Tag: Communication

Human connection still drives school attendance

Key points:

At ISTE this summer, I lost count of how many times I heard “AI” as the answer to every educational challenge imaginable. Student engagement? AI-powered personalization! Teacher burnout? AI lesson planning! Parent communication? AI-generated newsletters! Chronic absenteeism? AI predictive models! But after moderating a panel on improving the high school experience, which focused squarely on human-centered approaches, one district administrator approached us with gratitude: “Thank you for NOT saying AI is the solution.”

That moment crystallized something important that’s getting lost in our rush toward technological fixes: While we’re automating attendance tracking and building predictive models, we’re missing the fundamental truth that showing up to school is a human decision driven by authentic relationships.

The real problem: Students going through the motions

The scope of student disengagement is staggering. Challenge Success, affiliated with Stanford’s Graduate School of Education, analyzed data from over 270,000 high school students across 13 years and found that only 13 percent are fully engaged in their learning. Meanwhile, 45 percent are what researchers call “doing school,” going through the motions behaviorally but finding little joy or meaning in their education.

This isn’t a post-pandemic problem–it’s been consistent for over a decade. And it directly connects to attendance issues. The California Safe and Supportive Schools initiative has identified school connectedness as fundamental to attendance. When high schoolers have even one strong connection with a teacher or staff member who understands their life beyond academics, attendance improves dramatically.

The districts that are addressing this are using data to enable more meaningful adult connections, not just adding more tech. One California district saw 32 percent of at-risk students improve attendance after implementing targeted, relationship-based outreach. The key isn’t automated messages, but using data to help educators identify disengaged students early and reach out with genuine support.

This isn’t to discount the impact of technology. AI tools can make project-based learning incredibly meaningful and exciting, exactly the kind of authentic engagement that might tempt chronically absent high schoolers to return. But AI works best when it amplifies personal bonds, not seeks to replace them.

Mapping student connections

Instead of starting with AI, start with relationship mapping. Harvard’s Making Caring Common project emphasizes that “there may be nothing more important in a child’s life than a positive and trusting relationship with a caring adult.” Rather than leave these connections to chance, relationship mapping helps districts systematically identify which students lack that crucial adult bond at school.

The process is straightforward: Staff identify students who don’t have positive relationships with any school adults, then volunteers commit to building stronger connections with those students throughout the year. This combines the best of both worlds: Technology provides the insights about who needs support, and authentic relationships provide the motivation to show up.

True school-family partnerships to combat chronic absenteeism need structures that prioritize student consent and agency, provide scaffolding for underrepresented students, and feature a wide range of experiences. It requires seeing students as whole people with complex lives, not just data points in an attendance algorithm.

The choice ahead

As we head into another school year, we face a choice. We can continue chasing the shiny startups, building ever more sophisticated systems to track and predict student disengagement. Or we can remember that attendance is ultimately about whether a young person feels connected to something meaningful at school.

The most effective districts aren’t choosing between high-tech and high-touch–they’re using technology to enable more meaningful personal connections. They’re using AI to identify students who need support, then deploying caring adults to provide it. They’re automating the logistics so teachers can focus on relationships.

That ISTE administrator was right to be grateful for a non-AI solution. Because while artificial intelligence can optimize many things, it can’t replace the fundamental human need to belong, to feel seen, and to believe that showing up matters.

The solution to chronic absenteeism is in our relationships, not our servers. It’s time we started measuring and investing in both.

Dr. Kara Stern, SchoolStatus

Dr. Kara Stern is Director of Education for SchoolStatus, a portfolio of data-driven solutions that help K-12 districts improve attendance, strengthen family communication, support teacher growth, and simplify daily operations. A former teacher, principal, and head of school, she holds a Ph.D. in Teaching & Learning from NYU.

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August 28, 2025
Preventing harm by connecting the dots in school safety
Key points:

Swatting–false reports of school violence intended to trigger a police response–continues to increase across the country. During the 2022–2023 school year, nearly 64 percent of reported violent incidents in K–12 schools were linked to swatting. That’s over 440 incidents in one year–a more than 500 percent jump from just four years prior.

Each call pulls officers from genuine emergencies, disrupts classrooms, and leaves students and staff shaken. While emergency protocols are essential, when swatting becomes routine, it’s clear that response plans alone won’t solve the problem.

Unpacking the early signals

Swatting rarely emerges out of thin air. It’s often the final act following a series of compounding behaviors, such as:
- Online harassment
- Peer conflicts
- Risky social media challenges
- Unaddressed behavioral concerns
These warning signs exist, but are typically scattered across multiple school departments.

