College affordability conversations tend to focus on tuition. But it’s the total cost of attendance (COA) that can catch many students off guard and derail their progress toward a degree. A new deep dive report from Inside Higher Ed—“Beyond Tuition: The Hidden Costs of College and Their Disproportionate Impact”—reveals how inaccurate COA disclosures and unexpected costs, from mandatory meal plans to technology fees to rising rents, can blindside students and threaten their success.
Join the Discussion
On Wednesday, Dec. 17, at 2 p.m. Eastern, Inside Higher Ed will host a live webcast discussion based on the report. Register for that here. Download “Beyond Tuition: The Hidden Costs of College and Their Disproportionate Impact” here.
Drawing on data from Inside Higher Ed’s Student Voice surveys and other research, plus interviews with dozens of experts, student advocates and students themselves, the report notes that just 27 percent of undergraduates fully understand their institution’s cost of attendance—and that, for some, even an unexpected $100 expense could threaten their enrollment. Hidden costs hit lower-income, first-generation, parenting, international and other student groups especially hard, the report also finds.
Examining efforts to improve COA accuracy and transparency, and zooming in on students and change-makers in California, New York and Texas, the report calls for colleges to provide more accurate COA data, expanded emergency aid and clearer communication to help students plan for the full cost of college, not just the tuition bill.
“The public doesn’t think about living costs, although you have to cover them when you go to school. They also think tuition is skyrocketing when it really hasn’t,” said Robert Kelchen, professor and department head of educational leadership and policy studies at the University of Tennessee at Knoxville. “To some extent we’re focused on the wrong problem.”
This independent editorial report is written by Melissa Ezarik, with support from the Gates Foundation. The findings and conclusions contained in the report are those of the author and do not necessarily reflect positions or policies of the Gates Foundation.
School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price.
The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them.
How outdated facilities processes waste staff time in K–12 districts
It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.
A centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking.
The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.
Using preventive maintenance to avoid emergency repairs and extend asset life
When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units.
These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead.
Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive.
Maximizing ROI by streamlining school space rentals
Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.
When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process.
The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces.
Why schools need facilities data to make smarter budget decisions
Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments.
A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder.
Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset.
Shane Foster, Follett Software
Shane Foster is the Chief Product & Technology Officer at Follett Software.
Latest posts by eSchool Media Contributors (see all)
A new DESSA screener to be released for the Fall ‘25 school year–designed to be paired with a strength-based student self-report assessment–accurately predicted well-being levels in 70 percent of students, a study finds.
According to findings from Riverside Insights, creator of research-backed assessments, researchers found that even students with strong social-emotional skills often struggle with significant mental health concerns, challenging the assumption that resilience alone indicates student well-being. The study, which examined outcomes in 254 middle school students across the United States, suggests that combining risk and resilience screening can enable identification of students who would otherwise be missed by traditional approaches.
“This research validates what school mental health professionals have been telling us for years–that traditional screening approaches miss too many students,” said Dr. Evelyn Johnson, VP of Research & Development at Riverside Insights. “When educators and counselors can utilize a dual approach to identify risk factors, they can pinpoint concerns and engage earlier, in and in a targeted way, before concerns become major crises.”
The study, which offered evidence of, for example, social skills deficits among students with no identifiable or emotional behavioral concerns, provides the first empirical evidence that consideration of both risk and resilience can enhance the predictive benefits of screening, when compared to strengths-based screening alone.
In the years following COVID, many educators noted a feeling that something was “off” with students, despite DESSA assessments indicating that things were fine.
“We heard this feedback from lots of different customers, and it really got our team thinking–we’re clearly missing something, even though the assessment of social-emotional skills is critically important and there’s evidence to show the links to better academic outcomes and better emotional well-being outcomes,” Johnson said. “And yet, we’re not tapping something that needs to be tapped.”
For a long time, if a person displayed no outward or obvious mental health struggles, they were thought to be mentally healthy. In investigating the various theories and frameworks guiding mental health issues, Riverside Insight’s team dug into Dr. Shannon Suldo‘s work, which centers around the dual factor model.
“What the dual factor approach really suggests is that the absence of problems is not necessarily equivalent to good mental health–there really are these two factors, dual factors, we talk about them in terms of risk and resilience–that really give you a much more complete picture of how a student is doing,” Johnson said.
“The efficacy associated with this dual-factor approach is encouraging, and has big implications for practitioners struggling to identify risk with limited resources,” said Jim Bowler, general manager of the Classroom Division at Riverside Insights. “Schools told us they needed a way to identify students who might be struggling beneath the surface. The DESSA SEIR ensures no student falls through the cracks by providing the complete picture educators need for truly preventive mental health support.”
