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A worker who was fired by Liberty University for disclosing her transgender status and announcing her intention to transition may proceed with her employment discrimination case against the institution, a Virginia district court judge ruled Feb. 21 (Zinski v. Liberty University).
The case involved a worker who was hired in February 2023 as an IT apprentice at the university’s IT help desk. She received positive performance reviews until July of that year, when she emailed Liberty’s HR department, explaining that she was a transgender woman, had been undergoing hormone replacement therapy and would be legally changing her name, according to court documents. An HR representative promised to follow up with her.
Shortly thereafter, after hearing nothing, the worker reached out again and was scheduled for a meeting later the same day. She was presented with a letter terminating her employment and explaining that her decision to transition violated Liberty’s religious beliefs and its Doctrinal Statement.
In response to the worker’s lawsuit, Liberty University argued that Title VII of the Civil Rights Act of 1964 (among other laws) allow religious employers to discriminate on the basis of religion, contending that the worker’s firing was religion-based rather than sex-based in discriminatory nature.
While Judge Norman Moon appreciated that the case presents a “novel question of law in the Fourth Circuit,” he ultimately found current case law didn’t fully or clearly support the university’s argument.
“If discharge based upon transgender status is sex discrimination under Title VII generally, it follows that the same should be true for religious employers, who, it has been shown, were not granted an exception from the prohibition against sex discrimination,” Judge Moon said in his order denying the university’s motion to dismiss the case. “They have been entitled to discriminate on the basis of religion but on no other grounds.”
Judge Moon pointed out that “no source of law … answers the question before us,” but “we find that a decision to the contrary would portend far-reaching and detrimental consequences for our system of civil law and the separation between church and state.”
“This case — and the law it implicates — points to the delicate balance between two competing and laudable objectives: eradicating discrimination in employment, on the one hand, and affording religious institutions the freedom to cultivate a workforce that conforms to its doctrinal principles, on the other,” Moon wrote. “We find that our holding today — that religious institutions cannot discriminate on the basis of sex, even if motivated by religion — most appropriately maintains this balance.”
When President Trump ordered a 90-day freeze on foreign aid, no one felt the impact more than the people of Sudan. Two years of civil war has left more than 25 million Sudanese starving in what is the largest humanitarian crisis the world has ever seen. Debora Patta reports.
Diversity rates at several elite colleges and universities have plummeted, a little over a year after the Supreme Court’s restriction on race-conscious admissions. It’s a divisive but unsurprising blow to historically underrepresented students seeking educational opportunity and access.
While demographic data is still forthcoming, the challenges these students face to attend certain colleges continue to build. MIT, Amherst College, and Tufts have already seen sharp declines in the diversity of their student populations.
But not all is lost. Ethnically diverse students have options to express their full identities, and organizations providing services to them have options to support these students’ overall success through postsecondary pathways.
While assessing the state of race in higher education admissions, we cannot ignore its historical context in colleges in America. Colleges and universities were built by and explicitly served the educational needs of wealthy white men. For too long, the only people of color on campus were the (often enslaved) servants of white students.
We should also bear in mind that, at elite universities today, the students who are overlooked in favor of race-neutral policies are not the only ones who miss out — students already on campus lose out on the richness that having a diverse array of educational experiences can provide, with their opportunities to encounter alternative viewpoints limited.
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Oftentimes, first-generation, Black, Hispanic and Native American students experience an inherent and often unspoken isolation on campus at predominantly white institutions.
As a Black Chicana, I vividly remember being the singular student of color in my freshman-year seminar at Michigan State. My experience was not without the awkwardness of questioning my own merit and if I belonged there in the first place. We traveled to Ireland, and due to the humidity, I put on my silk bonnet to protect my hair. It was met with questions and stares.
Here we are in 2025, discussing the all-too-familiar concept of racial bias in America, while institutions are bound by new laws that result in restricted access for the students whose right to educational access has historically been systematically denied. So what can we do?
