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  • Supreme Court Rejects Heightened Burden for Majority-Group Plaintiffs in Title VII Cases – CUPA-HR

    Supreme Court Rejects Heightened Burden for Majority-Group Plaintiffs in Title VII Cases – CUPA-HR

    by CUPA-HR | June 5, 2025

    On June 5, the U.S. Supreme Court ruled unanimously that plaintiffs bringing employment discrimination claims under Title VII cannot be held to a higher evidentiary standard simply because they belong to a majority group. The decision in Ames v. Ohio Department of Youth Services resolves a long-standing split among federal appeals courts over how such “reverse discrimination” claims should be evaluated.

    Background

    Marlean Ames, a heterosexual woman, has worked at the Ohio Department of Youth Services since 2004. In 2019, after being passed over for a promotion in favor of a lesbian woman and later demoted from her existing role, Ames filed suit alleging that both decisions were based on her sex and sexual orientation — protected characteristics under Title VII of the Civil Rights Act of 1964.

    Lower courts dismissed her claims. Applying a test used in the 6th U.S. Circuit Court of Appeals and several others, they held that Ames, as a member of a majority group, was required to present additional “background circumstances” — such as evidence that the employer had a pattern of discriminating against majority-group employees — in order to move forward with her case.

    The Court’s Reasoning

    Writing for the Supreme Court, Justice Ketanji Brown Jackson rejected that reasoning, emphasizing that Title VII’s protections apply equally to all individuals. She wrote that the law “draws no distinctions between majority-group plaintiffs and minority-group plaintiffs,” and instead “focuses on individuals rather than groups, barring discrimination against ‘any individual’ because of protected characteristics.”

    The court found that the so-called “background circumstances” rule used by the lower courts added an impermissible hurdle for plaintiffs like Ames. In the ruling, the Supreme Court found that such an approach “cannot be squared with the text of Title VII or the Court’s precedents,” citing the court’s 1971 opinion in Griggs v. Duke Power Co., which held that “discriminatory preference for any group, minority or majority, is precisely and only what Congress has proscribed.”

    The justices also noted that the rule adopted by the 6th Circuit conflicted with the court’s guidance to avoid rigid applications of Title VII’s burden-shifting framework, known as the McDonnell Douglas test. That framework is intended to provide a flexible method for proving discrimination based on circumstantial evidence — not to impose categorical rules based on a plaintiff’s demographic status.

    Justice Clarence Thomas, joined by Justice Neil Gorsuch, wrote separately to question the broader use of the McDonnell Douglas framework altogether. He criticized the reliance on “judge-made rules and standards in the discrimination context” and suggested that the framework “lacks basis in the statutory text” of Title VII. While the court did not revisit that framework in the Ames decision, Justice Thomas’s opinion invites further litigation on its continued use.

    What’s Next

    The decision eliminates the requirement previously used in the 6th, 7th, 8th, 10th and D.C. Circuits that majority-group plaintiffs must meet an elevated evidentiary threshold to proceed with their claims. Instead, all Title VII plaintiffs must satisfy the same standard, regardless of their group status.

    By aligning with the plain text of Title VII and affirming that its protections apply equally to all individuals, the decision in Ames may affect how courts approach other claims involving workplace diversity and inclusion efforts. CUPA-HR is continuing to review the decision and will provide additional updates as the implications for campus employers and HR professionals become clearer.



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  • For-profit performing arts college in New York to close

    For-profit performing arts college in New York to close

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    Dive Brief:

    • The New York Conservatory for Dramatic Arts plans to close at the end of its current academic year, with operations and classes set to end Aug. 31, it announced Tuesday
    • The for-profit arts college is currently coordinating with other institutions to help find spots for students who have not completed their programs by then. So far, it has established teach-out agreements with Five Towns College and American Academy of Dramatic Arts, both in New York. 
    • NYCDA trustees decided to close after a “thorough evaluation of our enrollment and financial forecasts,” the two-year college said in an FAQ page. In explaining the closure, it cited national college enrollment trends and demographic projections.

    Dive Insight:

    The 45-year-old NYCDA said that the decision to close “has not been made lightly, and it comes after exhaustive efforts to explore every possible alternative.”

    On the FAQ page about the wind-down, the college noted that “the landscape of higher education has meaningfully changed since the pandemic.” Its own fall enrollment fell by 8.6% to 286 students between the pre-pandemic year of 2019 and 2023, according to federal data. 

    Founded in 1980 by Joan See, a successful commercial actor, the New York City institution started with a single private acting class. 