The launch comes as mental health concerns among students reach crisis levels. More than 1 in 5 students considered attempting suicide in 2023, while 60 percent of youth with major depression receive no mental health treatment. With school psychologist-to-student ratios at 1:1065 (recommended 1:500) and counselor ratios at 1:376 (recommended 1:250), schools need preventive solutions that work within existing resources.
The DESSA SEIR will be available for the 2025-2026 school year.
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.
This HEPI guest blog was kindly authored by Cheryl Watson, VP of Education, UK at TechnologyOne.
Rising costs are now a defining feature of the student experience in the UK. What once felt like an educational ‘coming of age’ for young people is, for many, becoming a difficult balancing act between academic ambition and financial survival.
From housing and transport to food and essential tech, students today face relentless financial pressures just to participate in university life. For institutional leaders, the evidence is clear: the financial landscape is changing, and approaches to student engagement and support must change with it.
A growing financial gap in UK higher education
Financial pressures on students are not new but are growing in scale and complexity. The joint Minimum Income Standard for Students (MISS) 2024 research with HEPI and the Centre for Research in Social Policy (CRSP) at Loughborough University found that a typical full-time student living away from home needs around £244 per week to maintain a minimum standard of living. Yet, most face a significant shortfall even with part-time work and maintenance support.
One student from the recent MISS focus groups summed up the reality:
Even [like] knowing that I’m in my overdraft…I know it’s interest-free and stuff, but having to rely on it is not ideal, and I want to work to try and get out of it, but also like I can’t afford to.”
It’s a cycle, and you constantly max it out every year, and then you’re constantly working to pay it back.
This financial tightrope is increasingly common.
How student life is being redefined by cost pressures
Students are making tough choices daily between travel, food, work, and study. Financial stress is changing not just what students can afford, but also how they experience university life on a day-to-day basis.
While pressures vary, the underlying theme remains consistent: rising costs are reshaping the student experience in real-time.
The new commuter reality
Many universities still operate around the traditional student living on campus, but according to the Sutton Trust, over 50% of UK students go to university where they grew up and students from poorer backgrounds are three times more likely to commute from home.
For many, this is often because they cannot afford to live near campus. This has real academic consequences, with many students missing classes due to travel costs and disconnected timetables.
I live in Sheffield but a lot of the people in my class seem to commute and there’ll be times where like most of the class don’t turn up for a certain seminar and it’s because… it just wouldn’t make sense to pay all that money to come for an hour and a half and then just leave again.
Without more flexible, student-aware scheduling and targeted support, commuter students risk being structurally disadvantaged.
Technology isn’t optional
Access to digital tools is now essential for participation in academic life. From lecture recordings to online submissions, students are expected to stay constantly connected and equipped.
You definitely need a laptop as well because although the University library provides computers, especially during exam season, you have to book them in advance, and they’ve already been taken up.
For many, the cost of keeping up with technology adds to financial pressures, creating further barriers to participation.
Living with financial stress
Financial pressure is a constant presence for many students. Overdrafts are used regularly, part-time work is essential, and mismatches between payment schedules and bills force difficult choices.
In 2023, HEPI found that more than a quarter of universities operate food banks to support students, while rising rent costs leave little left for essentials.
The difference between first year and second year is that you have that comfort blanket of it, but by the time you get into second year, you’ve already used it, and you’ve got nothing to help you anymore.”
These aren’t one-off lapses in budgeting. They’re the result of an unsynchronised system that does not reflect the financial reality students are working within.
Missing out on student life
Financial pressures also limit participation in the social and community aspects of university life that are vital for wellbeing and development.
Especially in the SU, it’s not ideal because lots of societies will do socials there so if you can’t afford that… It might seem silly, but if you’re part of a sports society then there is some sort of expectation to go to Sports Night on a Wednesday most weeks so that obviously adds up if you’re going most weeks.
Opting out is often the only option, but it comes at a cost to confidence and connection
Why this matters for universities and policymakers
Financial stress is no longer a fringe issue in UK higher education. When 30% of students are taking on extra debt just to cover essentials, and many are skipping classes or missing out on key experiences, the impacts on retention, well-being, and academic outcomes cannot be ignored.
The disconnect between what students need and what current funding models assume continues to grow. Part-time work and family contributions are often treated as standard, despite being unrealistic for many students.