While it requires creativity, students can still highlight who they are in their applications by foregrounding their lived experiences outside of their grades, test scores and academic histories. For example, students can share the intricacies of being a historically marginalized person in America — from being asked to speak English to being pulled over for driving while Black. They can write about their experiences and identities in personal statements and on their resumes and through discussions of their community involvement. Students owe it to themselves to share their personal moments of overcoming barriers in everyday life.
Institutions can ask essay questions that provoke such responses and allow students to share without prejudice or fear of reprisal. Students’ insightful perspectives should be applauded by educational institutions, and the power of their words should be respected.
Underrepresented students also have options other than the traditional elite universities. Historically Black colleges and universities (HBCUs) and Hispanic-serving institutions (HSIs) are an alternative to predominantly white institutions like the ones mentioned above. Students can make the college experience what they want and need, and it is no different at smaller institutions like Lane College, an HBCU, or Colorado State University, Pueblo, an HSI.
At these schools, a student’s culture and identity are revered and shared. Educational institutions that see the value in diversity should be reconsidered as the best option for ethnically diverse students.
And, as educational institutions grapple with the effects of the Supreme Court ruling, they should support the students from historically marginalized populations already on their campuses to ensure that they feel welcome, supported and valued. Building robust affinity groups not only provides current students with communities they can co-create and adapt to their needs, but also demonstrates that the institutions are committed to creating spaces for all students.
Scholarship providers and organizations that support underrepresented students will continue to play a vital role in fostering diversity on college campuses. Mission-driven organizations like the one I work for, the Sachs Foundation, still help Black students who lack the financial capacity or easy access to attend elite schools like MIT and Brown.
Students deserve to have their whole selves valued, welcomed and supported when applying for higher education.
Pamela Roberts-Mora is the chief operations officer at the Sachs Foundation, serving Black youth from Colorado through educational and community programs. She was a first-generation college student.
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.
Increasing numbers of undergraduate students are either neurodivergent or living with a mental health condition, and in some cases both – but their voices aren’t being heard.
Departments know that these students face particular challenges in their academic studies, but struggle with how to best support them, especially given pressures to do more with fewer resources. University lecturers are also growing more familiar with these conditions, either because of their own personal experience, or because of greater cultural awareness and openness around neurodivergence and mental illness. All of us in the MINOTAUR team have lived experience ourselves or loved ones living with neurodivergence and mental illness, which has informed our approach to this work.
One way universities have tried to adapt to this change in their student populations has been by issuing support agreements through their disability services team, but these are often very general and don’t always address the actual challenges individual students are facing. We know that this lack of support is having a negative impact on student experiences and academic outcomes.
Student voice
The MINOTAUR project (Mental Illness and NeurOdiversiTy Academic sUppoRt), run out of the classics department at Royal Holloway, University of London, grew out of an EDI survey which identified a significant population of students in the department who were neurodivergent and/or living with mental illness. We then ran a series of student focus groups in summer 2023 to identify issues facing these students and solutions the department could implement in order to improve their experience as learners.
As far as we know, it is the first time that focus groups have been used to ask this diverse community of students about their experiences during their degrees – within Royal Holloway, within our discipline, and quite possibly within HE. Certainly there are no easily visible parallel initiatives in the sector. The recommendations we made following these discussions have been simple and easy to implement, and we know they’ve made a great deal of difference to our student cohort.
So, in an age where the student voice has become a critical part of university life, why do these students often go unheard?
A literature review carried out this summer with the support of the RHUL School of Humanities Scholarship and Innovation Fund confirmed our suspicion that interventions for students with neurodivergence and mental illness are typically being done to students rather than shaped by them. This review sampled a wide range of work and resources aimed at supporting university and school students with ADHD, autism, other forms of neurodivergence and mental illness. These studies largely took the form of designing an intervention, implementing it, and considering its effectiveness. There seemed to be few attempts at co-creation, co-design, or co-production.
However, our experience with the first stage of MINOTAUR suggests that not asking students to identify the challenges they are facing and how these might be addressed means we are missing some simple, low-effort, high-effect interventions that can offer immediate support. In the longer term, it also means that those who design interventions address the problems that they can see, not the problems that students are experiencing.