Counselors might log escalating incidents. Teachers may notice changes in student behavior, and school resource officers (SROs) might track repeated visits involving the same individuals. Without a unified way to connect these observations, critical warning signs go unnoticed.

Operationalizing early intervention

Districts are reimagining how they capture and coordinate behavioral data. The goal isn’t surveillance or punitive action. It’s about empowering the right people with the right context to align and intervene early.

When schools shift from viewing incidents in isolation to seeing behavior patterns in context, they are better positioned to act before concerns escalate. This can mean initiating mental health referrals, alerting safety teams, or involving families and law enforcement partners at the appropriate moment with comprehensive information.

Technology that enables teams

The process requires tools that support secure, centralized documentation and streamline communication across counselors, administrators, safety staff, and other stakeholders. These systems don’t replace human judgment, but create conditions for clearer decisions and more timely coordination.

Swatting is just one example of how fragmented behavioral data can contribute to high-risk outcomes. Other incidents, such as escalating bullying, persistent mental health concerns, or anonymous threats often follow recognizable patterns that emerge over time. When schools use a centralized system to document and track these behaviors across departments, they can identify those patterns earlier. This kind of structured coordination supports proactive interventions, helping prevent larger issues before they unfold and reinforcing a culture of safety and awareness.

Consider Washington State, where swatting affected more than 18,000 students last year, costing schools over $270,000 in lost instructional time. These figures illustrate the operational and human costs when coordination breaks down.

Reducing risk, not just reacting to it

Swatting is a symptom of a larger issue. Building safer schools means moving upstream from reactive emergency response to proactive coordination. It requires shared insight across teams, strengthened behavioral threat assessment protocols, and the right supports in place well before crisis calls occur.

Early intervention isn’t about adding complexity. It’s about reducing risk, improving situational clarity, and equipping school communities to act with confidence–not simply responding when harm is imminent.

Amanda Lewis, Versaterm

Amanda Lewis is a product manager at Versaterm.

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August 22, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025
How consistent communication transformed our school culture

Key points:

When I became principal of Grant Elementary a decade ago, I stepped into a school community that needed to come together. Family involvement was low, staff morale was uneven, and trust between school and home had to be rebuilt from the ground up.

Early on, I realized the path forward couldn’t start and end in the classroom. We needed to look outward to families. Our goal wasn’t just to inform them. We needed to engage them consistently, with care and transparency.

That meant changing how we communicated.

A shift toward authentic partnership

We made a schoolwide commitment to open up communication. That included using a digital platform to help our team connect with families more frequently, clearly, and consistently.

With our platform, we could share classroom moments, highlight student growth, reinforce positive behavior, and build relationships, not just exchange information. Importantly, it also supported two-way communication, which was key to creating real partnership.

The impact was visible right away. Families felt more connected. Teachers felt more supported. And students were proud to share their progress in ways that resonated beyond school walls.

That foundation has become central to how we approach culture-building today.

5 ways better communication deepened engagement

A decade later, we’ve learned a lot about what it takes to build a strong school-home connection. Here are five strategies we’ve used to increase trust and engagement with our families:

1. Strengthen student-teacher relationships
Real communication depends on a two-way dialogue, not one-way blasts. It’s about building relationships. During the pandemic, for example, students submitted photos of artwork, short reflections, or voice notes through the platform we use. Even in isolation, they could stay connected to teachers and classmates and feel seen. That continuity gave them a sense of belonging when they needed it most.

2. Reinforce positive behavior in real time
Our school uses a digital point system tied to schoolwide expectations. Students can earn points and use them at our “Dojo Store,” a reward system named by our students themselves. From spirit week participation to classroom challenges, this approach helps students stay motivated while reinforcing a culture of positivity and pride.

3. Build trust through direct, personal updates
Many of our families speak different home languages or come from diverse cultural backgrounds, so building trust is something we focus on every day. One of the most impactful ways we’ve done that is by using ClassDojo, which is both direct and secure, while feeling personal–not formal or distant. When families receive messages in a language they understand, and know they’re coming straight from our school team, it helps them feel connected, informed, and valued.

4. Share classroom stories, not just grades
One of the most powerful changes we made was giving families a window into classroom life. Teachers regularly post photos, lesson highlights, and messages recognizing growth, not just achievement. Kids go home excited to show what was shared. And even those parents who can’t attend in-person events still feel part of the learning experience.

5. Keep communication simple and accessible
Ease of use matters. Even staff members hesitant about technology embraced our system once they saw how it strengthened connections. It became part of our school’s rhythm, like a digital bulletin board, messaging app, and family newsletter all in one. And because everything lives in one place, families aren’t scrambling to find information.