What’s next: Building an evidence base for change
If the Minimum Income Standard for Students 2024 brought much-needed clarity to the financial pressures facing undergraduates, this year’s follow-up takes that work a step further.
The upcoming report, Minimum Income Standard for Students 2025 (MISS25), focuses specifically on first-year students living in purpose-built accommodation, offering the most detailed insight yet into the cost of starting university life in the UK.
The findings are stark. Those on minimum support face a funding gap that must be filled by family or debt. The report also reveals a growing mismatch between student needs and how maintenance systems are designed, particularly for those without access to parental support.
For institutional leaders, policymakers and student advocates, we encourage you to read closely, and to consider how your planning, funding and engagement strategies can respond to what today’s students are telling us.
Click the link below to sign up for a copy of the MISS25 report when it’s ready.
TechnologyOne is a partner of HEPI. TechnologyOne is a global Software as a Service (SaaS) company. Their enterprise SaaS solution transforms business and makes life simple for universities by providing powerful, deeply integrated enterprise software that is incredibly easy to use. The company takes complete responsibility to market, sell, implement, support and run solutions for customers, which reduce time, cost and risk.
For first-generation students, the hidden curriculum—the unstated norms, policies and expectations students need to know in higher education—can be a barrier to participating in high-impact practices, leaving them in the dark about how to thrive in college.
But new research aims to identify the lesser-known policies that disadvantage first-generation students and to make them more accessible. During a panel presentation at NASPA’s Student Success in Higher Education conference in June, Kristin Ridge, associate dean of students and community standards at the University of Rhode Island, discussed her doctoral research on first-generation students and how they interact with the student handbook and conduct spaces on campus.
What’s the need: First-generation students make up 54 percent of all undergraduates in the U.S., or about 8.2 million students. But only one in four first-generation students graduates with a college degree, compared to nearly 60 percent of continuing-generation students.
First-generation students are often diverse in their racial and ethnic backgrounds and come with a variety of strengths, which academic Tara Yosso describes as the cultural wealth model. But in some areas, including higher ed’s bureaucratic processes, first-gen students can lack family support and guidance to navigate certain situations, Ridge said. Her personal experience as a first-generation learner and a conduct officer pushed her to research the issue.
“It really came to a head when I was dealing with two students who had a similar circumstance, and I felt like one had a better grasp of what was going on than the other one, and that was something that didn’t sit right with me,” Ridge said. “I felt like the behavior should be what I am addressing and what the students are learning from, not their previous family of origin or lived experience.”
Conduct systems are complicated because they require a fluency to navigate the bureaucracy, Ridge said. Student handbooks are often written like legal documents, but the goal of disciplinary proceedings is for students to learn from their behavior. “If a student doesn’t understand the process or the process isn’t accessible to them, there are very real consequences that can interrupt their educational journey,” she added.
Some states require conduct sanctions to be placed on a student’s transcript or a dean’s report for transfer application. These sanctions can result in debt, stranded credits or underemployment if students are unable to transfer or earn a degree.
“Sometimes [continuing-generation] students who have parents or supporters can better understand what the implications of a sanction would be,” Ridge says. “Students who don’t have that extra informed support to lean on may unwittingly end up with a sanction that has more long-term impact than they realize.”
First-generation students may also experience survivor’s or breakaway guilt for having made it to college, which can result in them being less likely to turn to their families for help if they break the student code of conduct or fear they will be expelled for their actions, Ridge said.
Therefore, colleges and universities should seek to create environments that ensure all students are aware of conduct procedures, the content of the student handbook and how to receive support and advocacy from both the institution and their communities, Ridge said.
Creating solutions: Some key questions conduct staff members can ask themselves, Ridge said, include:
Is the handbook easy to access, or is it hidden behind a login or pass code? If students or their family members or supporters have to navigate additional steps to read the student handbook, it limits transparency and opportunities for support.
Is content available in plain English or as an FAQ page? While institutions must outline some expectations in specific language for legal reasons, ensuring all students understand the processes increases transparency. “I like to say I want [students] to learn from the process, not feel like the process happened to them,” Ridge said.
Is the handbook available in other languages? Depending on the student population, offering the handbook in additional languages can address equity concerns about which families can support their students. Hispanic-serving institutions, for example, should offer the handbook in Spanish, Ridge said.
Who is advocating for students’ rights in conduct conversations? Some institutions offer students a conduct adviser, which Ridge says should be an opt-in rather than opt-out policy.