Simplicity is a virtue
Studies indicate that increasing self-knowledge and self-advocacy skills among neurodivergent students can contribute to positive academic outcomes. Through applying principles of co-design, we can empower students to take ownership of their learning while ensuring that any interventions address their real needs. This may be particularly impactful for students without a formal diagnosis, who may not be eligible for support within existing university systems. Co-design can also increase community buy-in to projects and interventions, which is essential as part of supporting a cohort of students who are more likely to become disengaged and isolated when facing challenges.
One great example of this for MINOTAUR has been an intervention so simple that we wouldn’t have thought of it without talking to our students. As a department, we have a reputation for being supportive and understanding for students living with neurodivergence and mental illness, but as staff we had taken it as a given that our new students would automatically realise this. Last year, we introduced a simple slide titled “Neurodiversity in Classics”, to be shown at the start of each new module.
It emphasises that we want students to be able to learn, and uses three bullet points designed to lower the barriers to our students’ learning. “Better late than absent” reduces the anxiety of being five or ten minutes late to a class session, which can throw off attendance for a whole term. “Tell us about the room” gives students permission to tell us about sensory disruptors; having to concentrate on processing an overwhelming physical stimulus, like a flickering light, that can distract focus from teaching. “We understand about stimming,” referring to repetitive physical actions often made by people with autism, makes it explicit that students can fidget and move in ways which help them concentrate rather than struggling to repress those habits for an hour.
We simply hadn’t realised how much work our students were putting in to trying to meet expectations we didn’t have of them. Without consultation, we wouldn’t have known how effective this simple intervention could be – and it has made a huge difference to our students, especially first years joining the department.
It’s all about participation
Low-impact adjustments designed for neurodivergent students and students living with mental health issues can often be valuable in supporting the learning of neurotypical students too. Following the focus groups’ recommendations, many of us more systematically introduced a break in lectures to avoid students’ cognitive overload, and to allow them to refresh their minds around halfway through the lecture. Even if the evidence is only anecdotal at this stage, this small change seems to have positive effects on the entire cohort, fostering a more collaborative and open teaching environment, and reinforcing the class as a space of collective learning and teaching.
Recognising that neurodivergent students, disabled students, and those with mental health conditions are experts because of their experience is critical to work against assumptions which, however unintentionally, disempower these groups. In line with trends around developing ethical practice as part of community-based participatory research, recent movements within disability studies seek to redress the imbalance within scholarship which has cast disabled people as subjects of research, rather than active participants with agency to engage in discussion and innovation: no research about us without us.
Through proactively working with students, MINOTAUR recognises that higher education cannot meet the needs of this cohort without working with them collaboratively to produce interventions that are grounded in their student experience.
Today’s weekend reading is by Zeenat Fayaz, Director of Brand & Strategy at The Brand Education, and Brian MacDonald, Chief Creative Officer and a co-founder at Zillion.
Pandemics, enrolment cliffs, budgets, student mental health, social media disinformation: higher education in crisis, globally, and it sometimes feels like crises are the new normal. This article explores these challenges in three key markets – the US, the UK and Canada – and proposes a change in the way universities think about communications to overcome such hardships.
The Challenge
Universities develop institutional strategies for growth and sometimes invest in brand strategies for perception management. However, when crisis communications are not integrated into these strategies, they can become distractions from them. Often when crises arise, neither institutional nor brand strategies are equipped to address them effectively. Nor does addressing them support either strategy.
With crises seemingly becoming more frequent, this is an unsustainable model – the longer crises continue, the longer the distraction from institutional and brand strategies.
The Opportunity: From Survive to Thrive
With crisis management becoming a continual need, universities need a crisis strategy that doesn’t indefinitely distract from institutional and brand initiatives – one that allows universities to address all the audiences of the crisis with messages and media relevant to each. If this sounds like a brand, that’s because it is! We propose a new approach, a “thrive mode,” in which brand strategy elevated to equal status with institutional strategy, and crisis management is integrated into both.
This approach transforms crises from distractions into opportunities to clarify the institution’s distinctive position and enhance its reputation.
