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  • Using UGC and Authentic Storytelling For Education Marketing

    Using UGC and Authentic Storytelling For Education Marketing

    Reading Time: 9 minutes

    Today’s schools need to get creative to promote their programs in a way that resonates with prospects. To spur action from your audience, you need to build trust, create engagement, and foster an emotional connection. How do you do that with so many other schools competing for the spotlight? One of the most effective strategies for making a strong impression on your audience is combining user-generated content and authentic storytelling. 

    These methods allow your institution to showcase real experiences, highlight student voices, and differentiate itself from competitors in an increasingly crowded educational landscape. Keep reading to discover the unique advantages of these effective education marketing tactics, get actionable insights into how to use them to reinvent your marketing plan, and examine real examples for inspiration.

    Struggling with enrollment?

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    What Is User-Generated Content (UGC)?

    User-generated content refers to any content, such as testimonials, social media posts, blogs, and videos, created by students, alumni, faculty, or other stakeholders rather than your institution itself. By leveraging UGC, you can present an unfiltered, genuine representation of student life and success. This makes your marketing feel more authentic and increases engagement and reach across digital platforms.

    Why is user-generated content important in marketing? UGC is created by your students and alumni; it is perceived as more trustworthy than traditional promotional materials. Prospective students are more likely to trust and engage with content created by their peers rather than content crafted solely by an institution. This credibility makes UGC a powerful tool for increasing enrollment and engagement.

    The Unique Advantages of User-Generated Content in Education Marketing

    A key user-generated content advantage is its ability to build trust. When prospective students see real stories from current students or alumni, they develop a connection to your institution. This sense of authenticity makes them more likely to inquire about programs and ultimately enroll.

    Another advantage is the ability to foster engagement across digital platforms. Content created by students, such as Instagram stories, TikTok videos, or blog posts, generates far higher engagement than traditional ads. People love sharing their experiences, and prospective students love seeing real perspectives from peers who have been in their shoes.

    A major user-generated content advantage is cost-effectiveness. Instead of investing heavily in producing marketing materials, you can encourage students and alumni to share their stories organically. This reduces costs and enhances your reach, as UGC spreads naturally through networks.

    Another reason why user-generated content is important in marketing is its adaptability across multiple platforms. UGC can be repurposed into social media campaigns, website testimonials, video promotions, and email marketing efforts. This versatility allows you to maintain a steady stream of fresh, compelling content.

    Image 2Image 2

    Source: HEM

    What Is Authentic Storytelling in an Educational Marketing Context?

    Authentic storytelling goes beyond traditional marketing materials to craft compelling narratives highlighting real student and faculty experiences. Instead of relying solely on promotional messages, this approach uses emotion, relatability, and personal journeys to engage prospective students.

    What is the power of storytelling in education? Authentic storytelling is powerful because it transforms abstract institutional values into relatable, real-world experiences. It allows prospective students to see themselves in your stories, making their decision-making process more personal and impactful. This approach humanizes your institution and strengthens your brand identity.

    One of the best ways to incorporate authentic storytelling into your marketing strategy is by featuring in-depth student and alumni stories. A compelling blog could follow the experiences of an international student adjusting to life in a new country while studying at your institution. A video series could showcase students discussing their educational journey, including their challenges and triumphs. By doing this, you create content that is informative and emotionally engaging.

    The Advantages of Authentic Storytelling in Education Marketing

    Unlike traditional promotional content, authentic storytelling builds emotional connections that influence student decision-making. By sharing real experiences from your students and faculty, you provide prospects insight into your institution’s culture, values, and impact.

    One of the greatest advantages of authentic storytelling is its ability to make your institution’s messaging more relatable. Instead of generic promotional materials, prospective students see real-life success stories, challenges, and personal growth journeys, helping them visualize their own future at your school.

    Another unique benefit is the ability to enhance brand trust and credibility. People connect with stories, not advertisements. By showcasing genuine experiences through student interviews, alumni journeys, and behind-the-scenes campus life, your school appears more transparent and welcoming. This approach fosters a deeper connection with your audience, making them more likely to engage with your institution.

    Authentic storytelling also strengthens retention and alumni relations. When students feel emotionally connected to your institution through compelling narratives, they are more likely to remain engaged throughout their education and beyond. Alumni who feel valued through storytelling initiatives often become ambassadors for your school, further enhancing your brand reach.

    Image 3Image 3

    How Your School Can Leverage User-Generated Content and Authentic Storytelling

    Building a marketing strategy around user-generated content and authentic storytelling requires a proactive approach. Instead of simply encouraging students to share their experiences, you need to create opportunities for engagement, provide platforms for their voices, and consistently highlight their stories. By doing so, you ensure that the content generated aligns with your school’s brand and messaging while maintaining the authenticity that makes it so powerful.

    Encourage Student-Generated Social Media Content

    One of the best ways to integrate UGC into your marketing strategy is by motivating students to share their experiences on social media. Encourage them to document campus life, extracurricular activities, and classroom experiences.

    For example, your university might launch an Instagram challenge where students post their favorite campus spots with a branded hashtag. Similarly, a career college could create a TikTok trend showcasing student projects or daily routines in their training programs.

    Example: This video, posted by a UCLA student, is a free promotion for the school’s dining hall. She is making a relatable joke about the proverbial ‘freshman fifteen,’ an expression for the weight gain that tends to occur in the first year of college. The creator credits the delicious food at UCLA for her freshman fifteen, and this is not the only video of its kind on her page. Satisfied students eager to share their experiences are invaluable for generating compelling UGC. Encourage students to use specific hashtags for their UGC as this creator did (#ucla #dininghall, etc).

    @ronigrush

    If you didn’t gain freshman 15 I hate you #ucla #dininghall #food #foodtok #icecreamday #collegelife #freshmanyear #freshman15

    ♬ Dance You Outta My Head – Cat Janice

    Source: TikTok

    Feature Student and Alumni Testimonials

    Prospective students value hearing from those who have already walked the path they are considering. Featuring student and alumni testimonials on your website, in promotional videos, and on social media channels provides relatable insights into your programs.

    An example of effective testimonial use is a nursing college that records short video interviews with recent graduates discussing their experiences and career outcomes. These testimonials provide compelling, relatable stories that reinforce the value of your school’s programs.

    Example: AAPS regularly posts alumni video testimonials highlighting each graduate’s unique background, career goals, and how the institution supported the attainment of their objectives. Here, Teresa Barnes describes how the Quality Assurance and Regulatory Affairs program at AAPS helped her to find success as a Medical Writer. Your alumni community is probably full of careerists who are proud of their achievements and are excited to talk about their journey. This is an excellent opportunity for effective brand storytelling.

    YouTube videoYouTube video

    Source: Academy of Applied Pharmaceutical Sciences | YouTube

    Develop Long-Form Content With Authentic Storytelling

    Creating blog posts or video documentaries featuring students’ journeys can be a powerful way to engage prospects. A compelling blog could follow a student during an internship and how the experience shaped their career aspirations. This approach showcases your school’s opportunities while telling a relatable story that resonates with other students considering similar paths.

    Additionally, long-form content allows for in-depth storytelling that goes beyond surface-level promotions. A well-written blog post could feature a student reflecting on their academic journey, describing their challenges, the mentors who guided them, and the personal growth they experienced. Similarly, a video series might document a student’s transition from their first day on campus to their graduation, providing prospective students with a complete picture of what they can expect.

    Example: Blogs remain a relevant way to tell your school’s story and give your student body a voice. Here, Algonquin Careers Academy tells the story of one of their dental assistant graduates. By publishing a blog post that features a student interview, the message is personable, inspirational, and authentic. Try to infuse personality into your long-form content whether you choose to blog, post videos, create a newsletter, or all three.