Is conduct addressed early in the student experience? Conduct is not a fun office; “no one’s going to put us on a parade float,” Ridge joked. That’s why it’s vital to ensure that students receive relevant information when they transition into the institution, such as during orientation. “My goal is for them to feel that they are holding accountability for their choices, that they understand and learn from the sanctions or the consequences, but I don’t want them to be stressed about the process,” Ridge said. Partnering with campus offices, such as TRIO or Disability Services, can also ensure all students are aware of conduct staff and the office is seen less as punitive.
If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.
Every culture and society have distinct nuances and unspoken, unwritten values, norms and beliefs that influence behaviour, expectations, and life experiences. These evolving dynamics can also influence learning experiences.
Often referred to as the hidden curriculum, these aspects not only affect the way students experience their learning journey but the lasting impact their university experience has on their lives. It is vital, therefore, that anyone working in the sector is aware of these factors as they may impact both the curriculum, and the unintended values and perspectives communicated through the way the staff interact with students.
Educators should not only be aware of the dominant institutional culture but should actively encourage an inclusive learning community that values and embraces the diverse backgrounds and experiences of students and faculty. Drawing students’ attention to these often-overlooked factors can empower them to navigate academic and professional spaces more effectively, helping them reach their full potential.
The hidden curriculum has been shown to play a significant role in fostering moral values, professionalism and humanism in fields like medicine, management and the arts. But we also know that when it’s not implemented carefully, the hidden curriculum can reflect the interests of dominant groups; reinforcing privilege while disadvantaging others, such as those from working-class and marginalised communities. Therefore, we also need to openly analyse and critique the hidden curriculum, by identifying any political implications of specific pedagogic approaches.
When people are not aware of these unspoken values and expectations, they may feel excluded or marginalised, negatively impacting their sense of belonging and therefore their willingness to engage or ability to succeed. We therefore have an obligation to not only teach the hidden, cultural norms themselves, but also foster a critical awareness of them. Encouraging students to adapt while remaining true to their own identities, resulting in an authentic experience for all students, including those with different learning needs – such as neurodivergent individuals – as well as people from different backgrounds or cultures.
We know that a truly internationalised campus requires both institutional initiatives and individual efforts to foster intercultural understanding and collaboration, empowering students and staff to drive change together. But putting this into practice can be tough. As a result, efforts to widen participation have often led to social and academic exclusion, as systems struggle to adapt.
Systematically overcoming the hidden curriculum
Equitable assessments play a key role in overcoming the hidden curriculum. Clear guidance and opportunities to develop assessment literacy helps students to perform to their full potential. For example, if students are to submit a narrated presentation for their assessment, have they had opportunities to learn the required skills and to submit a formative presentation for feedback? Scaffolding the skills they are required to demonstrate, including writing skills, is imperative to student confidence and therefore submission and overall success.
Work placements should also accommodate students’ diverse backgrounds, ensuring inclusivity in workplace culture and expectations. This may include, for example, transport needs or special equipment; where this is the case, both the university and the employer have a responsibility to meet these needs so the student is able to attend their placement and complete their duties in an equitable way, allowing them to feel part of the team.
There should also be clear guidance on what success means. Staff should be aware of the implicit ways they are communicating the institutions and their own expectations. By emphasising grade attainment, they are potentially sending a message that high grades are valued and that those not achieving these grades are less important and/or valuable than those who are. Students who want to impress their lecturers may feel pressure to perform and feel marginalised when they do not achieve the grades they think are expected. To avoid this, staff should be explicit about how overall educational gain is measured and how students can develop their own map for navigating university life and measuring their own development.
On top of this, bringing hidden knowledge, such as vernacular, or higher education jargon, to the surface through tools like shared, and preferably co-created glossaries will help all students, particularly those new to a field, or who speak English as an additional language, feel more included and engaged.
Curriculum and learning design should also follow an intentional approach to foster belonging and encourage discussions about social inequalities – including why they exist and how to overcome them – making students more aware of the world that exists and their role and influence within it.
Fighting against pressures
Despite many institutions working towards overcoming the constraints of the hidden curriculum, there’s still an incessant problem at play. Universities are increasingly expected to embed numerous agendas into their teaching and learning frameworks: equality, sustainability, employability, decolonisation, accessibility and mental well-being – to name a few.
These competing demands can be overwhelming, particularly when trying to implement all these elements into individual modules. This can – and has – led to inefficiencies, confusion and a disconnect between academic content and broader institutional goals. Essentially, we end up stuck in the same position, or even more behind, as staff grapple with balancing traditional academic teaching with the growing list of institutional and societal changes.