    From there, it was built into a “nationally accredited college that to this day empowers actors to follow their dreams, prove the doubters wrong, and make a living doing what they love,” as the institution described itself in Tuesday’s announcement. 

    Before the closure decision, NYCDA offered two-year acting programs in theater, musical theater, and film and television, and a two-year program in media production geared toward actors. It also offers shorter-term programs, including certificates. Its alumni include film and television actors, including Miles Teller, Jacob Batalon and Ashleigh Murray. 

    NYCDA joins a growing list of private arts colleges to fail recently. Last year saw the sudden closure of University of the Arts in Philadelphia along with the Delaware College of Art and Design. Pennsylvania Academy of the Fine Arts, meanwhile, announced it would stop offering two- and four-year degrees at the end of the 2024-25 academic year.

    Those closures left holes not just in the higher education world of those regions but also in the local arts scenes, where the institutions employed working artists, hosted events and created hubs of artistic activity.

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  • President Issues Proclamation Restricting Entry of Foreign Nationals From 19 Countries – CUPA-HR

    President Issues Proclamation Restricting Entry of Foreign Nationals From 19 Countries – CUPA-HR

    by CUPA-HR | June 5, 2025

    On June 4, 2025, President Trump issued a presidential proclamation titled “Restricting the Entry of Foreign Nationals to Protect the United States from Foreign Terrorists and Other National Security and Public Safety Threats.” The proclamation, citing national security concerns, suspends or limits entry into the United States for certain foreign nationals from 19 countries identified as having inadequate screening and information-sharing practices. The restrictions take effect on Monday, June 9, 2025.

    This proclamation implements directives from Executive Order 14161, issued on January 20, 2025, which stated that it is U.S. policy to deny entry to foreign nationals who may pose national security or public safety threats. That order required federal agencies to review global vetting practices and recommend countries for entry restrictions based on insufficient identity management or cooperation.

    Following that review, the secretary of state, in consultation with the attorney general, secretary of homeland security and director of national intelligence, recommended entry restrictions on foreign nationals from 19 countries.

    Countries Affected

    The proclamation imposes:

    • Full entry suspensions (both immigrant and nonimmigrant visas) for nationals of: Afghanistan, Burma, Chad, Republic of the Congo, Equatorial Guinea, Eritrea, Haiti, Iran, Libya, Somalia, Sudan and Yemen.
    • Partial entry suspensions (specific visa types, including B-1/B-2 and F/M/J visas) for nationals of: Burundi, Cuba, Laos, Sierra Leone, Togo, Turkmenistan and Venezuela.

    The administration cites overstay rates, lack of cooperation in accepting removable nationals, and terrorist activity or governance instability as justification.

    Exemptions and Waivers

    The proclamation includes a number of exemptions, including lawful permanent residents of the United States; dual nationals traveling on a passport from a non-restricted country; holders of certain visa categories such as diplomatic, NATO, and adoption-related visas; immediate family-based immigrant visa applicants with verified relationships; and Special Immigrant Visa recipients, including Afghan and U.S. government employees. Also exempt are individuals traveling to participate in major international sporting events — such as the World Cup or Olympics — including athletes, coaches, support staff and immediate relatives, subject to determination by the secretary of state.

    In addition, case-by-case waivers may be granted if the secretary of state or attorney general determines that the individual’s travel would serve a critical U.S. national interest, including participation in legal proceedings or for humanitarian reasons.

    This action reflects a return to policies implemented during President Trump’s first term. In 2017, the administration issued an executive order restricting entry from several predominantly Muslim countries. The order was revised multiple times following legal challenges and was ultimately upheld by the U.S. Supreme Court in Trump v. Hawaii (2018). The Biden administration reversed the policy on its first day in office in 2021.

    The partial suspensions affect several nonimmigrant visa categories common in higher education, including F (students), M (vocational students), and J (exchange visitors) from the listed countries. CUPA-HR will continue to monitor developments related to this proclamation and its potential implications.



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  • Presidential Proclamation Suspends Entry of Foreign Nationals Seeking to Enroll at Harvard – CUPA-HR

    Presidential Proclamation Suspends Entry of Foreign Nationals Seeking to Enroll at Harvard – CUPA-HR

    by CUPA-HR | June 5, 2025

    On June 4, 2025, President Trump issued a presidential proclamation suspending the entry of foreign nationals who seek to enter the United States to begin a course of study, conduct research or participate in an exchange visitor program at Harvard University. The proclamation invokes sections 212(f) and 215(a) of the Immigration and Nationality Act and is set to expire six months from the date of issuance unless extended.