What we gained

This shift didn’t require an overhaul. We didn’t start from scratch or invest in a complex system. We just chose one easy-to-use platform families already loved, committed to using it consistently, and focused on relationships first.

Today, that platform is still part of our daily practice. But the tool was never the end goal–we were trying to build connections.

What we’ve gained is a more unified school community. We’ve seen more proactive family involvement, stronger student ownership, and a deeper sense of belonging across our campus.

Families are informed. Teachers are supported. Students are celebrated.

Looking ahead

As we continue to evolve, we’ve learned that consistent, authentic communication isn’t a “nice to have.” It’s a foundational part of any school culture built on trust.

If you’re leading a school or district and looking to increase family engagement, my biggest advice is this: Pick an accessible platform families are already familiar with and enjoy using. Use it consistently. And let families in–not just when it’s required, but when it matters.

That’s where trust begins.

Farnaz Heydari, Grant Elementary School

Farnaz Heydari is principal of Grant Elementary School in the West Contra Costa Unified School District in Richmond, CA.

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August 21, 2025
Report highlights growing movement to elevate student voice in school communications
Key points:

As K-12 leaders look for ways to strengthen trust, engagement, and belonging, a growing number of districts are turning to a key partner in the work: their students.

A new national report from the National School Public Relations Association (NSPRA) and SchoolStatus reveals that districts that incorporate student voice into their communication strategies–through videos, messaging, and peer-created content–are seeing real results: stronger family engagement, increased student confidence, and more authentic school-community connection.

The report, Elevating Student Voice in School Communications: A Data-Informed Look at Emerging Practices in School PR, is based on a spring 2025 survey, which received 185 responses from K-12 communications professionals. It includes real-world examples from school districts to explore how student perspectives are being incorporated into communication strategies. It highlights the growing use of first-person student storytelling, direct-to-student messaging, and student internships as strategies to build trust, improve engagement, and strengthen school-community relationships.

“School communicators do more than share information. They help build connection, trust, and belonging in our communities,” said Barbara M. Hunter, APR, Executive Director of NSPRA. “Elevating student voice is not just a feel-good initiative. It is a powerful strategy to engage families, strengthen relationships, and improve student outcomes.”

Key findings include:
- Video storytelling leads the way: 81 percent of districts using student voice strategies rely on video as their primary format.
- Direct communication with students is growing, but there is room for improvement in this area: 65 percent of districts report at least some direct communication with students about matters that are also shared with families, such as academic updates, behavioral expectations or attendance
  
  However, just 39 percent of districts copy students on email messages to families, and just 37 percent include students in family-teacher conferences, allowing them to be active participants
- Internships on the rise: 30 percent of districts now involve students as interns or communication ambassadors, helping create content and amplify student perspectives
- Equity efforts around student storytelling vary significantly. While some districts say they intentionally recruit students with diverse perspectives, fewer encourage multilingual storytelling or provide structured support to help students share their stories
Early results are promising: Districts report improved engagement, stronger student confidence, and more authentic communication when students are involved.
- 61 percent of districts that track comparisons report student-led content generates higher engagement than staff-created communications
- 80 percent of respondents observe that student voice positively impacts family engagement
- A majority (55 percent) said direct communication with students improves academic outcomes
Building Inclusive Student Voice Strategies
The report outlines a three-part approach for districts to strengthen student voice efforts:
- Start with student presence by incorporating quotes, videos, and creative work into everyday communications to build trust and visibility
- Develop shared ownership through internships, ambassador programs, and student participation in content creation and feedback
- Build sustainable systems by aligning student voice efforts with district communications plans and regularly tracking engagement
The report also highlights inclusive practices, such as prioritizing student consent, offering mentorship and support for underrepresented students, featuring diverse stories, involving student panels in review processes and expanding multilingual and accessible communications.

“When districts invite students to take an active role in communication, it helps create stronger connections across the entire school community,” said Dr. Kara Stern, Director of Education for SchoolStatus. “This research shows the value of giving students meaningful opportunities to share their experiences in ways that build trust and engagement.”

The report also explores common challenges, including limited staff time and capacity, privacy considerations and hesitancy around addressing sensitive topics. To address these barriers and others, it offers practical strategies and scalable examples to help districts start or expand student voice initiatives, regardless of size or resources.

This press release originally appeared online.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

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August 14, 2025
6 steps to transforming parent engagement, one message at a time
Key points:

When you open the doors to a brand-new school, you’re not just filling classrooms, you’re building a community from the ground up. In August 2023, I opened our Pre-K through 4th grade school in Charlotte, North Carolina, to alleviate overcrowding at several East Charlotte campuses. As the founding principal, I knew that fostering trust and engagement with families was as essential as hiring great teachers or setting academic goals.