It’s no secret that universities need to rethink how to integrate and prioritise all these different elements when teaching. We know inclusion matters to students, yet universities are having to draw back from a lot of their outreach work due to financial pressures, while at the same time fighting against a world that’s seemingly becoming more hostile toward equality, diversity and inclusion efforts. Universities need to relearn how to be inclusive with these constraints – effectively “doing more with less.”
Some have thought to distribute the elements across modules or offer co-curricular opportunities. Some have tried to enforce better levels of transparency in workload expectations for both staff and students, including better time management. And yet the struggle remains.
The steps to crack inclusivity
Trying to finally crack the code to inclusivity requires both top-down institutional strategies and bottom-up approaches that focus on academic and cultural drivers.
There are a few steps which have been found to help, such as investing in ongoing training and awareness programmes, as they provide sustained, comprehensive training on accessibility and inclusion for all staff. Increased awareness may lead to more critical assessments of institutional practices, but it will not diminish personal commitment. It is in these interpersonal interactions in learning, teaching and academic support that the tacit exclusions of the hidden curriculum can be interrogated and challenged.
But institutional staff need back up in the form of a holistic and inclusive institutional culture that values and prioritises inclusivity at all levels. This can be done by promoting accessibility as a core value, which can help the institution remain resilient during times of change or external challenges, and by emphasising inclusivity as a shared responsibility across all departments and roles.
Universities should also strengthen institutional support structures by ensuring staff know who to contact for accessibility issues and can trust institutional processes to provide timely and effective support. It’s important to clarify roles, responsibilities and procedures and develop clear documentation and accessible guidance related to accessibility to reduce confusion and improve responsiveness. It’s also important to avoid narrowly targeted interventions that might neglect or disadvantage certain academics. Sufficient budget and resources should also be allocated to sustain inclusivity initiatives.
As Knight and de Wit argue: “Economic and political rationales are increasingly the key drivers for national policies related to the internationalisation of higher education, while academic and social/cultural motivations are not increasing in importance at the same rate.”
Assessing and adapting inclusive practices in light of the changing external environment is key. Tools like cross-sectional surveys can track staff perceptions of accessibility and inclusion over time. This will help universities to monitor changes in staff confidence, attitudes and knowledge, and address areas of concern through targeted interventions. Universities should always engage with diverse voices, to inform and improve practices, while recognising and addressing external factors, such as legislative changes or global events, which may impact staff confidence and inclusivity efforts.
Millions of students and families are caught in a middle-class crunch for affording college.
Approximately 7-8 million families with school-age children are in the middle-income bracket ($60,000-$200,000). That’s not just a statistic—it’s a massive segment of your potential student population caught in a precarious position.
According to recent Census data, these families make up about 40% of all U.S. households, with 39% of family households including children under 18. They’re too “wealthy” for significant financial aid but not wealthy enough to write a check without breaking a sweat. Understanding this demographic isn’t just important—it’s crucial for the future of higher education.
Data from the 2024 Prospective Family Engagement Report from RNL and CampusESP reveals critical insights about this demographic that could reshape how we approach recruitment, financial aid packaging, and communication strategies.
The data that should change your strategy
Let’s start with the numbers that matter. Among middle-income families:
71% report loan concerns actively impacting college selection.
69% eliminate institutions based on sticker price before engaging.
60% find financing “difficult” or “very difficult.”
87% rank financial aid among their top five decision factors.
For enrollment managers, these statistics represent more than just data points—they signal significant leakage in our recruitment funnels before we even have a chance to present our value proposition.
Decision drivers: Reframing our approach
The research reveals three primary decision factors for middle-income families:
Final cost after aid (71%)
Academic program availability (66%)
Academic scholarships (51%)
For those of us in enrollment management, this hierarchy suggests we must lead with net price messaging earlier in the funnel rather than waiting for admitted student communications.
Communication channels: What’s actually working
Here’s where we need to check our assumptions. While many institutions are investing heavily in custom apps and elaborate communication plans, the data shows:
88% prefer email communication.
31% would use a parent/family portal.
30% are open to text messages.
Only 7% would use institution-specific apps.
Translation? We might be overcomplicating our outreach strategies and underutilizing our most effective channel.
Campus visit insights for admissions teams
Despite our digital transformation efforts, traditional visit experiences still dominate:
68% participate in guided group tours.
40% opt for guided individual tours.
46% conduct self-guided tours.
37% engage with virtual tours.