    This action follows the Department of Homeland Security’s May 22, 2025, announcement terminating Harvard’s Student and Exchange Visitor Program (SEVP) certification. That earlier DHS action is currently under a temporary restraining order issued by the U.S. District Court for the District of Massachusetts.

    Key Provisions

    • The proclamation suspends and limits entry for foreign nationals who seek to enter the United States on F, M or J visas in order to begin study or participate in a program at Harvard University.
    • The suspension applies only to new entrants seeking to begin a course of study or program at Harvard on or after the date of the proclamation.
    • The suspension does not apply to foreign nationals enrolled at other institutions, nor does it apply automatically to current Harvard students already in the United States.
    • The secretary of state may consider whether current Harvard students in F, M or J status should have their visas revoked under the Immigration and Nationality Act §221(i).
    • Exceptions may be granted if the secretary of state or secretary of homeland security determines that a particular individual’s entry would be in the national interest.
    • A review is required within 90 days to assess whether the suspension should be extended or modified.

    The proclamation also directs federal agencies to consider additional operational steps, including potential limitations on Harvard’s continued participation in SEVP and the Student and Exchange Visitor Program (SEVIS). It references recordkeeping and reporting obligations under existing regulations and states that these obligations are necessary to support national security and immigration enforcement.

    CUPA-HR will monitor for additional updates on this and related developments.



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  • Breaking Barriers: Dr. Charles Lee Isbell Jr. Brings Vision for Inclusive Excellence to Illinois

    Breaking Barriers: Dr. Charles Lee Isbell Jr. Brings Vision for Inclusive Excellence to Illinois

     Dr. Charles Lee Isbell Jr.In a move that signals both continuity and transformation in higher education leadership, Dr. Charles Lee Isbell Jr. has been named the 11th chancellor of the University of Illinois Urbana-Champaign, bringing with him a distinguished record of academic innovation and an unwavering commitment to expanding access in STEM fields.

    The appointment, announced by University of Illinois System President Tim Killeen, represents more than just a leadership transition. It marks the arrival of a scholar-administrator whose career has been defined by his efforts to democratize technology education and create pathways for underrepresented students in computing and artificial intelligence.

    Isbell, currently serving as provost at the University of Wisconsin-Madison, will formally assume his new role on August 1. The 56-year-old computer scientist brings more than two decades of experience in higher education leadership to one of the nation’s premier public research institutions.

    What sets Isbell apart in the landscape of academic leadership is his dual expertise in cutting-edge technology and social justice advocacy. As a Fellow of both the Association for the Advancement of Artificial Intelligence and the Association for Computing Machinery, his technical credentials are impeccable. Yet it’s his work as a nationally recognized advocate for broadening participation in STEM fields that may prove most transformative for Illinois.

    “His efforts to create more inclusive academic pathways have influenced national conversations on the importance of making a way for all to access, contribute to and benefit from technology education,” the university noted in announcing his appointment, highlighting work that has garnered attention from major national publications.

    This focus on inclusion comes at a critical time for higher education, as universities nationwide grapple with questions of access, affordability, and representation in rapidly evolving technological fields. Isbell’s approach has been to build bridges rather than barriers, recognizing that the future of computing depends on drawing talent from all corners of society.

    Isbell’s innovative approach to education was perhaps most visible during his tenure at the Georgia Institute of Technology, where he spent 20 years climbing the academic ranks. As dean of the College of Computing, he helped transform the program into one of the largest and most diverse computing programs in the nation—a testament to his ability to scale inclusive excellence.

    His most groundbreaking achievement at Georgia Tech was the launch of the university’s Online Master of Science in Computer Science program, the first of its kind offered at scale by a leading research university. The program broke new ground in making graduate-level computer science education accessible to students who might otherwise be excluded by geography, work schedules, or financial constraints.

    This innovation in educational delivery demonstrates Isbell’s understanding that true accessibility requires not just opening doors but reimagining how those doors function. The success of the Georgia Tech program has since influenced online graduate education across the country, proving that rigorous academic standards and broad accessibility need not be mutually exclusive.

     Killeen’s enthusiasm for Isbell’s appointment centers on his “clear, creative and inspiring vision for what public higher education can and should be.” 

    “He brings a deep understanding of not only technology and its fast-evolving, far-reaching impacts, but also the vast range of disciplines that are integral to any great university and our society,” Killeen noted, emphasizing Isbell’s appreciation for the interconnectedness of academic disciplines.