Many of our students were transitioning from nearby schools, and their families were navigating uncertainty and change. My top priority was to create a strong home-school connection from the very beginning–one rooted in transparency, inclusivity, and consistent communication, where every parent feels like a valued partner in our new school’s success. Since then, we’ve added 5th grade and continue to grow our enrollment as we shape the identity of our school community.

Up until two years ago, our district was primarily using a legacy platform for our school-to-home communication. It was incredibly limiting, and I didn’t like using it. The district then switched to a new solution, which helped us easily reach out to families (whose children were enrolling at the new elementary school) with real-time alerts and two-way messaging.

The difference between the two systems was immediately obvious and proved to be a natural transition for me. This allowed us to take a direct, systematic, and friendlier approach to our school-home communications as we implemented the new system.

Building strong home-school bonds

Here are the steps we took to ensure a smooth adoption process, and some of the primary ways we use the platform:
1. Get everyone on board from the start. We used comprehensive outreach with families through flyers, posters, and dedicated communication at open-house events. At the same time, our teachers were easily rostered–a process simplified by a seamless integration with our student information system–and received the necessary training on the platform.
1. Introduce the new technology as a “familiar tool.” We framed our ParentSquare tool as a “closed social media network” for school-home communication. This eased user adoption and demystified the technology by connecting it to existing social habits. Our staff emphasized that if users could communicate socially online, they could also easily use the platform for school-related interactions.
1. Promote equity with automatic translation. With a student population that’s about 50 percent Hispanic and with roughly 22 different languages represented across the board, we were very interested in our new platform’s automatic translation capabilities (which currently span more than 190 languages). Having this process automated has vastly reduced the amount of time and number of headaches involved with creating and sharing newsletters and other materials with parents.
1. Streamline tasks and reduce waste. I encourage staff to create their newsletters in the communications platform versus reverting to PDFs, paper, or other formats for information-sharing. That way, the platform can manage the automatic translation and promote effective engagement with families. This is an equity issue that we have to continue working on both in our school and our district as a whole. It’s about making sure that all parents have access to the same information regardless of their native language.
1. Centralize proof of delivery. We really like having the communication delivery statistics, which staff can use to confirm message receipt–a crucial feature when parents claim they didn’t receive information. The platform shows when a message was received, providing clear confirmation that traditional paper handouts can’t match. Having one place where all of those communications can be sent, seen, and delivered is extremely helpful.
1. Manage events and boost engagement. The platform keeps us organized, and we especially like the calendar and post functions (and use both a lot). Being able to sort specific groups is great. We use that feature to plan events like staggered kindergarten entry and separate open houses; it helps us target communications precisely. For a recent fifth-grade promotion ceremony, for example, we managed RSVPs and volunteer sign-ups directly through the communications platform, rather than using an external tool like Sign-Up Genius.
Modernizing school-family outreach

We always want to make it easy for families to receive, consume, and respond to our messages, and our new communications platform helps us achieve that goal. Parents appreciate receiving notifications via email, app, voice, or text–a method we use a lot for sending out reminders.

This direct communication is particularly impactful given our diverse student population, with families speaking many different languages. Teachers no longer need third-party translation sites or manual cut-and-paste methods because the platform handles automatic translation seamlessly. It’s helped us foster deeper family engagement and bridge communication gaps we otherwise couldn’t–it’s really amazing to see.

Megan Cahill-Clark, Grove Park Elementary

Megan Cahill-Clark is principal at Grove Park Elementary in Charlotte, N.C.

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August 1, 2025
Reaching (Not Just Teaching) Today’s Students: A Communication Cheatsheet – Faculty Focus
Communication is hard. Even in the best of circumstances, every interaction carries not just the message we intend to send but also our own assumptions, our students’ assumptions, and the ever-growing complexity of language and tone, not to mention the medium itself.

This complexity only multiplies in today’s higher ed environment, where faculty and staff are expected to reach students across multiple platforms — LMS announcements, emails, texts, apps — with messages that range from compassionate to corrective. Meanwhile, the rise of EdTech solutions promising “more reach” has, ironically, made it harder to ensure our messages are received in the way we intended. After all, reach does not equal resonance.

So how can we cut through the noise and actually connect with students?

Communication theory may sound abstract, but it offers a powerful lens for improving how we show up in these interactions. Becoming familiar with two frameworks in particular — Expectancy Violations Theory and Family Communication Patterns Theory — can help us better understand both ourselves and the diverse students we serve.