This suggests we must reimagine our visit programs to integrate financial conversations earlier in the campus experience, not just at admitted student events.
2024 Prospective Family Engagement Report
The2024 Prospective Family Engagement Reportdives into the experiences, expectations, and challenges of families during the college planning process. RNL, CampusESP, and Ardeo surveyed more than 11,000 families of prospective college students about:
College planning: How many families consider out-of-state institutions? What are their college planning experiences? Do they value and participate in campus visits?
Communicating with institutions: Which channels to families prefer? How often do they want to hear from you? Which college planning topics do they value the most?
College financing plans: How many families expect paying for college to be difficult? How many plan to borrow? Do they think college is a worthwhile investment?
Move EFC conversations earlier in the recruitment cycle.
Implement targeted financial planning workshops.
2. Optimize communication flow
Leverage the strong preference for email with segmented campaigns.
Develop parent portals that prioritize financial planning tools.
Create clear timelines for aid and scholarship processes.
Integrate financial counseling throughout the admission funnel.
3. Transform campus visits
Embed financial aid counselors in regular tour programs.
Design value proposition messaging for tour guides.
Create flexible scheduling for working parents.
Include aid discussions in standard visit protocols.
4. Strengthen value messaging
Focus on ROI metrics that resonate with middle-income families.
Showcase relevant alumni success stories.
Highlight internship-to-career pathways.
Emphasize four-year graduation rates’ impact on total cost.
5. Reimagine merit strategy
Expand mid-range merit band opportunities.
Develop clear scholarship retention criteria.
Create post-enrollment scholarship opportunities.
Consider guaranteed merit aid programs.
The AI opportunity: Next-generation enrollment tools
1. AI financial planning assistant
Implement systems that:
Generate dynamic cost projections.
Automate scholarship matching.
Model various enrollment scenarios.
Provide proactive deadline management.
Adapt to changing family circumstances.
2. Smart visit management
Deploy tools that:
Create personalized visit experiences.
Coordinate key stakeholder meetings.
Offer virtual preview capabilities.
Optimize multi-college visit planning.
Align visits with aid events.
3. Financial aid navigation system
Develop platforms that:
Provide 24/7 form completion support.
Flag application enhancement opportunities.
Compare aid packages systematically.
Project career-based loan scenarios.
Identify special circumstances early.
Moving forward: Implementation priorities
The data presents clear imperatives for enrollment management teams:
Restructure communication flows: Lead with affordability messaging earlier in the funnel.
Integrate technology thoughtfully: Focus on high-impact tools that address specific pain points.
Realign resources: Ensure financial aid counseling is embedded throughout the recruitment process.
Success in serving middle-income families isn’t just about having the right aid packages—it’s about creating transparent pathways to enrollment that address financial concerns proactively rather than reactively.
For enrollment managers, this means rethinking how we allocate resources, structure our communication flows, and leverage technology to support our goals. The institutions that will thrive in this environment won’t necessarily be those with the largest aid budgets but those that best understand and address the unique needs of middle-income families throughout the enrollment journey.
Creating clear pathways for middle-income families
Let’s put this in perspective: with 7-8 million families with school-age children in the middle-income bracket and 77% believing college is worth the investment, we’re looking at millions of families who need our help to make higher education work for them. The old system of navigating college planning isn’t cutting it anymore.
The good news? Colleges are starting to get it. The best institutions create clear pathways for these middle-income families, combining high-tech tools with high-touch personal support. Considering that these families represent about 40% of all U.S. households, it becomes clear that serving this demographic isn’t just an option—it’s an imperative for institutional sustainability.
What your institution can do right now
Develop targeted financial planning tools for this specific demographic.
Create communication strategies that address middle-income concerns directly.
Redesign campus visits to include meaningful financial conversations.
Invest in AI tools that can help these families navigate the complexity.
Remember: These families aren’t just looking for a college—they’re looking for a partner in making college affordable. The right approach isn’t necessarily about having the lowest sticker price or the biggest name. It’s about understanding and actively helping this crucial demographic bridge the gap between sticker price and reality. The college planning maze might be complex, but with these insights and tools, your institution can lead in serving this vital segment of American families. The future of higher education may well depend on how effectively we serve these 7-8 million families caught in the middle.
Engage families throughout the college planning process
Parents and family members can be your biggest enrollment champions. They are the number-one influencers for prospective students. That’s why RNL Student Search to Enrollment makes parent engagement a major part of search campaigns.
Ask for a for a free walkthrough and see how you can engage students and parents at every stage of the enrollment journey.