Survive versus Thrive: A Deeper Look
Survive mode is a reactive approach to crises, treating each as a unique, temporary problem. It focuses on short-term damage control with transactional communication, often disconnected from overall institutional and brand strategies. Success in this mode is merely the survival of the institution and its brand reputation.
Thrive mode, conversely, is proactive, viewing crises as opportunities to reinforce institutional and brand strategies. It aims for long-term reputation enhancement through brand-based communication that leverages institutional expertise and core values. Success is defined as emerging from crises with an enhanced reputation and stakeholder understanding, measurable by existing brand performance indicators.
The change from survive to thrive offers numerous advantages. It allows for pre-crisis planning and offers efficiency by integrating with existing strategies. It allows for quicker, more coherent responses that align with overall brand and institutional messaging using existing brand communication tools. It involves broader stakeholder groups and leverages institutional expertise to provide a more valued response, resulting in trust and enhanced reputation beyond the immediate crisis.
Case Studies: Putting Thrive Mode Into Action
Survive mode has been displayed across headlines and news sites around the world since the inception of encampments and campus protests around the world since the advent of the Israel/Gaza conflict. Numerous university presidents provided testimony in front of Congressional hearings that reflected badly on their institutions. And the universities did survive, albeit with varying degrees of damaged brands, dismissed presidents, irate donors and declining applications.
With thrive mode responses, instead of preparing, as in some cases, to offer legal testimony, consider the many different outcomes that could have been achieved by placing university experts in Middle Eastern studies, philosophy and ethics, comparative religions, history, or many other relevant fields at centre stage. Thrive mode would have prompted a response about higher education’s and individual institutions’ leadership in education on Middle Eastern issues, or how they are preparing students to participate in civil discussion and achieve breakthroughs in understanding. Such discussions would have haloed positively on these institutions by reinforcing their brand values with audiences outside the university, and by clarifying their roles in supporting dialogue, tolerance and understanding.
Issues around academic freedom have been increasingly roiling universities in the UK, with the Academic Freedom Index (AFI) recording declines in each of the last nine years. The assessments measure interference by politicians, externally appointed management, and activists. Numerous crises have arisen involving scholarly censorship, the mainstreaming of racism and transphobia, and the stifling of academic pursuits that do not demonstrate profitable impact. The universities’ responses focused much negative attention on higher education, as a whole, and individual universities, in particular, in government, news media, and public opinion. And the responses allowed these negative stories to effectively lead the conversation, placing the universities in a reactive position. Survive mode squandered the opportunity to highlight universities’ research successes and student outcomes as well as to demonstrate leadership on important topics.
Thrive-mode responses could have allowed institutions to talk about important discoveries that would not be possible under recent restrictions on academic freedom. About alumni who have made important contributions to the economy or society who would not qualify for student support today. About the universities’ missions and their historical relationships to government and society. About brand values that the universities rely on to drive their results. These responses would allow the universities to participate in, guide, and lead these conversations, putting their brands in positions to make an impact on important external audiences.
With ongoing budget crises and newly imposed restrictions on the number of foreign student visas, universities in the UK and Canada are in uncharted territory. It’s not merely threatening many institutions with declines in funding, hard choices, and in some cases closure, but potentially reforming the entire higher education landscape. In a leaderless crisis where nobody knows what it will look like in the end, acting on coordinated institutional, brand, and crisis strategies effectively demonstrates leadership: with students, faculty, staff, alumni, and most importantly with the government. The opportunity is to talk about the budget crisis as a new lens through which to view the institutional strategy. A budget crisis does not change objectives like entering The Russell Group or becoming Canada’s premiere STEM educator. It may change the process of how an institution gets there – the timeline for milestones, the need for partners, the establishment of fundraising goals, etc. And brand strategy lays out ways to discuss how the crisis will affect its implementation with key audiences. This is what thriving looks like in the face of this crisis: opening and leading important conversations with governments, reassuring parents and inspiring students.