Want to Know Why Some Student Emails Irritate You and Others Inspire You?

Expectancy Violations Theory (EVT) can help answer that question (Burgoon 1978). EVT helps explain why we react so differently to similar messages depending on who’s delivering them and how.

Very basically, EVT says we form expectations for how interactions will unfold. When those expectations are violated, we automatically shift attention to the violation and to the person who caused it. But we don’t all interpret those violations the same way. Whether we view them as pleasant surprises or annoying disruptions depends on two factors: (1) violation valence, or how positive or negative we feel about the behavior itself, and (2) communicator reward valence, or how much we value the person who violated our expectation.

In other words, if a student I perceive as motivated and respectful asks for an extension, I might feel proud they trusted me enough to ask. But if the same request comes from someone I’ve perceived (rightly or wrongly) as disengaged, I may feel frustrated even if the circumstances are the same.

Reflecting on EVT can help us surface our biases, hold ourselves accountable to equitable treatment, and better understand our own reactions. If you’ve ever wondered why you’ll go above and beyond for one student but feel resistant to another’s similar request, EVT might be a good place to start.

Want to Know Why Some Students Embrace Your Syllabus and Others Push Back?

Family Communication Patterns Theory (FCP) invites us to consider how students’ early communication environments shape how they relate to authority, rules, and classroom norms (Fitzpatrick and Ritchie 1994).

FCP theory identifies four types of family communication climates based on two key orientations: (1) conformity orientation, which emphasizes obedience, family harmony, and deference to authority, and (2) conversation orientation, which emphasizes open discussion, questioning, and individual voice.

Students from “protective” families (high conformity, low conversation) may be less likely to challenge your authority or seek clarification, while those from “pluralistic” families (low conformity, high conversation) may expect more dialogue, debate, and negotiation. Neither is better, but each brings different expectations to the classroom.

This is especially relevant when teaching first-generation college students, as so many of us do these days. These students often navigate new cultural territory not just academically but communicatively. If they come from family environments where questioning authority wasn’t encouraged, they may hesitate to speak up even when confused or struggling. On the other hand, some may challenge norms precisely because they’re breaking with family tradition.

FCP theory doesn’t give us a script, but it does offer a compass. Understanding that students come with different “communication upbringings” can help us meet them where they are, rather than assuming one-size-fits-all policies or approaches will be received as intended.

Five Communication Theory-Informed Tips for Faculty

Understanding communication theory is helpful but applying it is what truly makes a difference in the classroom. If EVT helps us become more aware of how we perceive student behavior, and FCP Theory helps us see the diverse assumptions students bring with them, what can we do differently?

Here are five practical ways to use these insights to communicate more effectively with your students, all the time but also especially when the message really matters:
1. Notice your gut reactions — then ask why. If a student’s email rubs you the wrong way, pause and reflect. Are you reacting to the content, or to a violated expectation? EVT reminds us that our perceptions are shaped by both the message and the messenger. Naming your bias is the first step toward equity.
1. Don’t assume your clarity = their clarity. FCP theory suggests students arrive with different assumptions about how authority and conversation work. A policy you think is obvious may feel rigid to one student and open-ended to another. With this in mind, make space to clarify expectations, especially early in the term.
1. Reaffirm your approachability, even after pushback. When students challenge you, it may not be intended as disrespect. Rather, it might reflect a high conversation orientation. Keep the door open. A brief, calm response — for instance, “That’s a fair question — let’s talk through it” — can defuse tension and build trust.
1. Explain the “why” and the “what.” Students are more likely to comply with classroom norms when they understand the thinking behind them. Instead of “No late work,” try: “I don’t accept late work because feedback loops are tight in this class. I want you to get input quickly so you can improve in the next assignment.”
1. Choose connection over correction. Digital platforms can depersonalize your messages and make tone hard to read. When addressing an issue, lead with empathy before jumping to policy. A stern reminder might shut doors, while a check-in — think: “Hey, I noticed this assignment didn’t come through — everything okay?” — opens them up.
Of course, the goal isn’t to categorize our students, but to better understand them. Communication theory can illuminate patterns, but it can’t predict behavior. Each student, like each of us, is shaped by their own myriad of life experiences.

Still, theory offers a starting point. It helps us move from frustration (“Why don’t students read instructions?”) to curiosity (“What might be getting in the way of this message landing?”). And it reminds us that in a world of increasing technological mediation, the most important messages we send to students are often the most human: I see you. I hear you. I want you to succeed.

When we approach our communication with that intention, we’re more likely to teach and reach our students.