As part of our online Inside the Center series, Dylan C. Penningroth, a 2013–14 SHC fellow, discusses his latest book, “Before the Movement: The Hidden History of Black Civil Rights.” Joining him in conversation is historian and Stanford professor James T. Campbell. Through an empirically rich historical investigation into the changing meaning of civil rights, “Before the Movement” seeks to change the way we think about Black history itself. Weaving together a variety of sources—from state and federal appellate courts to long-forgotten documents found in county courthouse basements, from family interviews to church records—the book tries to reveal how African Americans thought about, talked about, and used the law long before the marches of the 1960s. In a world that denied their constitutional rights, Black people built lives for themselves through common law “rights of everyday use.”
A hidden talent is a skill or ability that you might have that isn’t known to many people, perhaps not even family or friends.
It’s often something people don’t expect from you because you haven’t had the opportunity to reveal it. As a result, your hidden talent might surprise people around you!
Hidden talents can range from artistic abilities to technical skills, or even unique problem-solving approaches that haven’t been shared with others. Don’t underestimate yourself – think about the things you’re good at, which you might not get credit for yet! Let’s explore some examples.
Hidden Talents Examples
1. Pattern Recognition
Many people have a knack for spotting patterns in data, behaviors, or their surroundings without realizing it. This talent allows individuals to quickly identify trends, solve problems, or predict outcomes. People with this ability often excel in fields like data analysis, art, or even storytelling, where seeing connections is key.
2. Empathic Listening
Some individuals are naturally good at understanding not just what someone is saying but also the emotions behind it. This goes beyond active listening—it’s about picking up on subtle cues like tone, body language, and unspoken emotions. Empathic listeners make others feel heard and validated, often becoming the go-to person for advice.
3. Intuitive Problem-Solving
Some people solve problems instinctively without knowing the formal processes behind it. They can think on their feet, using creativity and common sense to fix issues quickly. This talent often emerges in situations where there’s no clear solution, and their gut feeling leads them to the right answer.
4. Spatial Awareness
The ability to visualize how objects or shapes will fit into a space is a rare but valuable skill. It can be applied to fields like interior design, architecture, or even packing a car. People with strong spatial awareness can mentally manipulate objects and foresee how they’ll function in a given area.
5. Storytelling
Not everyone realizes they have the ability to capture an audience’s attention with a story, but this hidden talent is more common than we think. It’s not just about telling a tale; it’s about structuring information in a way that’s engaging, whether in writing, speech, or visuals.
6. Emotional Regulation
Some people have a natural ability to remain calm in stressful situations, managing their emotions effectively without suppressing them. This talent allows them to navigate difficult circumstances without becoming overwhelmed, making them great leaders, mediators, or caregivers.
7. Networking Without Effort
While many struggle with networking, some people effortlessly build connections wherever they go. This talent isn’t just about being extroverted—it’s about creating meaningful interactions and making people feel comfortable. These individuals excel in collaborative environments, even if they don’t realize the strength of their interpersonal skills.
Hidden Talents of Women
1. Multitasking
Many women are naturally adept at juggling multiple responsibilities simultaneously, from work tasks to managing household duties, social commitments, and family care. This ability to balance various roles often goes unnoticed because it’s seen as part of the routine, but it’s a significant hidden talent that requires focus and organization.
Women often possess strong emotional intelligence, being highly attuned to the emotions of others and navigating social interactions with empathy. This ability allows them to manage relationships effectively, diffuse conflicts, and offer emotional support, making them excellent friends, partners, and leaders.
3. Community Building
Women frequently excel in fostering community and bringing people together. Whether it’s organizing social groups, advocating for local causes, or building strong support networks, women have a hidden talent for connecting individuals and cultivating a sense of belonging and solidarity.
4. Adaptability
Women often demonstrate a remarkable ability to adapt to changing circumstances, whether it’s shifting between personal and professional roles or responding to unexpected life challenges. This hidden talent allows them to remain resilient and flexible, making them effective problem-solvers in dynamic environments.
5. Non-Verbal Communication
Many women have a keen sense of non-verbal communication, such as reading body language, facial expressions, and tone. This skill often gives them an intuitive understanding of what others are feeling or thinking without explicit communication, which can be particularly useful in navigating social and professional situations.
Women often have an eye for detail, whether in managing tasks, organizing events, or handling complex projects. This hidden talent ensures that things run smoothly, even when juggling a lot of moving parts. Their attention to detail ensures nothing is overlooked, which can be vital in both personal and professional life.
7. Conflict Mediation
Women often excel at mediating conflicts, whether between friends, family members, or colleagues. Their talent for empathizing with multiple perspectives and finding common ground allows them to diffuse tense situations and encourage constructive dialogue, often without drawing attention to their role in resolving issues.
Hidden Talents for Students
1. Time Management
Many students develop a hidden talent for managing their time effectively, balancing school, extracurricular activities, part-time jobs, and social life. Even if they feel overwhelmed, their ability to prioritize tasks and meet deadlines is a valuable skill that often goes unnoticed.
2. Adaptability to New Technologies
Students today have a natural talent for quickly adapting to new technologies and digital platforms. Whether it’s learning new software, utilizing online tools for schoolwork, or staying connected through social media, their tech-savviness allows them to navigate digital environments effortlessly.
3. Peer Support
Many students have a hidden talent for providing emotional and academic support to their peers. Whether it’s tutoring a friend, offering advice, or simply being a good listener, students often build strong support networks without realizing the importance of their role in others’ success.
4. Creative Problem-Solving
Students frequently use creative problem-solving skills in projects, group work, or personal challenges. Whether it’s figuring out how to study more efficiently or finding innovative ways to complete assignments, their ability to think outside the box often goes unnoticed.
5. Self-Motivation
Many students develop the ability to self-motivate, pushing themselves to achieve goals without external pressure. This hidden talent comes into play when studying for exams, completing assignments, or pursuing personal projects, even when faced with distractions or fatigue.
6. Collaboration
Working in group projects, sports teams, or clubs, students often hone their ability to collaborate with others. This hidden talent helps them navigate different personalities and work styles, improving their communication and teamwork skills without being explicitly recognized.
7. Resilience
The ability to bounce back from failures or setbacks is a hidden talent that many students possess. Whether it’s dealing with a tough exam, rejection from a club, or personal challenges, their resilience helps them keep going and adapt to difficult situations. This quality is often overlooked but is crucial for long-term success.
Famous People’s Unusual Talents
1. Steve Jobs – Calligraphy
Before he became a tech icon, Steve Jobs took a calligraphy course in college, which he credited for influencing the aesthetic sense behind Apple’s typography and design. His hidden talent in understanding typefaces and design helped Apple stand out with sleek and user-friendly interfaces, from the early Mac computers to the iPhone.
2. Angelina Jolie – Knife Throwing
Angelina Jolie, known for her acting and humanitarian work, has a hidden talent for knife throwing. She developed this skill while training for action roles and has mentioned it in interviews, even showcasing it in some of her films. This surprising ability adds to her persona as someone who can embody fierce, action-packed roles effortlessly.
3. Neil deGrasse Tyson – Ballroom Dancing
Astrophysicist Neil deGrasse Tyson is well-known for making science accessible to the public, but his hidden talent is ballroom dancing. In college, he was a competitive dancer, excelling in multiple styles, including Latin and standard ballroom. His agility and rhythm on the dance floor contrast with his intellectual image.
4. Margaret Thatcher – Chemistry
The “Iron Lady” of British politics, Margaret Thatcher, had a background in chemistry. Before becoming the UK’s Prime Minister, she worked as a research chemist, contributing to the development of soft-serve ice cream. Her hidden talent in science was largely overshadowed by her political career, but it reveals a sharp analytical mind.
5. Harrison Ford – Carpentry
Before landing his role as Han Solo in Star Wars, Harrison Ford was a skilled carpenter. His hidden talent for woodworking led him to build furniture for famous directors and actors, which indirectly helped him network in Hollywood. His craftsmanship reflects his practical and hands-on nature outside of acting.
6. Bob Dylan – Iron Sculpting
Aside from his iconic music career, Bob Dylan has a hidden talent for sculpting with iron. He’s an accomplished metalworker and has showcased his sculptures in exhibitions. This talent allows him to express his creativity in a different medium, showing another side of his artistic persona.
7. Serena Williams – Nail Art
Tennis star Serena Williams has a lesser-known passion for nail art. She is a certified nail technician and has expressed her love for doing nails as a way to unwind. Her hidden talent showcases her meticulous attention to detail, which likely mirrors the focus and precision she brings to the tennis court.
The Full List of 101 Hidden Talents
Conclusion
Your hidden skill is yours and yours alone! It can be anything at all, but remember, be proud of your unique and deep down hidden abilities that others might not know about. Pick your moment to reveal it in a way that might surprise and delight your friends! For more about talents, read my full guide on what is a talent?
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