Conclusion
As Warren Buffett noted, “It takes 20 years to build a reputation and five minutes to ruin it.” In today’s media environment, a brand can be severely damaged in seconds. By integrating crisis management into overall institutional and brand strategies, universities can transform crises from threats into opportunities for growth and reputation enhancement. While crises may be inevitable, this framework offers a path for universities not just to survive, but to thrive in challenging times..
Zeenat Fayaz is Director of Brand & Strategy at The Brand Education. Zeenat’s experience working with QS and THE gives her unique insight into the way institutions are evaluated and ranked. Today, Zeenat helps top-tier universities understand the power of branding and use this to enhance their global reputations. You can find Zeenat on LinkedIn here.
And Brian MacDonald is the Chief Creative Officer and a co-founder at Zillion. He has worked on strategic, creative, and branding projects for dozens of universities in the US, Canada, and overseas. His work focuses on how branding can drive institutional revenue, and his work has raised more than $6 billion for his clients. You can find Brian on LinkedIn here.
If you’ve scrolled TikTok recently, you might have noticed that some of your favorite creators have started bringing up their other handles, encouraging you to follow them on different platforms. With the ban possibly becoming effective as early as January 2025, this trend is becoming increasingly popular. From micro-influencers to brand giants, creators are taking decisive action, urging their audiences to follow them on alternative platforms as a failsafe. These creators aren’t just reacting—they are leading the pack by ensuring that their followers stay connected, no matter what challenges lie ahead.
As the calendar inches closer to January, the time to rethink and implement your digital strategy is now.
For marketers who have leveraged TikTok’s platform to amplify their brands and connect with consumers in unprecedented ways, the looming possibility of bans or restrictions raises pressing questions about the sustainability of their marketing strategies. As we navigate this pivotal moment in digital marketing history, it’s crucial for marketers to assess the implications of potential TikTok bans and explore alternative strategies to adapt to an evolving landscape.
Understanding the Current Landscape
In April 2024, President Biden signed the “Protecting Americans from Foreign Adversary Controlled Applications Act,” requiring TikTok’s parent company, ByteDance, to find a buyer within nine months or face a nationwide ban in The United States. The legislation, if enacted, would result in TikTok losing all market share in the U.S., effectively removing the app from the country’s digital landscape and preventing millions of American users from accessing its content.
The ban stems from rising concerns over national security and data privacy, given ByteDance’s origins in China. American policymakers and critics of TikTok contend that the Chinese government could gain access to sensitive data and influence Americans on geopolitical issues, both posing significant concerns for American users’ privacy and national security. U.S. Lawmakers have cited these concerns by drawing attention to potential laws that could “allow the Chinese government to secretly demand data from Chinese companies and citizens for intelligence-gathering operations.” Additional concerns include the app’s ability to fuel misinformation through TikTok’s content recommendations. This isn’t the first time these fears have been highlighted, as President Trump attempted to ban the video-sharing app back in 2020.
In May 2024, TikTok responded to President Biden’s proposed ban with a lawsuit, arguing that the bill violates Americans’ First Amendment rights. If the bill succeeds, the ban will remove TikTok from all app stores, effectively hindering the ability for the platform to garner new downloads and provide updates to active users, which would render TikTok obsolete over time.
The ban on TikTok could significantly impact the way marketers manage their advertising. Currently, U.S. ad businesses on TikTok are anticipated to see $10.42 billion in ad revenues in 2024. Furthermore, forecasts anticipate that TikTok will “make up 12% of US social network ad spend and 3.4% of US digital ad spend in 2024.” TikTok’s potential ban underscores the critical need for marketers to stay informed and adaptable, given the platform’s sizeable relevance in the U.S. ad market.
Building a Multi-Platform Ecosystem
In an era of rapid digital evolution, building a multi-platform ecosystem is no longer just a strategy—it’s a necessity. The volatility of social media platforms is no secret. Given recent challenges with platforms like Twitter, now X, we’re well aware of the vast changes in the realm of social media. The potential TikTok ban further underscores the risk of relying too heavily on a single platform. For marketers, this means a single-threaded approach to video marketing is a vulnerability they cannot afford.