Laura Nicole Miller, DET, is an assistant professor in the Grenon School of Business at Assumption University, where she teaches organizational communication, marketing, and management. A first-generation college graduate and former EdTech executive, she studies how communication practices shape equity, trust, and student success in high-stakes environments.

References

Burgoon, Judee K. “A communication model of personal space violations: Explication and an initial test.” Human communication research 4, no. 2 (1978): 129-142. https://doi.org/10.1111/j.1468-2958.1978.tb00603.x

Fitzpatrick, Mary Anne, and L. David Ritchie. “Communication schemata within the family: Multiple perspectives on family interaction.” Human Communication Research 20, no. 3 (1994): 275-301. https://doi.org/10.1111/j.1468-2958.1994.tb00324.x
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July 30, 2025
Embracing complexity in writing instruction
Key points:

Early in our careers, when we were fresh-faced and idealistic (we still are!) the prepackaged curriculum and the advice of more experienced colleagues was the go-to resource. Largely, we were advised that teaching writing was a simple matter of having students walk through and complete organizers, spending about one day for each “stage” of the writing process. At the end of the writing unit, students had finished their compositions–the standardized, boring, recreated ideas that we taught them to write.

As we matured and grew as teachers of writing, we learned that teaching writing in such simplistic ways may be easier, but it was not actually teaching students to be writers. We learned with time and experience that writing instruction is a complex task within a complex system.

Complex systems and wicked problems

Complexity as it is applied to composition instruction recognizes that there is more than just a linear relationship between the student, the teacher, and the composition. It juggles the experiences of individual composers, characteristics of genre, availability of resources, assignment and individual goals, and constraints of composing environments. As with other complex systems and processes, it is non-linear, self-organizing, and unpredictable (Waltuck, 2012).

Complex systems are wicked in their complexity; therefore, wicked problems cannot be solved by simple solutions. Wicked problems are emergent and generative; they are nonlinear as they do not follow a straight path or necessarily have a clear cause-and-effect relationship. They are self-organizing, evolving and changing over time through the interactions of various elements. They are unpredictable and therefore difficult to anticipate how they will unfold or what the consequences of any intervention might be. Finally, they are often interconnected, as they are symptoms of other problems. In essence, a wicked problem is a complex issue embedded in a dynamic system (Rittel & Webber, 1973).

Writing formulas are wicked

As formulaic writing has become and remains prevalent in instruction and classroom writing activity, graphic organizers and structural guides, which were introduced as a tool to support acts of writing, have become a wicked problem of formula; the resource facilitating process has become the focus of product. High-stakes standardized assessment has led to a focus on compliance, production, and quality control, which has encouraged the use of formulas to simplify and standardize writing instruction, the student writing produced, and the process of evaluation of student work. Standardization may improve test scores in certain situations, but does not necessarily improve learning. Teachers resort to short, formulaic writing to help students get through material more quickly as well as data and assessment compliance. This serves to not only create product-oriented instruction, but a false dichotomy between process and product, ignoring the complex thinking and design that goes into writing.

As a result of such a narrow view of and limited focus on writing process and purpose, formulas have been shown to constrain thinking and limit creativity by prioritizing product over the composing process. The five-paragraph essay, specifically, is a structure that hinders authentic composing because it doesn’t allow for the “associative leaps” between ideas that come about in less constrained writing. Formulas undermine student agency by limiting writers’ abilities to express their unique voices because of over-reliance on rigid structures (Campbell, 2014; Lannin & Fox, 2010; Rico, 1988).

An objective process lens: A wicked solution

The use of writing formulas grew from a well-intentioned desire to improve student writing, but ultimately creates a system that is out of balance, lacking the flexibility to respond to a system that is constantly evolving. To address this, we advocate for shifting away from rigid formulas and towards a design framework that emphasizes the individual needs and strategies of student composers, which allows for a more differentiated approach to teaching acts of writing.

The proposed framework is an objective process lens that is informed by design principles. It focuses on the needs and strategies that drive the composing process (Sharples, 1999). This approach includes two types of needs and two types of strategies:
- Formal needs: The assigned task itself
- Informal needs: How a composer wishes to execute the task
- “What” strategies: The concrete resources and available tools
- “How” strategies: The ability to use the tools
An objective process lens acknowledges that composing is influenced by the unique experiences composers bring to the task. It allows teachers to view the funds of knowledge composers bring to a task and create entry points for support.

The objective process lens encourages teachers to ask key questions when designing instruction:
- Do students have a clear idea of how to execute the formal need?
- Do they have access to the tools necessary to be successful?
- What instruction and/or supports do they need to make shifts in ideas when strategies are not available?
- What instruction in strategies is necessary to help students communicate their desired message effectively?
Now how do we do that?