    Image 4Image 4

    Source: Algonquin Careers Academy

    Highlight Behind-The-Scenes Content

    Showcasing the day-to-day experiences of students, faculty, and staff makes your institution feel more welcoming and accessible. A behind-the-scenes video series might follow a day in the life of a student in a culinary arts program, walk viewers through a school event, and showcase hands-on learning experiences and interactions with industry professionals.

    An effective example comes from business schools that share faculty-led discussions, giving students an inside look at the classroom environment before they apply. This storytelling adds authenticity and provides a window into your school’s culture and academic strengths.

    Example: Here, the American Musical and Dramatic Academy showcases its open house event, building anticipation for prospects and providing useful information about what they can expect from the event. Behind-the-scenes videos are easy to film, effective for humanizing your brand, and excellent ways to inform your audience in an engaging, easy-to-digest format.

    @amdaofficial

    Get a behind the scenes look at AMDA student life during our open house events! #amdacollege #collegelife #collegeopenhouse #collegetok #nyclife

    ♬ Canyons – Official Sound Studio

    Source: AMDA College | TikTok

    Run UGC Contests and Campaigns

    To increase engagement, your school can launch user-generated content campaigns that incentivize participation. This could include video challenges, photo competitions, or student-run social media takeovers. For instance, a digital marketing diploma program might host a competition where students submit real-world marketing campaign ideas, with the winner featured on your school’s website and social media pages. This not only showcases student talent but also strengthens your brand’s credibility.

    Example: Seguin High School showcases the artistic talent of one of their students who had won an art contest. Not only is this an excellent way to instill well-deserved pride and support in your students, but it is also a great way to humanize your school brand and display your strong community.

    Image 5Image 5

    Source: Seguin High School | Instagram

    Get Support as You Elevate Your Education Marketing Strategy

    In today’s highly competitive and interconnected world, attracting qualified student prospects online is essential to a successful recruitment strategy. Schools and universities must implement innovative and authentic marketing techniques, leveraging user-generated content and authentic storytelling to connect with their audiences on a deeper level. Working with a marketing agency specializing in education marketing can be a game changer for your results. 

    For over 15 years, Higher Education Marketing has crafted successful digital marketing strategies for schools worldwide. Our deep understanding of education marketing allows us to design multichannel campaigns that drive engagement and enrollment. We provide  tailored services, including:

    • Content Marketing
    • Search Engine Optimization (SEO)
    • Social Media Marketing
    • Paid Advertising Campaigns

    Partner with us to harness the power of storytelling in education and leverage the benefits of user-generated content to drive real engagement. Contact us today to explore how our expert digital marketing solutions can transform your student recruitment efforts and enhance your institution’s online presence.

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Frequently Asked Questions

    Question: Why is user-generated content important in marketing? 

    Answer: UGC is created by your students and alumni; it is perceived as more trustworthy than traditional promotional materials. Prospective students are more likely to trust and engage with content created by their peers rather than content crafted solely by an institution.

    Question: What is the power of storytelling in education? 

    Answer: Authentic storytelling is powerful because it transforms abstract institutional values into relatable, real-world experiences. It allows prospective students to see themselves in your stories, making their decision-making process more personal and impactful. This approach humanizes your institution and strengthens your brand identity.



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  • Enrollment Strategies for Moving Students through the Funnel

    Enrollment Strategies for Moving Students through the Funnel

    Strategies for Each Stage of the Enrollment Journey

    Higher education institutions face many challenges in their efforts to engage with potential students and keep them motivated while they navigate the enrollment process. In a 2024 Lumina Foundation/Gallup survey on the state of higher education, prospective adult students cited cost, work conflicts, emotional stress, and lack of remote learning opportunities as their top barriers to enrolling in a college program. 

    Institutions and enrollment teams have the unique opportunity to support students on their journey through each stage of the enrollment funnel — awareness, interest, consideration, intent, application, and enrollment — to help them achieve their goals. 

    To learn more, check out the infographic below, created by the Higher Education Marketing Journal.

    Stage 1: Awareness

    In the first stage of the enrollment funnel, prospective students search for colleges and universities and find out about the different programs they offer. The challenge that universities face during this stage is: How do we reach as many potential students as possible?

    Prospective students learn about institutions in the following ways:

    According to a recent survey of prospective students, 83% find videos from colleges and universities helpful, 79% find virtual tours helpful, and 63% have clicked on a college’s digital ad.

    Universities can use the following strategies to reach potential students:

    Stage 2: Interest

    In the next stage, also known as the familiarity stage, students narrow their focus and move closer to deciding which program is right for them. Universities face this challenge during the interest stage: How do we stand out among the competition and promote our institution’s brand?

    Strategies to stand out include the following:

    Stage 3: Consideration

    At this stage, students have several options and may now take the time to reach out to the institutions they’re interested in to get more information before they make their decision. By engaging directly with students, colleges and enrollment teams can build relationships with them and establish trust. 

    Universities at this stage wonder: How do we build trust and encourage prospective students to enroll?

    To build trust with prospective students, universities should employ tactics such as the following:

    Stage 4: Intent

    In this stage, sometimes known as the choice stage, prospective students are very close to making a decision. Enrollment teams need to be ready and available to help them take the necessary steps to enroll. 

    These teams have the following challenge questions to solve: How do we continue to keep students engaged? What other information and encouragement can we provide?

    Over 14,000 prospective adult students who responded to the 2024 Lumina/Gallup survey ranked their reasons for not enrolling in a college program. The following challenges were flagged as very important or moderately important:

    Universities can employ strategies such as the following:

    Stage 5: Application

    At this stage, students have made their decision and are ready to apply to the institution. This is a big step for students who may need help submitting documents and fulfilling admission requirements.

    The challenge universities face involves this question: What can we do to ease the application process?

    Schools can employ strategies such as the following:

    Stage 6: Enrollment

    In the last stage, students complete their registration and begin the orientation process. Admissions advisors at this stage must keep students engaged and set them up for success. Students will choose classes, buy books, and meet teachers and other students, while also making decisions about how to manage their other life obligations while they are in school.

    The challenge question for universities: How can we provide support and promote retention?

    These schools can benefit from strategies such as the following:

    Create Enrollment Strategies to Support the Student Journey

    Enrollment teams not only help students choose the best program to reach their goals, they also support them throughout the enrollment and admissions process to ensure their success through graduation.

    Sources 

    The Council of Independent Colleges, 2023 E-Expectations Trend Report

    Lumina Foundation, The State of Higher Education 2024

    Lumina Foundation, From Outreach to Enrollment: Strategies to Engage Adults in Education Beyond High School 

    Modern Campus, “How To Optimize The Enrollment Funnel & Increase Matriculation”

    Higher Education Marketing, Essential Admissions Funnel Best Practices For Schools

    Higher Education Marketing Journal, “Enrollment Funnel: Tips for the Student Journey”

    Subscribe to the Higher Ed Marketing Journal:

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  • Podcast: Easter special | Wonkhe

    Podcast: Easter special | Wonkhe

    This week on the podcast it’s our Easter special – and we’re diving into the highlights from The Secret Life of Students, our event that looked at a new vision for the student experience.

    We hear from student officers, sector experts, and campaigners on everything from the myth of the full-time model, to the pressures of placements, to the problems faced by international students. There’s testimony from nursing students, fire from SU officers challenging tokenistic consultation, and reflections on race, identity, and institutional indifference. Plus we zoom out to explore commuter challenges, disabled students, student cities and the global call for student solidarity. Hosted by Jim Dickinson, Associate Editor at Wonkhe.

     

     

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  • Is there a global free speech recession?

