that up: about a quarter of all the real growth in tuition over the past 20 years (which, as we noted at the outset wasn’t all that much to begin with) was due to tuition growth in the country’s most expensive programs. These are programs which are either growing rapidly or have long waiting lists, so I think the argument that these tuition increases have deterred enrolment is a bit far-fetched. And it means that the vast majority of students are seeing tuition fees which are well below the “average”. In fact, by my calculations, the actual increase in real dollars for that portion of the student body in first-degree programs – bar engineering – is somewhere around $625 in eighteen years.
The Church of England announced in January that it would pledge £100 million to address the past wrongs of its historic links with the colonial-era slave trade.
The acknowledgment by Justin Welby, the Archbishop of Canterbury, that it was “time to take action to address our shameful past” was a sign of a growing focus on reparations for the sufferings of slavery some two centuries after it began to be outlawed.
At issue is the question of whether states, institutions and even individuals, whose predecessors and ancestors profited from trans-Atlantic slavery, owe a debt to the descendants of those who were forced to endure it.
Up to 12 million enslaved Africans are estimated to have been forcibly shipped across the Atlantic from the 16th and 19th centuries by European colonisers.
The now independent countries of the Caribbean and Africa that emerged from the colonial era have long pressed for an apology and restitution from those societies that were enriched by the trade.
Slavery and civil rights
In the United States, those pressuring for reparations to be paid to the descendants of slaves have highlighted the continuing economic and social pressures on many Black Americans, a century and a half after the institution of slavery was formally abolished.
The U.S. debate has led to political controversy over who should receive reparations, with some campaigners in California pressing for potentially life-changing pay-outs to individual descendants of those exploited well into the post-slavery era. In January, Los Angeles County agreed to pay $20 million for a beach that was seized from a Black family in the 1920s and returned to their heirs this summer.
Wider attention to the issue was spurred in part by the aftermath of the murder of George Floyd, an African-American man, by a white police officer in Minneapolis in 2020.
His death galvanised the Black Lives Matter movement and prompted widespread demonstrations that spread from the U.S. to more than 60 countries.
Within weeks of Floyd’s murder, anti-racism protestors in the UK had toppled the statue of Edward Colston, a 17th-century Bristol merchant and slave trader who, until then, was barely known outside his home city. Other monuments to those said to have profited from the trade were also targeted.
One factor in the wider public’s previous ignorance of Colston and others might be that the history of the slave era had traditionally been taught in Britain and elsewhere from the perspective of the positive legacy of white abolitionists such as William Wilberforce, rather than on the perpetrators of slavery.
Restitution now for sins of the past
The issue of reparations — should they be paid and, if so, to whom? — raises important moral and philosophical questions.
Should modern generations pay for the crimes of their ancestors, while others are compensated for wrongs they did not personally suffer? Even the Christian Bible is ambivalent about whether the sins of the father should be visited on the son.
In the midst of the wider theoretical debate, however, some people have already made up their own minds.
This month [Eds: February], the family of BBC correspondent Laura Trevelyan announced they would pay £100,000 in reparations for their ancestors’ ownership of more than 1,000 enslaved Africans on the Caribbean island of Grenada.
They also planned to visit the now independent state of Grenada to issue a public apology.
Trevelyan and her relatives had been unaware of the slavery connection until her cousin, John Dower, uncovered it in 2016 while working on the family’s history.
Can equity be achieved without reparations?
Dower acknowledges the role of George Floyd’s death and the Black Lives Matter campaign in raising the profile of the reparations debate. But he says it was the publication of a database of slaveowners by University College London that led to the revelation of his own family’s connection.
He told News Decoder the world continued to live with the legacy of slavery. Dower is a resident of Brixton, a London neighbourhood that attracted Caribbean immigrants from the 1950s.
“I see the effects of slavery every day of the week in terms of people’s lives and job prospects,” Dower said.
Laura Trevelyan meanwhile acknowledges she is a beneficiary of the activities of her ancestors of which she had previously been unaware. “If anyone had ‘white privilege’, it was surely me, a descendant of Caribbean slave owners,” the London Observer quoted her as saying.
“My own social and professional standing nearly 200 years after the abolition of slavery had to be related to my slave-owning ancestors, who used the profits to accumulate wealth and climb up the social ladder.”
From individual action to a societal response
Dower said he hoped the family’s contribution would act as an example. “We are giving according to our means. And it will be going to educational funding. We are talking about mentorship and knowledge exchange.”
The actions of individuals may indeed put pressure on others linked to the slave trade.
The government of Barbados is reported to have been in touch with the multimillionaire British Conservative MP Richard Drax, whose ancestors were among the prime movers behind the slave-based sugar economy on the Caribbean island.
He still owns a plantation in Barbados as well as the 17th-century Drax Hall that local politicians want to turn into an Afro-centric museum.
Barbados and other states in the Caribbean Community (Caricom) have long been campaigning for the payment of reparations from former colonial powers and the institutions that profited from slavery.
It now seems that individuals might set a trend that politicians and institutions would be obliged to follow.
The reparations debate remains a live one. It raises potentially divisive issues of Black and white identity that already feed the so-called culture wars. In the light of economic turmoil, it can also spur the rhetoric of those who oppose reparations on the grounds that ‘charity begins at home’.
Those arguing for reparations perhaps have one trump card in their hand. One community was indeed compensated when the era of trans-Atlantic slavery ended. It was the slaveowners themselves.
Money that should perhaps have gone to the victims of the slave trade went, instead, to those who had profited from their labours.
Questions to consider:
1. Should modern generations pay for the crimes of ancestors who owned slaves?
2. Should people be compensated for wrongs done to their families long before they were born?
3. If reparations are paid, should they go to individuals; governments; or to institutions that might foster greater inter-community understanding?