Working within a design framework that balances needs and strategies starts with understanding the type of composers you are working with. Composers bring different needs and strategies to each new composing task, and it is important for instructors to be aware of those differences. While individual composers are, of course, individuals with individual proclivities and approaches, we propose that there are (at least) four common types of student composers who bring certain combinations of strategies and needs to the composition process: the experience-limited, the irresolute, the flexible, and the perfectionist composers. By recognizing these common composer types, composition instructors can develop a flexible design for their instruction.

An experience-limited composer lacks experience in applying both needs and strategies to a composition, so they are entirely reliant on the formal needs of the assigned task and any what-strategies that are assigned by the instructor. These students gravitate towards formulaic writing because of their lack of experience with other types of writing. Relatedly, an irresolute composer may have a better understanding of the formal and informal needs, but they struggle with the application of what and how strategies for the composition. They can become overwhelmed with options of what without a clear how and become stalled during the composing process. Where the irresolute composer becomes stalled, the flexible composer is more comfortable adapting their composition. This type of composer has a solid grasp on both the formal and informal needs and is willing to adapt the informal needs as necessary to meet the formal needs of the task. As with the flexible composer, the perfectionist composer is also needs-driven, with clear expectations for the formal task and their own goals for the informal tasks. Rather than adjusting the informal needs as the composition develops, a perfectionist composer will focus intensely on ensuring that their final product exactly meets their formal and informal needs.

Teaching writing requires embracing its complexity and moving beyond formulaic approaches prioritizing product over process. Writing is a dynamic and individualized task that takes place within a complex system, where composers bring diverse needs, strategies, and experiences. By adopting a design framework, teachers of writing and composing can support students in navigating this complexity, fostering creativity, agency, and authentic expression. It is an approach that values funds of knowledge students bring to the writing process, recognizing the interplay of formal and informal needs, as well as their “what” and “how” strategies; those they have and those that need growth via instruction and experience. Through thoughtful design, we can grow flexible, reflective, and skilled communicators who are prepared to navigate the wicked challenges of composing in all its various forms.

These ideas and more can be found in When Teaching Writing Gets Tough: Challenges and Possibilities in Secondary Writing Instruction.

References

Campbell, K. H. (2014). Beyond the five-paragraph essay. Educational Leadership, 71(7), 60-65.

Lannin, A. A., & Fox, R. F. (2010). Chained and confused: Teacher perceptions of formulaic writing. Writing & Pedagogy, 2(1), 39-64.

Rico, G. L. (1988). Against formulaic writing. The English Journal, 77(6), 57-58.

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

Sharples, M. (1999). How we write : writing as creative design (1st ed.). Routledge. https://doi.org/10.4324/9780203019900

Waltuck, B. A. (2012). Characteristics of complex systems. The Journal for Quality & Participation, 34(4), 13–15.

Brett Stamm, University of Southern Mississippi & Tiffany Larson, University of Central Oklahoma

Brett Stamm is a husband, dad, educator, and persistent learner with 20 years of K-8 public school teaching and administrative experiences. He currently serves as Assistant Professor of Elementary Education at the University of Southern Mississippi and is an AERA Study of Deeper Learning Fellow.

Tiffany Larson is a teacher educator who is passionate about literacy education.She worked in secondary schools for 12 years as an English teacher and campus administrator before moving to higher education.She is currently an Assistant Professor at the University of Central Oklahoma where she is the program coordinator for English Education.

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July 8, 2025
Why Timing Matters: Enhancing Graduate Recruitment Strategies with Prompt Communication

Graduate enrollment is more competitive than ever. As an admissions leader, you’re not just striving to hit enrollment targets––you’re also navigating the complex needs of prospects who are balancing careers, families, and other responsibilities. It’s no small task.

Our recent collaboration with UPCEA confirmed something many of us already suspected: Timely, meaningful communication is the key to standing out in a crowded market.

To dig deeper, we enlisted Kate Monteiro, associate director of communication strategy at Collegis Education, to share her perspective on why prompt, responsive interactions matter. Her insights reveal how intentional communication builds trust and drives results.

3 key benefits of effective, early communication

“Plans and interests can change as quickly as they develop,” Monteiro explains. “Capitalizing on a prospective student’s excitement early can help you keep their momentum going — and dramatically improve their likelihood of enrolling.”