    Is there a global free speech recession?

    We travel from America to Europe, Russia, China, and
    more places to answer the question: Is there a global free speech
    recession?

    Guests:


    Sarah McLaughlin
    : FIRE senior scholar, global
    expression


    James Kirchick
    : FIRE senior fellow

    Jacob
    Mchangama
    : FIRE senior fellow

    Timestamps:

    00:00 Intro

    03:52 Free speech global surveys

    07:49 Freedom of expression deteriorating

    11:43 Misinformation and disinformation

    18:05 Russian state-sponsored media

    24:55 Europe’s Digital Services Act

    29:26 Chinese censorship

    34:33 Radio Free Europe

    54:57 Mohammad cartoons

    01:04:14 Outro


    Read the transcript here.

    Enjoy listening to the podcast? Donate to FIRE today and
    get exclusive content like member webinars, special episodes, and
    more. If you became a FIRE Member
    through a donation to FIRE at thefire.org and would like access to
    Substack’s paid subscriber podcast feed, please email
    [email protected].

    Show notes:

    Authoritarians in the academy: How the
    internationalization of higher education and borderless censorship
    threaten free speech
    Sarah McLaughlin (2025)

    – “The
    First Amendment created gay America
    ” So to Speak (2022)

    – “Secret city: The hidden history of gay
    Washington
    ” James Kirchick (2022)

    – “Who
    in the world supports free speech?
    ” The Future of Free
    Speech (2025)

    – “V-DEM
    democracy report 2025: 25 years of autocratization — democracy
    trumped?
    ” V-Dem Institute (2025)

    Global
    risks report 2024
    World Economic Forum (2025)

    – “Gay reporter kicked
    off Kremlin network after protesting anti-gay law

    Washington Free Beacon (2013)


    Free speech: A history from Socrates to social media
    (paperback)
    Jacob Mchangama (2025)


    Europe’s Digital Services Act (DSA)
    (2022)


    Careless people: A cautionary tale of power, greed, and lost
    idealism
    Sarah Wynn-Williams (2025)

    – “The
    Voice of America falls silent
    ” The New York Times
    (2025)


    Text of Havel’s speech to Congress
    The Washington Post
    (1990)


    Voice of America wins in court, for now, as judge blocks Trump
    administration from firing staff
    AP News (2025)

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  • ‘Executive Watch’: The breadth and depth of the Trump administration’s threat to the First Amendment — First Amendment News 465

    ‘Executive Watch’: The breadth and depth of the Trump administration’s threat to the First Amendment — First Amendment News 465

    Given the Trump administration’s continued and varied assaults on the First Amendment, it is vital to monitor those attacks and then realize the gravity of the “sweeping and draconian sanctions” imposed by unconstitutional executive fiat. Vigilance is especially important, as New York Times investigative reporter Michael S. Schmidt has noted, because “Mr. Trump has employed tactics including lawsuits, executive orders, regulations, dismissals from government jobs, withdrawal of security details and public intimidation to take on a wide range of individuals and institutions he views as having unfairly pursued him or sought to block his agenda.” 

    Mindful of such matters, this installment of “Executive Watch” by professor Timothy Zick provides the most comprehensive and informed account of the current threats facing us up to now. 

    Of course, yet more posts are forthcoming. Meanwhile, it is worth heeding the sound advice recently offered by Dean Erwin Chemerinsky: “despite the risks of speaking out, silence itself comes at enormous cost.”

    — rklc


    My introductory post, which was published a little more than a month after Donald Trump took office for the second time, identified various areas in which his administration’s actions threatened First Amendment rights. At this point, even before the first 100 days of the second Trump administration have elapsed, we now have a much fuller picture of the nature and scope of the threat — and it’s even worse than we thought. 

    Media stories and commentary have covered a range of Trump administration policies and actions that threaten speech and press rights. Commentators have examined the attacks on media, law firms, government employees, and universities, among others. My last post discussed Trump’s abuse of the civil lawsuit to punish the media and others.

    Considered in isolation, these actions raise troubling First Amendment concerns. But the whole threat to the First Amendment is far greater than the sum of its damaging parts. Combined, the administration’s actions represent a whole-of-government and whole-of-society effort to control whether and how Americans talk about certain ideas. 

    Trump 1.0 and the First Amendment

    As it concerns the First Amendment, the fundamental difference between Trump 1.0 and Trump 2.0 is the extraordinary use of the levers of governmental power to suppress, dictate, and coerce viewpoints the president disfavors.

    During the first administration, the threat to the First Amendment emanated primarily from the president’s own statements and threatened actions. Trump talked about “opening up” the libel laws to make it easier to sue media defendants. He waged a constant war on the press, which he referred to as “the enemy of the people.” He demanded loyalty, attacked those who disagreed with his views on patriotism and dissent, and threatened to punish media outlets by revoking their licenses. He also threatened to shut down social media platforms that fact-checked him.

    Prof. Timothy Zick

    During the 2016 presidential election, Trump called for de-naturalizing and jailing protesters who burned the U.S. flag. As president, he routinely denigrated protesters. During the Black Lives Matter demonstrations, Trump considered invoking the Insurrection Act to call up U.S. military personnel to quell protest-related civil unrest. He sent federal agents to Portland and other cities to police and quell protests. At one point during the demonstrations, Trump reportedly asked his then-secretary of defense why protesters couldn’t be shot. And, of course, after he lost the 2020 election he used his own speech to incite the Capitol insurrection on Jan. 6, 2021.

    It was clear during his first term that Trump had little or no tolerance for dissent, and a strong desire to impose his will on the media and other institutions. However, for the most part, he either didn’t or couldn’t effectuate that agenda. Perhaps this was because members of his administration talked him out of it, or perhaps because he was not yet familiar with the levers of power.

    Trump 2.0 and executive orders

    Trump 2.0 has been a vastly different story. Past presidents, including Trump, have used executive orders to exercise or augment their executive powers. They have set important agendas for the executive branch of government. However, no president has ever used executive orders to attempt to control what Americans can discuss, or how they speak about concepts regarding diversity, patriotism, anti-Semitism, gender, and other matters of public concern. And no president has been as successful at extending such an agenda across not just the federal bureaucracy but nearly every aspect of society.

    Thus far, President Trump has issued eighteent Executive Orders, plus several accompanying “Fact Sheets,” that implicate First Amendment rights. Although some of the Orders are vague and/or thin on specifics, many target expression based on its viewpoint – a quintessential violation of the First Amendment.  

    • Five of the Executive Orders target law firms based on their representation of clients and advocacy for causes the President disfavors.
    • Three Orders prohibit universities, companies, and others receiving federal funds from maintaining “Diversity, Equity, and Inclusion” (DEI) policies and practices – including training, teaching, and supporting those ideas.
    • Trump’s Orders also target “anti-Semitic” speech by federal grantees and encourage universities to monitor “pro-jihadist protests” and campus “radicalism.”
    • An Executive Order requires that K-12 schools adopt “patriotic” curricula and further vows to withhold funding from any schools that teach that the United States is “fundamentally racist, sexist or otherwise discriminatory.”
    • Other Orders provide that resident aliens who express “hatred for America” or “bear hostile attitudes toward [American] citizens, culture, government, institutions, or founding principles” are subject to deportation.
    • Two of Trump’s Executive Orders single out transgender individuals, banning them from military service and imposing restrictions on the genders they can use on U.S. passports. These Orders raise important equal protection concerns, but also bar individuals from communicating about their own gender identity.
    • Finally, the Administration’s cost-cutting and desire to control the flow of information have deeply affected the availability and distribution of information in the United States. Trump has ordered the disbanding of Voice of America and Radio Free Europe, important outlets for furthering American interests abroad. Trump’s spending cuts have also decimated libraries, which are critical distributors of information. Trump recently issued an Executive Order that purports to remove “anti-American ideology” from the Smithsonian Museum.