    This interdisciplinary perspective may prove crucial as Illinois faces the challenges common to public research universities: maintaining excellence while expanding access, securing adequate funding while controlling costs, and preparing students for a rapidly changing economy while preserving the liberal arts traditions that create engaged citizens.

    Isabell said that he is excited to take the helm of a university with more than 56,000 students and nearly 13,000 faculty and staff. 

    “It’s the honor of a lifetime to be appointed to the role of chancellor and I’m deeply grateful to President Killeen and the Board of Trustees,” Isbell said upon his appointment. “I’m energized by this chance to serve the citizens of Illinois and advance the mission of learning, discovery, engagement and economic development.”

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  • The UK’s register of university spin-outs

    The UK’s register of university spin-outs

    It’s never been done before, anywhere in the world.

    HESA’s experimental data (collected via part C of the HE-BCI questionnaire) shows 2,269 companies founded or owned by UK higher education providers, stretching as far back as 1969 (excluding 22 operating in “stealth mode” for reasons of commercial confidentiality.

    It puts names and numbers on the phenomenon of the higher education provider spin-out – demonstrating a direct impact of research, development, and incubation activity.

    A starting point

    In itself, it is simply a list of company names, linked to provider names and showing foundation and incorporation dates (the former is the year when intellectual property was transferred to the spin-out, the later is the year it was registered with an appropriate authority like Companies House). It includes all spin-outs active during the 2023-24 academic year, plus spin-outs of any status since 1 August 2012. It will become more useful as more data is added year-by-year, and it is very much promoted as a starting point for data linking and further analysis. But even now, we can see the growth in numbers over time, and the way new spin-out numbers have declined since 2021.

    [Full screen]

    With this in mind, we’ve linked via company registration number to the main Companies House free data source. The majority of companies are registered here – you can generally read an absence of registration as an indication that a company is no longer active, but there are also some edge cases..

    Companies House data isn’t brilliant quality, but it allows us to unlock some additional information about each one. We can see an indication of status (confirmation that a spin-out is active, or details of what else – liquidation, administration – may be going on. We get an indication of the location of the spin-out, and the company type (is it a limited company?).

    What are they up to?

    Of particular interest to us was the activity of the company in terms of the industry it is involved in. Companies House uses Standard Industrial Classification (SIC) codes – on registration and annual confirmation you can supply up to a total of four. Again I should emphasise that the quality of data isn’t fantastic, but this does give you a sense of what all of these spinouts may be up to.

    By far the largest sphere of activity is biotechnology development, with the catch all “other research and development on natural sciences and engineering” in second place.

    [Full screen]

    Five providers have more than 100 spin-outs registered – Cambridge, Oxford, UCL, Swansea, and Manchester (Imperial is at 97). It would perhaps be more surprising to many to see 72 spin outs from the Royal College of Art – these are not limited to arts-related activity although the majority will be design-led.

    [Full screen]

    In total

    DK has put together a master search, allowing you to view salient details of every spin-out on the register. Choose a provider of interest with the filter on the top, or narrow down by company activity using the free text (you can enter up to five terms, and it is a little bit experimental so it may not always produce the results you would expect – but do persist) box at the bottom – and he’s also added a filter for social enterprises.

    [Full screen]

    What have we learned?

    Policy watchers may be interested in whether the spin-out ecosystem is getting stronger, or looking healthy, or as many in the sector would say that spinning-out is fine but spinning-up is really difficult.

    Again, it’s hard to know without more data. Of the 2,269 companies on the register 526 are not currently registered with companies house, 67 are in liquidation, 30 have a “proposal to strike off”, and 8 are in administration. Another way to look at this of course is that 1,646 university spin-out companies stretching as far back as 1969 are, at least on paper, alive and well. This is in stark contrast to businesses more generally where only one-third of businesses started ten years ago are still in existence.

    Another interesting question is whether various interventions, reviews, templates on equity, or missives from the government have made developing spin-outs any easier or more lucrative. Again, at the risk of sounding like a broken record, the register is not the right place to look for this information. It is tempting to say that as university finances came under real strain from 2021 onwards spin-out creation velocity declined. Clearly, universities need cash to invest in spin-outs and when they have less cash it would seem likely there would be fewer spin-outs. However, we just don’t have enough information in this register to suggest with confidence why the spin-out ecosystem looks like it does, even if we can describe what is happening.

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  • Censoring lawmakers, T-shirts, and seashells

    Censoring lawmakers, T-shirts, and seashells

    We discuss the Supreme Court backing Maine lawmaker Laurel Libby, NPR filing suit against Trump, a years-long dispute over a student wearing a “there are only two genders” shirt, the Secret Service investigation into James Comey, the latest on…

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  • Education researchers lose to Trump administration in first round of court challenge

    Education researchers lose to Trump administration in first round of court challenge

    The courts have pushed back against much of President Donald Trump’s agenda, but he did win a small victory this week in a dispute with education researchers.

    On June 3, a federal judge in Washington, D.C., denied a request by four education research trade associations for a preliminary injunction, which means that the Education Department doesn’t have to temporarily reinstate fired employees and canceled contracts within its research and data arm, the Institute of Education Sciences.

    Researchers had hoped to return the research division to its pre-Trump status while the court takes time to decide the overall issue in the case, which is whether the Trump administration exceeded its executive authority in these mass firings and contract terminations. Now, the cuts in the research arm of the department will remain while the case proceeds. 

    Four education research groups (the Association for Education Finance and Policy (AEFP), the Institute for Higher Education Policy (IHEP), the National Academy of Education (NAEd) and the National Council on Measurement in Education (NCME)) are suing the Education Department because their federally funded studies, evaluations and surveys have been slashed and their access to data is slated to be curtailed. They also contend that historical data archives are at risk, along with future data quality. Their legal argument is that the cuts were arbitrary and capricious and they say that the Trump administration eliminated many activities that Congress requires by law.

    Related: Education researchers sue Trump administration, testing executive power

    U.S. District Judge Trevor McFadden acknowledged that the “upheaval” at the Institute of Education Sciences is “understandably jarring for those who rely on studies and data produced by the Institute.” However, McFadden explained in a written opinion that the law that the researchers are using to sue the executive branch, the Administrative Procedure Act, was “never meant to be a bureaucratic windbreak insulating agencies from political gales.”

    “It is not this Court’s place to breathe life back into wide swathes of the Institute’s cancelled programs and then monitor the agency’s day-to-day statutory compliance,” McFadden wrote.

    In the opinion, McFadden noted that some of the researchers’ complaints, such as losing remote access to student data for research purposes, may be “ripe for standalone challenges,” but bundling all of their grievances together is a “losing gambit.”

    The ruling not only denied researchers the short-term remedy they sought but also cast doubt on the prospects of their overall case. “We are disappointed with and disagree with the Court’s decision, and are evaluating our next steps,” said Adam Pulver, an attorney at Public Citizen, a nonprofit advocacy organization representing two of the research organizations.

    A federal judge in Maryland is still considering a similar request to temporarily restore research-related cuts at the Education Department by two other education research groups. That suit, which also accuses the Trump administration of exceeding its executive power, was brought by the American Educational Research Association (AERA) and the Society for Research on Educational Effectiveness (SREE). 

    Educators fighting the cuts have had one victory so far, in a separate case filed in federal district court in Boston. On May 22, U.S. District Judge Myong Joun ordered the Trump administration to reinstate 1,300 Education Department employees terminated in March. The Trump administration is challenging the decision, but the court said on June 4 that the Education Department couldn’t postpone rehiring everyone while the appeal works its way through the courts. This case was brought by two Massachusetts school districts, a teachers union and 21 Democratic attorneys general. 

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about education researchers suing the Trump administration was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    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.

    Join us today.

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  • JASON KING | Diverse: Issues In Higher Education

    JASON KING | Diverse: Issues In Higher Education

    Jason KingJason King has been named senior vice president for legal affairs and general counsel at Hofstra University. 

    King most recently served as associate vice president of strategic risk management and chief legal officer at The University of Texas at San Antonio, a role where he oversaw institutional risk and provided legal counsel to university leadership. Previously, he served as chief compliance and ethics officer for The University of Texas System Administration, where he held various roles from 2012 to 2023, and led the development and execution of a system-wide research compliance strategy that safeguarded a $3.5 billion research portfolio from foreign influence and misconduct. 

    Earlier in his career, King was an associate at Akers & Boulware-Wells, LLP, and assistant general counsel for the Texas Ethics Commission. King holds a Bachelor of Arts in Political Science from the University of Nebraska–Lincoln and a Juris Doctor from Baylor University School of Law.