From that very first touchpoint, graduate students are evaluating your institution. Are you responsive? Are you supportive? These early interactions set the tone for how they perceive your school will engage with them once they are enrolled – and this can make or break their decision. Here’s why they matter so much:

1. Making a strong first impression

Your first interaction says a lot. A quick, thoughtful response shows students that their time and interest matter. “Quick responses instill confidence,” Monteiro shares. “They signal that your institution is organized, efficient, and genuinely cares—all of which are qualities students associate with the experience they’ll have if they enroll.”

2. Alleviating anxiety and uncertainty

Navigating graduate admissions can be overwhelming, especially for students juggling applications to multiple institutions. A delayed response could be viewed as a red flag by students who feel overlooked or unworthy of attention.

On the flip side, timely and helpful communication reassures students that they’re a priority. That sense of trust could be the difference between a completed application and a missed opportunity.

3. Setting the tone for future interactions

“Students notice when there’s a lack of responsiveness,” Monteiro cautions. “If their early experiences are stressful or unclear, they’ll assume that’s what they can expect moving forward.”

Consistency is key. A reliable, nurturing communication strategy not only establishes trust but encourages forward momentum toward enrollment.

The data on communication preferences

If you’re wondering just how much communication matters, numbers tell the story. A 2023 Ruffalo Noel Levitz study found that 65% of enrolled students identified personalized attention as a critical factor in choosing their school.

And when it comes to how students want to connect, the data from our survey with UPCEA confirms that email is the clear favorite for all stages. Email was reported as preferred by 47% of students for initial inquiries, 67% for follow-ups, 74% when approaching application, and 69% for application decision notifications.

“Email provides a professional yet low-pressure way to engage,” Monteiro adds. “It’s also something students can reference later, which helps minimize miscommunication or misunderstanding.”

This data emphasizes a key takeaway: Schools that respond quickly and deliberately, particularly through the channels students prefer, are the most likely to earn trust and secure enrollments.

5 strategies to master timely communication

A thoughtful approach to communication doesn’t just make a good impression—it sets your team up for long-term success. Here are five strategies to help you get there:

1. Develop a structured outreach plan

Without a clear communication plan, students can easily fall through the cracks. Monteiro often sees institutions struggle here: “A lot of schools don’t have an outlined communication plan or fail to hold their staff accountable to it. By having a clear and structured plan, you ensure students receive the outreach they need at the right time.”

Your outreach plan should have a strategic mix of emails, calls, and texts, with pre-written templates, clear timelines, and designated responsibilities outlined for your team. This ensures consistent, proactive communication with prospective students throughout the funnel.

2. Leverage technology

Technology is your ally in timely communication, but its effectiveness depends on the strength of your data foundation. CRM systems, AI chatbots, and automated workflows streamline outreach while keeping things personal—provided your data is accurate and well-organized.

Automated emails can deliver the communication students prefer, and chatbots can address frequently asked questions 24/7, ensuring students get quick answers—even outside standard business hours. However, without a solid data infrastructure, these tools may fall short. While not a replacement for human connection, they can provide efficient support when and where students need it most—if your data house is in order.

3. Foster collaboration across teams

Admissions, marketing, and academic teams all play a role in student outreach. Monteiro highlights the disconnect she often sees: “Each team assumes the other is responsible. But ultimately, prospective students are everyone’s responsibility.”

Breaking down silos between teams ensures consistent messaging and a seamless student experience.

4. Use data to inform strategies

Data can reveal what’s working in your current graduate recruitment strategies—and what isn’t. For example, if students are engaging more with email than phone calls, it might be time to shift your focus toward crafting compelling email campaigns. Data can also provide insights into how long students typically take to move through the admissions funnel, allowing teams to optimize communication frequency, timing, and format.

5. Balance speed with personalization

Quick responses powered by automation are essential, but it’s the personal touch that leaves a lasting impression. Pairing automated emails with personalized follow-ups—whether by phone, text, or email—ensures your outreach feels both efficient and authentic.

Level up your graduate recruitment strategies

Improving communication isn’t just a nice-to-have—it’s a need-to-have for institutions looking to thrive in today’s competitive graduate market. With a structured plan, the right tools, and data-driven insights, you can build trust and guide more students to enrollment.

“Our Collegis Enrollment Specialists hear it all the time from the students at our partner institutions: The level of support and responsiveness is what ultimately compels them to move forward.”

– Kate Monteiro, Associate Director of Communication Strategy

To learn more about how Collegis Education can help enhance your graduate recruitment strategies, explore our Enrollment and Recruitment Services page. For more actionable insights on engaging and enrolling graduate students, request your copy of the report below.

Optimize Your Enrollment Funnel

Get the latest on graduate student enrollment trends. Download the full report now.

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April 8, 2025