    TRUMP’S FIRST 80 DAYS
    Executive orders affecting free speech and press: 18
    Federal agencies involved in enforcement: 20
    Lawsuits raising First Amendment challenges: 30

    The whole-of-government campaign

    Standing alone, Trump’s executive orders represent a serious threat to the First Amendment. But the orders are backed by agency enforcement powers that drastically expand the danger.

    Think of the executive orders as a general blueprint for an ideological and retributive campaign aimed at punishing enemies for speech, imposing governmental orthodoxy regarding race, gender, and other matters, and controlling the distribution of information. That blueprint is being enforced by all federal agencies under the president’s command. So far, that includes some twenty separate agencies, including:

    • The Federal Bureau of Investigation
    • The Department of Justice
    • The Department of Health and Human Services
    • The Department of Education
    • The General Services Administration
    • The Department of Homeland Security
    • The State Department
    • U.S. Immigration and Customs Enforcement
    • U.S. Customs and Border Patrol
    • The Federal Communications Commission
    • The Office of Personnel Management
    • The Agency for Healthcare Research and Quality
    • The United States Agency for Global Media
    • The Federal Trade Commission 

    In contrast to Trump 1.0, during Trump 2.0 the entire agency alphabet soup is fully committed to enforcing executive orders that require adoption of official orthodoxies and ideologies, or punish individuals or institutions for their viewpoints. Pursuant to these executive orders, federal agencies have investigated employers and universities based on their support for DEItargeted law firms based on their clients and causes, arrested international students based on their political advocacy, investigated broadcast stations based on the content of their shows, and removed scientific papers from public databases because they include forbidden words about gender or diversity. 

    Agencies across government are involved in enforcing Trump’s executive orders in areas ranging from private business to immigration. Ironically, the president’s ability to control and punish expression is due, in large part, to the size of the federal government he has targeted for downsizing or eradication.

    The whole-of-society impact of the executive orders

    Trump’s executive orders bind all federal agencies under his command. Agencies across regulatory areas have moved swiftly to scrub websites of offensive DEI language. Their efforts to comply with Trump’s directive have at times been comical. The Defense Department apparently removed material about the Enola Gay, the aircraft that dropped the atomic bomb on Hiroshima, because of its name. Agencies have also removed information about Jackie Robinson and other material that celebrates the accomplishments of black people and women. Taking a “chainsaw” approach to language in public-facing websites, agencies have removed information that does not comport with the president’s preferred terms and viewpoints.

    “In a pre-election poll, respondents ranked ‘free speech’ among the top issues that were ‘very important’ in influencing their vote for president.”

     FIRE/NORC poll of 1,022 Americans conducted Oct. 11-14, 2024

    The federal government is an important source of information for issues relating to public health, the armed forces, employment, and other matters. Governments can determine what messages they want to communicate, including on websites they control, but those efforts can have harmful effects on the distribution of information to the public. 

    Trump’s orders have also limited the availability of information, both at home and abroad. They have silenced the nation’s voice in international spheres, cut off aid to libraries, and even demanded that museums change exhibits that convey “anti-American ideology.” Again, no president has ever used executive orders to so comprehensively control what can be seen, heard, or viewed. 

    Trump’s executive orders have also affected millions of individuals, entities, and institutions beyond federal agencies. Indeed, it is hard to overstate the breadth and depth of the activities covered by the existing executive orders — and they continue to be issued almost daily. The orders have already extended into every boardroom, classroom, breakroom, and laboratory in the United States. Businesses have shut down activities recognizing the value of a diverse workforce. Universities have scrubbed websites and materials of any references to the values of diversity in education. Legal counsel at some hospitals have even warned staff not to use “triggering” words like “vulnerable” or “diverse” to describe patients. 

    How Trump has expanded his power over expression

    Four things account for the extraordinary scope and effect of the Trump administration’s campaign to control what Americans see, hear, and say regarding gender, race, and American history.

    First, in contrast to Trump 1.0, the president has relied more extensively on executive orders as a means of governing. Trump’s more than 100 executive orders cover everything from the types of straws that can be used in federal buildings, the legitimate causes law firms can pursue, and the content of displays at the Smithsonian Museum.

    “There . . . can be no question that the demands the administration is making of Harvard are intended to suppress protected expression, of various kinds. To avoid the loss of federal funds, Harvard will have to refrain from advocating for, or empowering others to advocate for, the viewpoint that diversity, equality, and inclusion are important educational and social values. It will have to change how it oversees faculty research and teaching, and what kinds of scholarly viewpoints it hires and promotes. And it will have to suppress student speech and association, including core political expression, more severely than it has chosen to do so far—or at least it will have to promise to do so.”

    Genevieve Lakier

    Second, the orders use the threat of lost federal funding as an enforcement mechanism. Federal funding touches nearly every aspect of American life. That includes education at all levels, health care, immigration, the practice of law, scientific research, and even farming. 

    Third, because the executive orders lack any meaningful specificity about concepts and ideas it targets, including “DEI” and “anti-Semitism,” no federal grantee can be sure which words, phrases, or ideas will result in a denial of critical funding. This lack of clarity has produced significant uncertainty at universities, hospitals, businesses, and other funding recipients. And that uncertainty has led to anticipatory compliance on a scale that federal anti-discrimination and other laws do not require.

    Fourth, the administration has not provided the process required by federal law to deny or remove federal funding. This enhances the chill of agency enforcement by speeding up the denial of funds, leaving grantees with little recourse to contest allegations or charges prior to loss of funding.

    Fifth, for many of the above reasons, the Orders have engendered a repressive fear in federal fund recipients — a fear, as Ronald Collins points out, that is “born of direct or veiled demands for loyalty” and the specter of punishment for dissent. Thus, words and phrases must be removed, lectures canceled, and “deals” inked that trade away law firms’ First Amendment rights for relief from facially retributive and unconstitutional Executive Orders. 

    To be sure, some will challenge these executive orders on First Amendment grounds. Indeed, nearly 30 lawsuits raising First Amendment claims have already been filed. But many more grantees will decide, as Columbia University and the Paul Weiss law firm recently have, to negotiate a settlement or comply with unlawful orders. Many others will comply in advance, lest they remain targets of the president’s ire and risk their funding and livelihoods. 

    This underscores just how widespread the effects on First Amendment rights and principles will turn out to be. By virtue of their breadth, vagueness, and procedural violations, Trump’s executive orders and threats of agency enforcement will produce far more suppression of speech than normal agency action — which is limited by, among other things, resource considerations and legal process requirements. Although lawsuits are an important check, the chilling and suppressive effects of the Trump administration’s campaign are much broader and deeper than courts alone can address or resolve. 

    The daily chaos of Trump 2.0 can readily distract us from the fuller picture in terms of threats to free speech. As Professor Stephen Vladeck has correctly observed, “it seems that chaos and disruption are themselves central to President Trump’s objective.” However courts ultimately rule after tiresome and delayed litigation, much damage will already be done, some of it even irreversible.  

    Make no mistake: What we have seen in the early days of Trump 2.0 is an unprecedented government-wide and society-wide broadside against fundamental First Amendment commitments. And there is no indication that the Trump administration’s campaign is going to end any time soon. 