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  • May May Be Over, But Mental Health Challenges on Campus are Far from It

    May May Be Over, But Mental Health Challenges on Campus are Far from It

    Last month, during Mental Health Awareness Month, posters went up on campuses across the country, and social media hashtags trended. Now we’re in June, and the conversation begins to fade—while students’ struggles do not. 

    We cannot afford to relegate mental health to a single month on the calendar. Mental health is essential to student well-being and must be central to the work of educators, advocates, and policy leaders throughout the year.  

    According to the CDC, suicide remains the second leading cause of death among young people aged 10 to 24. A Jed Foundation (JED) study revealed that 3 in 5 learners are struggling with financial insecurity, while 60 percent fear for their future. And among young people with depression, more than 60 percent are not receiving the help they need.

    These statistics are heartbreaking. But they are not just numbers. They are students.

    Today’s college students face immense challenges. This generation is coming of age in a world shaped by instability. They are digital natives – always connected, yet deeply isolated and yearning for authentic human connection. They have survived a pandemic but still live in the shadows of economic uncertainty and climate change. They are struggling not only to pay tuition, but also to meet their most basic needs: food, housing, and, in some cases, childcare. And far too many of our students are now familiar with violence in places once considered safe—places like schools, churches, synagogues, and even grocery stores.

    Our students carry an unprecedented emotional weight. 

    Now adding to that weight are the relentless political assaults on who they are and what they deserve.

    Across the country, we’ve seen books banned, attempts to erase history, programs dismantled, and policies enacted that deny students the right to feel seen, safe, and supported. At a time when mental health support should be expanding, it’s being defunded or discredited. At a time when our students need more understanding, they’re met with suspicion and censorship. 

    Even the fundamental promise of higher education—as a gateway to opportunity—is being recast as suspect or expendable. These attacks strike at the core of belonging, purpose, and possibility. They undermine our efforts to build a society where everyone, all of us, can thrive. 

    It’s no wonder that a Lumina and Gallup poll finds that one in three students are considering leaving their programs due to mental health and emotional stress. When support disappears, so does persistence. No single institution can solve the student mental health crisis alone. It will take all of us working across education, healthcare, philanthropy, government, and community spaces to prioritize mental health.

    On behalf of students, we must confront this crisis with compassion, collaboration, and conviction.

    Three principles can guide our efforts to protect students’ emotional health:

    • Mental health must be a core, not a peripheral, issue. It is central to student success, institutional mission, and employee well-being. It must be considered mission-critical and treated with the same urgency as academic success.
    • Mental health must be holistic, not siloed. It must be embedded in campus life, intersecting with health, academics, and student services. A “whole campus” approach is needed.
    • Mental health must be multifaceted, not solely focused on individual counseling. Addressing the issue requires a systems-level response emphasizing wholeness, wellness, and a sense of belonging. 

      While the federal government is cutting funding for school mental health, states are providing strong leadership. A recent convening by The Jed Foundation (JED), a nonprofit that protects emotional health and prevents suicide for teens and young adults nationwide, and the State Higher Education Executive Officers Association highlighted how states are advancing creative, community-rooted strategies to ensure every student feels seen, safe, and supported.

      For instance, Louisiana embraced generational and culturally responsive outreach, using tools like yoga set to hip hop music and leveraging social media to meet students where they are. They also wove mental health into broader attainment conversations—linking well-being with educational and economic outcomes.

      Montana launched “Thriving Together,” a campus-wide initiative focused on resilience, life skills, and collective care. With limited budget resources, the state partnered with external organizations to fund and deliver services.

      Wyoming has found success in telehealth, particularly in reaching students in rural areas where staff shortages and budget gaps limit access to care.

      We see other practices that can be put in place elsewhere. Colleges can train all campus stakeholders to recognize signs of distress and support mental well-being as a shared responsibility. States and local communities can invest more in the mental health workforce, ensuring enough trained providers are available to meet growing demand. And collectively, we can sustain and evolve the work because mental health requires ongoing adaptation and commitment to stay aligned with changing student needs.

      At Lumina Foundation, we understand that students need more than credentials—they need to feel hopeful about their future. Our new goal that 75 percent of working adults hold a credential of value by 2040 is not just a policy target—it’s a moral commitment. It’s about ensuring every learner not only earns a degree but also has the security, well-being, and civic agency to live a fulfilling life.

      Mental health is central to that vision.

      This isn’t easy work. But supporting students’ mental health is essential and must be done year-round. It is foundational to academic success, human dignity, and the promise of higher education.

      Dr. Michelle Asha Cooper is vice president for public policy at Lumina Foundation.

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