One of the most effective ways to mitigate such vulnerability is to diversify. At EducationDynamics, we have long recommended a diversified approach when it comes to marketing at any point in the funnel. This strategy involves distributing your marketing efforts across multiple stages to achieve optimal stability and reach.
Our target audience consumes media across multiple channels and mediums, and always has. New vendors will always appear in the mix to test and integrate into full funnel marketing plans, but it is never recommended to place all your eggs in one basket. We need to reach our audience multiple times across multiple platforms to have effective reach and frequency.
Building a robust brand presence beyond TikTok is crucial, and investing in owned media channels such as websites and email newsletters is essential for gaining the most long-term value. An optimized website serves as the hub for your institution’s brand, providing credibility and important information about your institution’s unique offerings.
Similarly, email newsletters play an instrumental role in the student journey by fostering engagement and creating lasting relationships with both prospective and current students. Through personalized and consistent email communications, you will be able to keep your student audiences connected, engaged, and informed on the latest updates and offerings your institution has.
Lastly, it is essential to monitor ongoing regulatory developments and adapt your strategies accordingly. The looming TikTok ban, and ever-changing social media landscape illustrate that shifts can occur at any time. Staying informed about these changes is crucial for being able to pivot your strategy and remain compliant with the latest regulations. By equipping yourself with the most current information, you can ensure that your marketing efforts stay relevant and that you can continue to effectively reach your audience.
Evaluating Alternative Platforms
As the social media environment continues to shift, understanding where your target audience is most engaged becomes increasingly important. In EducationDynamics’ 2024 Online College Student Report, we surveyed students to ascertain their media consumption habits and platform preferences.
According to the report, most online college students reported using Facebook (75%), TikTok (74%), and Instagram (72%) daily. However, a significant portion reported daily use of Snapchat (66%), Twitter (56%), Discord (48%) and LinkedIn (44%).
While Facebook, TikTok, and Instagram dominated daily usage, online college students reported LinkedIn (42%) as the most helpful and trustworthy platform when researching schools. Reddit (33%), Facebook (32%), Twitter (28%), and Instagram (25%) followed in terms of usefulness for this purpose. Only 19% found TikTok helpful for school research.
Given the potential ban on TikTok, the most viable options for delivering video content are LinkedIn for its trustworthiness and strong daily usage, Facebook and Instagram for broader reach and informal engagement, and Facebook and Instagram Reels for further boosting informal engagement and brand building opportunities.
Understanding which platforms are best suited for specific types of content and engagement can help you maximize their potential and mitigate potential losses from a TikTok ban. Prioritizing LinkedIn for research, strategically utilizing Facebook and Instagram, as well as exploring the latter platforms’ reels features for informal engagement opportunities offers a balanced approach to reaching and engaging online students in a changing social media landscape.
Expanding Reach through Multi-Platform Video Marketing
The 2024 Online College Student Report also found that nearly all online college students (98%) consume content from one or more streaming services. Seventy-five percent of online college students stream media daily on YouTube, making it the platform with the largest usage and largest opportunity for schools to build brand awareness and consideration. This highlights the importance of a diverse marketing strategy with a full funnel approach comprised of multiple platforms that deliver personalized messaging tailored to prospective students’ place withing their enrollment journeys.
At EducationDynamics, we encourage video production that can be used across platforms, in a variety of dimensions, and highlights what makes the university unique, such as student testimonials and graduation. By capturing this ‘evergreen’ video, we can quickly shift focus in social media platforms when challenges (or exciting changes like new apps) like this arise
The rise in alternative platforms for video marketing offers marketers a flexible approach by enabling the use of the same video content across multiple channels. This adaptability ensures that marketers can maximize their reach across multiple audiences by tailoring their content to the unique preferences of each platform. Additionally, marketers can now repurpose video files across platforms without worrying about intrusive cropping or coverage by platform-specific icons, titles, or captions. This ‘safe zone’ within a video guarantees visibility on all platforms, reducing the stress of potentially losing valuable messaging.