    2024-2025 SCOTUS term: Free expression and related cases

    Cases decided 

    • Villarreal v. Alaniz (Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
    • Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
    • TikTok Inc. and ByteDance Ltd v. Garland (The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)

    Review granted

    Pending petitions 

    Petitions denied

    Free speech related

    • Thompson v. United States (decided: 3-21-25/ 9-0 with special concurrences by Alito and Jackson) (interpretation of 18 U. S. C. §1014 re “false statements”)

    Last scheduled FAN

    FAN 464: “Free speech in an age of fear: The new system loyalty oaths

    This article is part of First Amendment News, an editorially independent publication edited by Ronald K. L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.

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  • List of Schools Where Student Visas Have Been Revoked Increases to 46. Arizona State Tops List.

    List of Schools Where Student Visas Have Been Revoked Increases to 46. Arizona State Tops List.

    According to WeAreHigherEd.org, there are now 46 schools where student visas have been revoked.  Arizona State tops the list at 50, followed by the University of Wisconsin-Madision (13), UC Davis (12), Rutgers (12), and Johns Hopkins (12) . The website includes profiles of a number of those students who have been detained. If you know of someone who has been abducted, you can report it here.

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  • Globalization peaked before Trump’s tariffs

    Globalization peaked before Trump’s tariffs

    “The Russian invasion of Ukraine has put an end to the globalization we have experienced over the last three decades,” according to Larry Fink, the boss of BlackRock, the world’s largest asset manager.

    If Fink means an end to the cross-border movement of goods, services, money and data, he is almost surely wrong. Economies are too intertwined to make economic self-sufficiency an option; the advances in computing that underpin global manufacturing, logistics and markets cannot be “uninvented.”

    But if he means the war could turn out to be the high-water mark for globalization, Fink is on firmer ground.

    The shockwaves Moscow’s war has touched off are likely to prompt firms to re-examine their supply chains and bring more business closer to home, even if that means lower profits.

    The trend towards greater economic self-reliance will have far-reaching consequences. Shifting production away from emerging economies will be costly, boosting inflation.

    But it will also create well-paid manufacturing jobs, reducing income inequality. Overall growth will suffer as efficiency is sacrificed for economic security, but neglected post-industrial regions could get a new lease on life.

    Russia’s invasion of Ukraine will accelerate trends.

    Signs that globalization is past its peak were mounting before the West curtailed economic links with Russia.

    Notably, COVID-19 highlighted the drawbacks of outsourcing manufacturing to the other side of the world; the West relied heavily during the pandemic on China for medical kit and basic personal protective equipment such as face masks.

    Likewise, as economies have bounced back from the pandemic, factories in Asia have struggled to meet red-hot demand, clogging up global supply chains for everything from building materials to bicycle parts.

    Policymakers have been especially shocked to learn just how badly the West depends on Asia, principally Taiwan, for computer chips.

    The upshot is a push by governments to encourage companies to build factories at home (“reshoring”), in neighbouring countries (“nearshoring”) or in countries that are political allies (“friendshoring,” US Treasury Secretary Janet Yellen’s neologism.)

    Thus, Intel is investing $36 billion to boost chip-making in Europe, including a pair of factories in Germany, and another $20 billion on two new plants in Ohio, while Apple has started manufacturing iPhones in India, reducing its dependence on China.

    The invasion of Ukraine can only magnify these trends.

    Sanctions on Russia form part of a trend.

    Europe, in particular, has been made painfully aware that it counts on Russia for about a quarter of its oil imports and 40% of its natural gas imports.

    Similarly, countries in North Africa, the Middle East and South Asia are perilously dependent on grain supplies from Russia (and Ukraine). Governments are scrambling to diversify supplies and find ways to hold down fast-rising prices.

    Sanctions on Russia speak for themselves, given Moscow’s naked aggression. But they form part of a pattern.

    Western governments have been increasingly willing to use trade and investment policies to try to get recalcitrant countries to change their ways. China has been the main target, and globalization has been the casualty.

    Exhibit A is the tariffs imposed on imports from China by former U.S. President Donald Trump and maintained by his successor, Joe Biden, aimed at persuading Beijing to end subsidies and intellectual property abuses that, in Washington’s eyes, give Chinese companies an unfair advantage.

    But Washington wants a lot more than a level playing field for trade.

    It regards China as a growing threat to America’s military, economic and geopolitical dominance and wants to slow its rise. Hence a slew of restrictions on technology exports to companies deemed to have links to the Chinese military, as well as steps to deter Americans from investing in China and vice versa. European policy is moving in the same direction.

    At the same time, Chinese leader Xi Jinping has proclaimed a policy of “dual circulation” that boils down to China relying more on its domestic market for growth and less on export demand. Foreign companies in China report a distinctly chillier business environment.

    No wonder, then, that some are scaling back in China, especially as labour costs are rising.

    The heyday of globalization may be over.

    Moving production to countries like Vietnam can be seen as an extension of globalization, not the end of it.

    But China remains the key link in global supply chains thanks to its unrivalled manufacturing scale. So any weakening of this link supports the case that the heyday of globalization — if defined as the quest for maximum production efficiency — is over.

    Many analysts go further and conclude that the U.S. and Chinese economies are decoupling and could end up forming, and dominating, their own economic blocs with separate trade alliances and digital standards.

    If China’s tacit support for Russia’s invasion of Ukraine leads to closer trade, energy and political ties between Beijing and Moscow, the splintering of the global economy will only get worse. Other countries could be forced to take sides.

    “Much like the pandemic, the invasion of Ukraine will deepen the global rift between U.S.-led rules-based economies and their authoritarian adversaries,” according to Diana Choyleva, chief economist at Enodo Economics in London.

    A tell-tale sign that decoupling is for real will be if China makes progress in its long-standing aim to reduce its dependence on the U.S. dollar and persuades global investors and central banks to make more use of its own currency, the renminbi, in trade, investment and financial markets.

    For now, the dollar shows no sign of losing its lustre. But until recently few were predicting the retreat of globalization. Russian President Vladimir Putin has piloted the world economy and political order into uncharted waters.


    Three questions to consider:

    1. Has globalization been good for the man in the street in rich countries and in developing economies?
    2. Why doesn’t Apple make iPhones in the United States or in Europe?
    3. Are Western consumers willing to take the economic pain that a ban on importing Russian oil and gas would involve?


     

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  • In a world of tech, human-led efforts may be the best school safety tool

    In a world of tech, human-led efforts may be the best school safety tool

    The Education Reporting Collaborative, a coalition of eight newsrooms, is investigating the unintended consequences of AI-powered surveillance at schools. Members of the Collaborative are AL.com, The Associated Press, The Christian Science Monitor, The Dallas Morning News, The Hechinger Report, Idaho Education News, The Post and Courier in South Carolina, and The Seattle Times.

    RIGBY, Idaho — Four years ago, a sixth grader in Rigby, Idaho, shot and injured two peers and a custodian at a middle school. The tragedy prompted school officials to reimagine what threat prevention looks like in the approximately 6,500-student district.

    Now, student-run Hope Squads in Rigby schools uplift peers with homemade cards and assemblies. Volunteer fathers patrol hallways as part of Dads on Duty. A team of district staff, counselors, social workers and probation officers gathers to discuss and support struggling students. Thanks to a new cellphone ban, students are off screens and talking to each other. The positive results of these combined efforts have been measurable.

    “We’ve helped change … lives,”said Brianna Vasquez, a senior at Rigby Highand member of her school’s Hope Squad. “I’ve had friends who have been pulled out of the hole of depression and suicidal thoughts because of [the Hope Squad].”

    School shootings like Rigby’s have driven America’s educatorstotry to prevent similar harm. Many districts in the U.S. have turned to technology — especially digital surveillance — as the antidote. Not everyone is sold on that approach, as there can be issues, including with privacy and security.Without broad agreement on which strategies do work best, some districts are trying a braided approach — using a combination of technology, on-the-ground threat assessment teams, and other mental health supports.

    “If you’re sitting in the shoes of a district leader, taking a multi-pronged approach is probably very sensible,” said Jennifer DePaoli, a senior researcher at the Learning Policy Institute, who has studied school safety.

    Related: Schools are surveilling students to prevent gun violence or suicide. The lack of privacy comes at a cost

    In Rigby, educators lean toward human interaction. Artificial intelligence and digital surveillance systems are perhapsless likely to identify who is eating alone at lunch or withdrawing from friends.

    “It’s all about culture,” said Chad Martin, the superintendent of Jefferson County School District in Rigby. “It starts with that — just having a friend, having a group of friends, having a connection somewhere.”

    Rigby school leaders use technology to detect threats, including an app, STOPit, which allows students to anonymously report safety concerns, and surveillance software that monitors students’ keystrokes and looks out for troubling terms. Martin said those are helpful, but must be used in concert with human-led initiatives.

    The district’s version of a threat assessment team, which meets monthly, has been one of the most useful tools, Martin said. In those group conversations, school staff may realize that a student who’s been missing class has a parent who was recently arrested, for example.

    “Everybody has a little piece of information,” Martin said. “So the goal is to put those people in the same room and be able to paint a picture that can help us support kids.”

    Chad Martin, superintendent of Jefferson County School District, said student relationships remain the most powerful tool in keeping school safe. Credit: John Roark

    Although Idaho does not mandate the use of in-school threat assessment teams, 11 states in the U.S. do. In 2024, the National Center for Education Statistics reported that 71 percent of U.S. public schools have a threat assessment team in place.

    A leading model,used by thousands of school districts, is the Comprehensive School Threat Assessment Guidelines (CSTAG). These were developed by forensic clinical psychologist Dewey Cornell after he spent years studying homicides committed by children or teens, including school shootings. He said digital surveillance technology can offer school districts “an illusion of safety and security.”

    With CSTAG, school-based teams use a five-step process when threats emerge. The team includes a school administrator, a counselor or psychologist, a social worker, a staff member focused on special education, and a school resource officer. In serious situations, the group might suspend or move a student elsewhere while conducting mental health screenings,a law enforcement investigation, and development of a safety plan. Ultimately, that plan would be put into effect.

    If implemented correctly, Cornell says, this type of approach is less punitive and more rooted in intervention. Instead of relying only on technology, Cornell and his threat assessment guidelines recommend adding humans who can make decisions with schools as situations emerge. He points to a recent study in Florida, one of the states where threat assessment teams are mandatory. Threats investigated by those teams “resulted in low rates of school removal and very low rates of law enforcement actions,” according to the report authored by Cornell and fellow University of Virginia researchers.

    “If you’re a school counselor and you can work with a troubled kid and help get them on the right track, you’re not just preventing a school shooting, but you’re more likely to be preventing a shooting that would occur somewhere else and maybe years in the future,” he said.

    Threat assessment teams — whether using the CSTAG model or another form — haven’t been immune from scrutiny. Complaints have emerged about them operating without student or parent knowledge, or without staff members to represent children with special needs. Criticism has also included concern about discrimination against Black and Hispanic students.

    DePaoli, from the Learning Policy Institute, says more research is needed to determine whether they successfully identify threats and provide students with appropriate support. She suspects it boils down to implementation.

     “If you are being required to do these, you need to be doing them with so much training and so much support,” she said.

    Related: Do protocols for school safety infringe on disability rights?

    The Jordan School District in Utah uses the CSTAG model. Travis Hamblin, director of student services, credits the “human connection” with strengthening the district’s approach to handling threats and, as a result, boosting student safety and well-being.

    Earlier this school year, the district received an alert through Bark, a digital monitoring tool that scans students’ school-issued Google suite accounts. It flagged a middle schooler’s account, which contained a hand drawn picture of a gun that had been uploaded.

    The notification mobilized the school’s threat assessment team. By using the CSTAG decision-making process, the team determined the student did not intend any harm, Hamblin says.

    Rigby High’s Hope Squad — and those like it nationwide — aim to foster connection and reduce the risk of suicide. Credit: John Roark

    The school leaders didn’t unnecessarily escalate the situation, he says. After their assessment, they chalked it up to middle school immaturity and asked the student to avoid such drawings in the future.

    “When you say, ‘Why did you do that?’ And they say, ‘I don’t know.’ That’s the truth, right? That’s the gospel truth,” Hamblin said.

    He shares this example to illustrate how the district marries technology-related monitoring with human-led threat assessment. The district employs someone — a former school administrator and counselor — to field the Bark alerts and communicate with school staff. And administrators from every school in the district have undergone threat assessment training, along with select members of their staff.

    “A digital tool for us is a tool. It’s not the solution,”  Hamblin said. “We believe that people are the solution.”

    Related: Schools are sending more kids to psychiatrists out of fears of campus violence, prompting concern from clinicians

    In Rigby, one of those solution people is Ernie Chavez, whose height makes him stick out in a hallway streaming with middle schoolers. He’s part of Dads on Duty, a program that brings in parents to help monitor and interact with students during passing periods and lunch.

    Throughout the school, students reach out to Chavez for high-fives. On one February afternoon, he was greeted with applause and cheers. “I don’t know what that was about,” he said with a smile.

    Similarly, the district’s Hope Squads, in place since 2021, have become an active presence inside the school.

    The student-led coalitions aim to foster connection and reduce the risk of suicide. Thousands of schools across the United States and in Canada have implemented Hope Squads, but in Rigby, the mission of violence prevention has become personal.

    Ernie Chavez monitors the hallways at Rigby Middle School on Feb. 5 for the Dads on Duty program. Credit: John Roark

    “We refer … students every year to counselors, and those students go from some of the worst moments in their life (to getting help),” Vasquez said. “We build the connection between adults and faculty to the student.”

    Members of the Hope Squad notice peers who seem down or isolated and reach out with a greeting, or sometimes a handmade card.

    “We just reach out and let them know that people in the community are there for them, just to show them that we care and they’re not alone,” said Dallas Waldron, a Rigby High senior and Hope Squad member.

    The groups also plan assemblies and special events, including, for example, a week of activities themed around mental health awareness.

    Emilie Raymond, a sophomore at Rigby High, said the shooting made it clear “that people need to feel included and they need to find that hope.”

    Another change at Rigby schools is a cell phone ban that was put in place this school year.

    Before the ban,students were “sitting in the corners, isolated, staring at a screen,” said Ryan Erikson, Principal at Rigby Middle School. Now, “they’re playing games, they’re goofing off … they’re actually conversing.”

    While Jefferson County School District’s approach to stemming violence is robust, “it’s not perfect,” Martin, the superintendent, said. “It’s still life. That’s just the reality of it, we’re still going to have things come up that we haven’t prepared for or weren’t on our radar. But we address them and just try to do whatever we can to support kids.”

    Carly Flandro is a reporter with Idaho Education News. Jackie Valley is a reporter with The Christian Science Monitor.

    Contact Hechinger managing editor Caroline Preston at 212-870-8965, on Signal at CarolineP.83 or via email at [email protected].

    This story about school threat assessments was produced by the Education Reporting Collaborative, a coalition of eight newsrooms that includes AL.com, The Associated Press, The Christian Science Monitor, The Dallas Morning News, The Hechinger Report, Idaho Education News, The Post and Courier in South Carolina, and The Seattle Times.

    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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  • Explaining Sussex v the Office for Students

    Explaining Sussex v the Office for Students

    The University of Sussex has published a pre-action protocol letter to the Office for Students (OfS).

    The letter notifies the regulator of the university’s intention to seek judicial review and appeal the decision – which imposed a £600k fine over breaches related to academic freedom and freedom of speech.

    Thus far we’ve had a war of words – now we see the legal basis for the argument. Sussex argues that OfS acted ultra vires (ie beyond its powers), misinterpreted legal principles, misapplied statutory definitions, and demonstrated irrationality in its findings, particularly over the Trans and Non-Binary Equality Policy Statement (TNBEPS).

    It also asserts that OfS overstepped its authority, failed to engage in procedural fairness, and ignored safeguards already in place – putting meat on the bones of its eye-catching “free-speech absolutism” claim.

    Some of it concerns a regulatory regime that’s set to be replaced – but some of it concerns an allegation of “absolutism” about how the regulator is interpreting the law. The second of those could go on to matter quite a bit once the Higher Education (Freedom of Speech) Act 2023 actually gets implemented.

    Chilling effects and balancing acts

    Sussex’s disciplinary statement classified “transphobic abuse, harassment or bullying” – including name-calling and derogatory jokes – as serious disciplinary offences, and it argues that OfS made a legal error in finding that the statement breached regulatory requirements around freedom of speech.

    It arguies that the language targets conduct already covered by existing laws – like section 5 of the Public Order Act 1986, which prohibits abusive speech likely to cause harassment or distress.

    In 2023, the university introduced clarifications – a “harm threshold” requiring speech to be reasonably expected to cause fear or distress, and an explicit statement safeguarding lawful academic freedom and speech, stating that the policy should not justify disciplinary action for expressing controversial or unpopular views.

    It claims OfS ignored those contextual safeguards and wrongly interpreted the policy as restricting lawful speech, even though its objective meaning, when read in full and in context, demonstrates otherwise.

    Broadly, this is about the “chilling effect” – Sussex is saying that universities can lawfully discipline harmful or abusive speech, as long as there’s an alignment with existing legal prohibitions, and as long as there are clear safeguards for lawful expression – limiting OfS’s power to challenge policies based on hypothetical misreadings. Doing so gives universities freedom to uphold respectful environments without breaching free speech duties.

    Expression that you can restrict

    Next, Sussex argues that OfS misunderstood what “freedom of speech within the law” actually means – taking the position that universities can’t prohibit any speech unless it’s already explicitly banned by civil or criminal law.

    Sussex’s argument is that universities, like other institutions, are allowed to set standards of conduct and discipline behaviour – like plagiarism, abuse, or poor academic quality – even if those behaviours aren’t technically illegal:

    The University would have to tolerate academics designing curriculums which lack academic rigour, for example a curriculum which seeks to reinforce stereotypes (as distinct from a curriculum that discusses stereotypes).

    The University would have to tolerate an academic starting every lecture by swearing at and demeaning students, so long as such action did not relate to protected characteristics.

    The University would have to tolerate an academic conducting every lecture through the medium of song or mime (noting that freedom of speech protects the manner of speech as well as the content).

    The argument is that lawful speech can still be restricted if the restriction is lawful and proportionate, as allowed under Article 10 of the European Convention on Human Rights, and that the mere possibility of disciplinary action doesn’t amount to an unlawful restriction on speech, citing European case law to back this up.

    This one’s interesting because it’s a key part of the “absolutism” argument – in its draft guidance on the new legislation last year, for example, OfS said:

    It is likely to be extremely difficult, if not impossible, for higher education providers and other relevant organisations to comply with their free speech duties if they seek directly or indirectly to restrict the particular content of speech. For instance, a provider, constituent institution or relevant students’ union may wish to restrict or prohibit speech because it has made a negative value judgement about the content of the speech. There is likely to be very little scope to restrict or prohibit lawful speech in this way.

    Sussex is basically saying that the case law suggests that it’s not nearly as difficult or impossible as OfS claims – and that universities retain the lawful authority to set and enforce standards of behaviour, academic integrity, and professionalism – even where those rules affect speech that isn’t illegal. It’s also saying that having disciplinary procedures in place isn’t, by itself, a breach of free speech obligations, so long as they aren’t used to punish lawful expression improperly.

    Stereotyping standoffs

    One of the things we’ve reflected on before is the apparent refusal of the regulator to accept that the case law puts a higher value on free speech in academic contexts than in others – and of course a university encompasses all sorts of contexts.

    Put another way, what a student writes in an essay or what an academic teaches (with all the usual qualifications about proper rigour) that might, say, stereotype a trans person is a world away from stereotyping banter on a society social.

    In the letter, Sussex challenges the logic and legality of OfS’s conclusion about the 2023 “Stereotyping Statement” in the TNBEPS. OfS accepted the statement didn’t infringe academic freedom, noting the policy included a safeguard against constraining academic freedom or imposing disproportionate limits on free speech. Yet it still found the same policy breached freedom of speech duties, because it could chill other lawful speech, particularly by students or non-academic staff.

    Sussex argues this is irrational because the Stereotyping Statement only relates to how the curriculum is designed – something that exclusively involves academics. If OfS was satisfied that the policy didn’t infringe the academic freedom of those academics in setting the curriculum, it argues there is no rational basis to then conclude that their freedom of speech was infringed by the same policy.

    This standoff matters. OfS is saying that even if a policy respects academic freedom, it can still breach free speech duties if it chills broader expression – while Sussex argues that in curriculum design, those duties converge, and protecting academic freedom inherently protects speech.

    Is a policy statement a governing document?

    Sussex argues that the Trans and Non-Binary Equality Policy Statement (TNBEPS) is not a “governing document” as defined by section 14(1) of the Higher Education and Research Act 2017 (HERA), which it says only refers to foundational legal documents like a university’s Charter and Statutes.

    In comments to the Guardian at the end of last month, Sussex vice chancellor Sasha Roseneil argued as follows:

    This is a really small statement, of which we have many dozens, if not hundreds, of similar policies and statements. Whereas the governing documents of the university are its charter and statutes and regulations. So that’s the core of the problem

    In the pre-action letter, Sussex claims OfS has wrongly expanded the definition through its regulatory framework, which includes broader policy documents, without the legal authority to do so – insisting that only Parliament can define those terms – and that interpreting TNBEPS as a governing document is beyond the OfS’s powers (ultra vires).

    You might argue that it’s sensible for both the law and the regulator to only look at proper, formal governing documents when assessing breaches of things, you might not – but if Sussex is right on that, it does underline a key difference between the law operating in 2021 and what would be the position if the Higher Education (Freedom of Speech) Act 2023 was fully in force.

    It goes on to argue that the regulator “misunderstood and misapplied” its regulatory role, because OfS was supposed to determine whether the university’s governing documents were consistent with principles of academic freedom and freedom of speech – not to speculate on how someone might misread a policy.

    It criticizes OfS for relying on “hypothetical misinterpretations” rather than objectively interpreting the actual text, ignoring contextual safeguards like the university’s disciplinary rules and Free Speech Code – which the university says led to a flawed and unlawful decision.

    If Sussex is right, it’s saying that OfS may have failed a basic legal duty – to interpret documents in context and according to their actual effect, not based on imagined misunderstandings.

    Delegation and proportionality

    You’ll recall that the other big fine for Sussex was about delegation. Sussex argues that OfS acted beyond its legal authority by making findings about whether the university properly followed its internal rules on who has the power to approve policies (its delegation arrangements).

    Sussex contends that these are matters for our old friend the Visitor, a traditional legal role in UK university governance, who in Sussex’s case is the actual King.

    It cites longstanding legal authority confirming that the Visitor has exclusive jurisdiction over internal governance questions, including interpretation and application of the university’s own rules, and says that unless Parliament clearly removes or overrides that jurisdiction, external bodies like OfS can’t interfere.

    Sussex says HERA 2017 doesn’t meet the test, because it neither expressly nor necessarily implies that OfS can judge whether a university has followed its internal delegation rules.

    OfS argues that cases like Thomas v University of Bradford [1987] AC 795 make clear that HERA 2017 grants it the power to impose conditions as long as those conditions fall within its statutory mandate.

    This one’s interesting because it has echoes of arguments about the powers OfS has over consumer protection. In that area, C1 allows it to assess whether a provider has paid “due regard” to guidance, but OfS doesn’t have actual powers to judge whether a provider is in breach – which is partly why it’s busy proposing to remix consumer law as a “fairness condition” of its own, and partly why interim Chair David Behan has been arguing to DfE that it needs to be given proper powers to become an enforcement body.

    Poking around in the annex

    As such, Sussex also argues that OfS exceeded its legal authority by including Annex H in its Final Decision.

    That contains OfS’ views on whether the university may have breached other legal obligations – like Article 10 of the European Convention on Human Rights (ECHR) and the Equality Act 2010. Sussex asserts that HERA 2017 doesn’t authorise OfS to investigate or make findings about compliance with these separate legal duties, which fall outside its jurisdiction.

    OfS tries to justify its actions by saying that potential non-compliance with these laws might indicate whether Sussex breached Condition E1 (the requirement for governing documents to support freedom of speech and academic freedom).

    But Sussex argues this logic is flawed – it says E1 is about the content of governing documents and whether they align with public interest governance principles – not about whether the university might have violated unrelated legal duties that OfS doesn’t oversee.

    The university also points out what it says are legal errors in OfS’ analysis. OfS claimed the university might have breached Article 10 ECHR simply because it didn’t conduct a formal “proportionality assessment” – but case law says that’s not a requirement to prove a breach.

    The case referenced is a fascinating one – in Belfast City Council v Miss Behavin’ Ltd [2007] the council had denied a licence to an adult entertainment business, who argued their freedom of expression was infringed because the council hadn’t assessed whether the denial was proportionate.

    The House of Lords rejected the argument, deciding that what matters is whether the interference was in fact justified – not whether the council had formally weighed it up using proportionality language.

    And Sussex argues that OfS wrongly suggested the university’s curriculum content could amount to indirect discrimination under the Equality Act, even though curriculum content is explicitly excluded from that law under section 94(2).

    Process issues

    Some of the process issues are eye-opening. We learn, for example, that OfS suggested various potential penalties and breaches throughout the 1246 days of the investigation, “most of which were later dropped”.

    We already knew that OfS “never met with university representatives”, declined all requests for meetings or discussions about its findings or decisions, and would not confirm whether changes the university made to its policy addressed the concerns raised.

    Here Sussex says that when the provisional decision was reached and sent in March 2024, it was “259 pages long, repetitive and poorly written”. A year or so later, out of the blue, it says it got a call from OfS requesting a meeting within 3.5 hours – a courtesy call that the final decision was coming that day.

    It says that the majority of the findings and proposed penalties in the provisional decision had been abandoned, but the proposed penalties had actually increased – with no explanation.

    Sussex claims OfS acted unfairly during its investigation by meeting with Kathleen Stock multiple times while refusing nine requests to meet with university representatives – and argue OfS relied on a second statement from Stock, obtained after the university’s submissions, without disclosing it or allowing any response, using it to reject the university’s position on harm caused under condition E1.

    What happens next will hinge on whether OfS engages with the university’s legal challenge or digs in for a court fight – there’s a question over whether there’s any pre-action protocol for this kind of tribunal, and Sussex reserves the right to rely on other grounds.

    But more broadly, the case lays bare fundamental disagreements about how speech should be regulated in higher education, who gets to interpret the law, and where the boundaries lie between institutional autonomy and regulatory oversight.

    Whether you think Sussex is bravely standing up for a more balanced view of the campus culture see-saw, or is simply resisting accountability, the outcome may well reshape how free speech duties are understood and enforced across the sector.

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  • Jewish Studies Can’t Be a Pawn in Trump’s Attacks (opinion)

    Jewish Studies Can’t Be a Pawn in Trump’s Attacks (opinion)

    This administration’s purported war against campus antisemitism is in fact a crusade against the rights of free expression, academic freedom and due process for everyone involved in higher education in the United States. Those of us in the fields of Jewish and Israel studies strenuously object to being used as pawns in the administration’s venal political games. Threats to cut government-funded research and the deportations of protesters without due process are not solutions to campus tensions and will just intensify the existing polarization.

    Teaching about Israel or any contemporary Jewish topic has become a minefield over the past several years. On one side we face campus members who boycott or ostracize anyone who comes from Israel and any academic unit that has “Israel” in its name. On the other side are those within and beyond the academic community whose expectations of advocacy and activism for Israel contradict the scholarly ethos that most of us share.

    The campus climate has become difficult to endure for many Jewish students, staff and faculty. The number of tracked antisemitic incidents has skyrocketed since the Hamas terror attack of Oct. 7, 2023, and the start of Israel’s Gaza war. Muslim and Palestinian campus members have also been targeted in violent ways. Several task force reports have concluded that, in many cases, university leaders responded inadequately to incidents of campus antisemitism and Islamophobia.

    The field of Israel studies has become a target in the campus battles. Today, our events often can take place only under police protection, lectures on Israel are disrupted and antisemitic tropes are used in activists’ fights against Zionism and Israel. Many Israel and Jewish studies faculty have faced internal boycotts and the refusal of colleagues to engage in any communication. As the director of American University’s Center for Israel Studies, I can testify that my colleagues across the country and I are neither activists for a cause nor spokespersons for a government.

    Just as an American studies professor should not be held responsible for the actions of the U.S. government, Israel studies professors should not be associated with the actions of the Israeli government. Our job in Israel studies is to teach critically about Israel, just as scholars of Arab studies are supposed to teach critically about the Arab world and scholars of China about China. Our task is to educate and to present a variety of viewpoints and narratives to our students. We present Israel in all its diversity, which includes its Jewish citizens with ancestry in Europe, the Americas, the Arab world and Ethiopia, as well as the Palestinian citizens, who make up about 20 percent of Israel’s population.

    We need to take a clear stance when academics are ostracized and boycotted for the actions of their government or of the country they study instead of for their individual positions. We need to make sure that there is a healthy campus climate and no tolerance for any form of antisemitism, racism or Islamophobia. But we need to fix this without external interventions and threats to our academic freedom.

    The case against Columbia University, my own alma mater, is just one in a series of attempts in which the Trump administration has used Jewish students and faculty as pawns in its own attack on the higher education system in this country. Recently, the Department of Education notified 60 universities that they may face enforcement actions for failing to protect Jewish students from antisemitic harassment.

    Columbia conceded to the Trump administration’s demands after the cancellation of $400 million in government grants and contracts. Among other things, Columbia’s leadership pledged to adopt a formal definition of antisemitism, to hire an internal security force that will be empowered to make arrests and to place the university’s Middle Eastern, South Asian and African Studies Department under the oversight of a senior vice provost.

    Our students are not protected by cutting research programs, and our programs have no intention to thrive at the expense of others. The fight against antisemitism must be waged on our own grounds and within accepted legal parameters. Cracking down on universities is how authoritarian regimes act, not democracies.

    Everyone deserves due process in a democratic society, including and especially those with whom we disagree. We need to fight against bigotry on our campuses, rebuild our campus communities and relearn civic dialogue by preserving our academic freedoms.

    Michael Brenner is Distinguished Professor of History and director of the Center for Israel Studies at American University in Washington, D.C., and professor of Jewish history and culture at Ludwig Maximilian University in Munich.

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