Consider These TikTok Alternatives for Your Video Marketing Needs:
Instagram Reels
Facebook Reels
YouTube Shorts
Reddit
LinkedIn
If the TikTok ban goes completely undownloadable, schools need to take away how TikTok changed the social media playing field. It changed how brands entertain while delivering information. Schools can see what content was successful for the platform and how they can develop other content for different platforms. TikTok also showed how quickly audiences can adapt to social media platforms, meaning it is essential to stay up to date with all social media adaptations and changes.
The landscape of higher education marketing, like all sectors in the digital realm, is marked by constant evolution. As both consumers and marketers, we understand the importance of safeguarding our data and audiences across platforms. The potential fate of TikTok serves as a reminder that new platforms will inevitably emerge, challenging the status quo and reshaping how we engage with audiences. Just as marketers have navigated through shifts in platforms in recent years, adaptability and proactivity remain paramount. The resilience of marketers throughout history underscores the industry’s ability to weather such storms. While legal challenges to platforms like TikTok may present hurdles, they are just one of many bumps in the road, and with each challenge comes an opportunity for innovation and growth.
With the uncertainty around platforms like TikTok, now is the perfect time to adopt a multi-platform approach designed for the entire student journey. Our experts can help you build a resilient, full-funnel marketing strategy that drives enrollment, regardless of future shifts. Reach out today to start the conversation.
FAQs About the TikTok Ban
This FAQ section will be regularly updated to reflect the latest developments regarding the TikTok Ban. Check back for new insights and answers to frequently asked questions.
How did we get here?
TikTok’s undeniable popularity surged during the pandemic, with lockdowns driving a significant increase in users. During this time, the app saw a staggering 45% increase in monthly active users from July 2020 to July 2022. According to data from the 2024 Online College Students Report, 74% of online college students who use social media visit TikTok daily. With over 1 billion monthly active users, TikTok quickly became a major player in social media, known for its ability to spark viral trends and innovative marketing opportunities. However, its future is now uncertain due to growing regulatory and geopolitical challenges. As these issues continue to unfold, TikTok’s position in social media has become increasingly uncertain.
What is the current status of the TikTok ban?
While a complete US TikTok ban isn’t in effect yet, the situation is evolving rapidly. Several states have banned TikTok on government devices, and there’s ongoing discussion at the federal level about potential security risks and data privacy concerns.
How might a TikTok ban affect my marketing efforts?
TikTok ban could significantly disrupt your marketing efforts if you rely heavily on the platform to reach prospective students. Losing access to your TikTok audience and content could mean losing valuable brand awareness, engagement, and lead generation opportunities.
Are there any contingency plans I should have in place?
Absolutely. Don’t wait for a ban to happen before you act. Here’s what you should be doing:
Diversify your social media presence: Focus on building a strong presence on other platforms like Instagram Reels, YouTube Shorts, and even emerging platforms relevant to your target audience.
Download and save your existing TikTok content: This way, you’ll have a library of assets you can potentially repurpose on other platforms if needed.
Focus on building your owned channels: Prioritize growing your email list, website traffic, and content marketing efforts to reduce reliance on any single platform.
Engage with your TikTok followers on other platforms: Encourage them to connect with you elsewhere to maintain that connection.
What are the potential alternatives to TikTok for marketing purposes?
LinkedIn: Enables targeted outreach to prospective students during their decision-making process, capitalizing on the platform’s reputation for credible professional networking and industry insights.
Facebook and Instagram: Offer powerful tools for amplifying brand awareness, cultivating vibrant online communities, and driving early-stage engagement through diverse content formats and a vast, active user base.
YouTube Shorts: Provide access to YouTube’s massive audience, allowing institutions to connect with prospective students through engaging short-form video content while also leveraging the platform’s strength in longer-form video.
How can I stay updated on the latest developments regarding TikTok bans?
To stay updated, don’t hesitate to leverage your EDDY resources, as we are always here to help you with your marketing and enrollment journeys! In addition, we recommend following Social Media Today and HubSpot’s Blog as resources for staying aware of the latest industry updates.
Links to additional resources about the latest news about TikTok:
