For many graduates in the creative industries, the question “what do you do?” has never had a simple answer.
A graduate might be holding down part-time work in a gallery, freelancing in digital design, tutoring on the side, stage managing in the summer, and selling their own work online. It’s a patchwork, a blend, a portfolio.
And yet when we measure their success through Graduate Outcomes, the official data collection exercise on graduate employment, they’re told to tick a single box. The reality of hybridity is flattened into the illusion of underemployment.
This is not a trivial issue. Policymakers rely on Graduate Outcomes (and reports based on the collection, like this year’s What do graduates do? out today) to make judgements about which subjects, courses and institutions are “succeeding” in employability terms. Yet in the creative arts, where portfolio working is both the norm and, in many ways, a strength, these categories misrepresent lived reality. The result is a story told back to government, employers and students in which creative graduates appear more precarious, less stable, and less successful than they often are.
Portfolio careers are current and they’re the future
The creative economy has been pointing towards this future for years. In What Do Graduates Do? , the creative arts overview that Elli Whitefoot and I authored, we found repeated evidence of graduates combining multiple sources of income, employment, freelancing, self-employment, often in ways that nurtured both security and creativity. The forthcoming 2025 overview by Burtin and Halfin reinforces the same point: hybridity is a structural feature, not a marginal quirk.
This hybridity is not inherently negative. Portfolio work can provide resilience, satisfaction and autonomy. As Sharland and Slesser argued in 2024, the future workforce needs creative thinkers who can move across boundaries. Portfolio careers develop precisely those capabilities. At the Advance HE Symposium earlier this year, I led a workshop on future-proofing creative graduates through AI, entrepreneurship and digital skills, all of which thrive in a portfolio setting.
Policy writers and senior leaders need to wake up quickly to realise that creative graduates are early adopters of what more of the labour market is beginning to look like. Academic staff, for example, increasingly combine research grants, teaching roles, consultancy and side projects. Tech and green industries are also normalising project-based work, short-term contracts and hybrid roles. In other words, the creative industries are not an outlier; they are a preview.
Why measurement matters
If the data system is misaligned with reality, the consequences are serious. Universities risk being penalised in performance frameworks like TEF or in media rankings if their graduates’ outcomes are deemed “poor.” Students risk being discouraged from pursuing creative courses because outcomes data suggests they are less employable. Policymakers risk designing interventions based on a caricature rather than the real graduate experience.
As Conroy and Firth highlight, employability education must learn from the present, and the present is messy, hybrid, and global. Yet our data systems remain stuck in a single-job paradigm.
The wider sector context is equally pressing. Graduate vacancies have collapsed from around 180,000 in 2023 to just 55,000 this year, according to Reed. Almost seven in ten undergraduates are now working during term-time just to keep going according to the latest student academic experience survey. And international graduates face higher unemployment rates, around 11 per cent, compared with 3 per cent for UK PGT graduates. The labour market picture is not just challenging, it is distorted when portfolio working is coded as failure.
Without intervention, this issue will persist. Not because creative graduates are difficult to track, but because our measurement tools are still based on outdated assumptions. It is therefore encouraging that HESA is taking steps to improve the Graduate Outcomes survey questionnaire through its cognitive testing exercise. I am currently working with HESA and Jisc to explore how we can better capture hybrid and portfolio careers. These efforts will help bridge the gap in understanding, but far more nuanced data is needed if we are to fully represent the complex and evolving realities of creative graduates.
So what should change?
Data collection needs to become more granular, capturing the combination of employment, self-employment, freelancing and further study rather than forcing graduates into a false hierarchy. Recognising hybridity would make Graduate Outcomes a more accurate reflection of real graduate lives.
One complicating factor is that students who do not complete a creative programme, for example, those who transfer courses or graduate from non-creative disciplines but sustain a creative portfolio, are even less likely to record or recognise that work within Graduate Outcomes. Because it isn’t linked to their area of study, they rarely see it as a legitimate graduate destination, and valuable evidence of creative contribution goes uncounted.
We also need to value more than salary. The “graduate premium” may be shrinking in monetary terms, but its non-monetary returns, civic participation, wellbeing, and resilience, are expanding. Research from Firth and Gratrick in BERA Bites identifies clear gaps in how universities support learners to develop and articulate these broader forms of employability.
Evidence must also become richer and longer-term. The work of Prospects Luminate, AGCAS CITG and the Policy and Evidence Centre on skills mismatches shows that snapshot surveys are no longer sufficient. Graduates’ careers unfold over years, not months, and portfolio working often evolves into sustainable, fulfilling trajectories.
Beyond the UK there are instructive examples of how others have rethought the link between learning and employability. None offers a perfect model for capturing the complexity of graduate working lives, but together they point the way. The Netherlands Validation of Prior Learning system recognises skills gained from outside formal education, Canada’s ELMLP platform connects education and earnings data to map real career pathways, and Denmarks register-based labour statistics explicitly track people holding more than one job. If the UK continues to rely on outdated, single-job measures, it risks being left behind.
Beyond the creative industries
This is not an argument limited to art schools or design faculties. The wider labour market is moving in the same direction. Skills-based hiring is on the rise, with employers in AI and green sectors already downplaying traditional degree requirements in favour of demonstrable competencies. Academic precarity is, in effect, a form of portfolio career. The idea of a single linear graduate role is increasingly a historical fiction.
In this context, the creative industries offer higher education a lesson. They have been navigating portfolio realities for decades. Rather than treating this as a problem to be solved, policymakers could treat it as a model to be understood.
The full beauty of graduate success
When we collapse a graduate’s career into a single tick-box, we erase the full beauty of what they are building. We turn resilience into precarity, adaptability into instability, creativity into failure.
If higher education is serious about employability, we need to update our measures to reflect reality. That means capturing hybridity, valuing breadth as well as salary, and designing policy that starts with the lived experiences of graduates rather than the convenience of categories.
Portfolio careers are not the exception. They are the shape of things to come. And higher education, if it is to remain relevant, must learn how to see them clearly.
The Beyond Transfer Policy Advisory Board is thinking creatively about financial and reputational incentives to improve transfer and learning mobility. In this article, two of the PAB’s members—Sharon Morrissey and Ron Anderson—who are both seasoned, system-level leaders, share their reflections on what is needed next to accelerate success in transfer and learning mobility.
During the webcast, participants were polled on the following question: “To what extent do you agree that new financial incentives or budgeting models could help institutions to prioritize improving transfer student outcomes?” The audience’s response was positive, with 85 percent agreeing at least somewhat. However, we see some divisions within the data, with 32 percent saying they “strongly agree” and 53 percent saying they “somewhat agree.”
While that data might feel a bit hard to make sense of, it rings true to us. Between us we bring over seven decades of experience as faculty, institutional administrators and system office leaders across three states, Minnesota, North Carolina and Virginia. That experience has taught us that improving credit transfer and expanding learning mobility are some of the most complex challenges facing higher education.
Why is this? For one, improving recognition of learning and credit transfer requires higher education institutions to contend with a wide range of prior learning experiences, including traditional college coursework, high school dual-enrollment courses, career and technical education, work-based learning, military service, industry certification, and more. This implies the participation of numerous learning providers, such as institutions of higher education, high schools, employers and the military. And it involves multiple decision-makers, such as students who choose transfer pathways, faculty who determine what learning to recognize and how to apply that learning to program requirements, enrollment managers who wish to recruit transfer students, registrars who process transcripts, deans and provosts who oversee academic standards, and presidents who are held accountable by policymakers for serving transfer students. In short, there is complexity at every step of the process.
That complexity points to the fact that—as the mixed results of that poll show—if we are going to make true progress on transfer and learning mobility, we must find solutions that appeal to the priorities of multiple decision-makers. As we think about incentives, for example, the incentives that would influence the behavior of a faculty member are not the same as the incentives that would influence the behavior of an administrator. Those responsible for revenue may be more swayed by a policy that would augment an institution’s state appropriation for increased enrollment and graduation of transfer students, while those responsible for curriculum may be more inclined to accept and apply transfer credit to a degree program based on their assessment of how the prior learning aligns to the learning outcomes of their own local courses.
Another key theme of the webcast—and, let’s be honest, nearly every discussion held these days about transfer—was that we must zero in on the credential applicability of prior learning. Past reform efforts have advanced incredible work such as understanding the student experience, increasing transfer student belonging, strengthening advising and creating infrastructure for efforts such as credit for prior learning. All that work is critical and must continue. But we must also double down on how to advance credential applicability of courses and other forms of prior learning. We are not helping transfer students meet their educational goals if we fail to apply their prior learning to program requirements.
Finally, a third theme elevated in the webcast was about shifting culture and mindsets. Achieving increased credential applicability will require a shift away from the current culture that interrogates every aspect of a course or other prior learning experience to find a course-to-course equivalency. Does anyone really believe that a student cannot be successful in a subsequent course, or in the workforce, if they happen to read a different textbook? As the Council of Regional Accrediting Commissions recently elevated, the practice of interrogating the minutiae of courses and other learning experiences should, instead, focus at a higher level, on questions such as:
Does the sum of a student’s learning provide an appropriate foundation to set them up for continued academic success?
Can a student be successful in subsequent learning experiences, with appropriate just-in-time support? How can the institution provide that support?
What data do we have that a student will not be successful in a subsequent course?
Based on our experience working with institutions and systems, we share here three state policy ideas that attend to these themes by 1) appealing to the priorities of multiple decision-makers, in this case both faculty and administrators; 2) zeroing in on credential applicability of prior learning; and 3) nudging broader cultural and mindset shifts.
The first idea is for policymakers to explicitly include credit transfer and applicability within the design of state funding models by pinning rewards to credential applicability of groups of many courses. Right now, some—but not all—states have funding formulas that focus attention on transfer students’ outcomes. Those that do often include metrics such as the rate of students who transfer and bachelor’s degree completion for those who enter as a transfer student.
On their own, these goalposts are too broad and have not yet produced the level of change needed. How can states improve this approach? We think one approach might be for states to collaborate with institutions to build various program-aligned credit thresholds and then reward institutions for applying that credit to degree requirements, such as:
Awarding and applying 15 program-aligned credits: The equivalent of what many refer to as a meta-major, designed to introduce students to a broad program area (e.g., allied health).
Awarding and applying 30 program-aligned credits: The equivalent of roughly the first year of college, often represented by a general education transfer core that is customized to include program-aligned courses.
Awarding and applying 60 program-aligned credits: The equivalent of a typical associate degree—but again, this must be a program-aligned associate degree.
The goal here is for receiving institutions to not pull these credit blocks apart and pick and choose which credits apply. If students have met a threshold and their preparation is program-aligned, they should be advanced toward program completion for all of those credits. The groups of courses students have completed add to more than the sum of their parts. Students are journeying through a learning experience, with a variety of learning outcomes, that when looked at holistically are offering strong preparation for not just subsequent courses, but life and work. The mindset shift here is: Students do not need to have met every single learning outcome addressed in the receiving institution courses to be successful. They need to be prepared enough to be successful in subsequent courses, learning experiences and the workforce.
Second, we encourage state policymakers to couple this policy change with demonstration projects that engage faculty in pedagogy, curriculum design and research. As receiving institutions accept and apply these groups of courses, what just-in-time supports should receiving institutions offer to students to ensure their success after transfer? How are students performing on a number of measures: in subsequent courses, for graduation and in the workforce? Which curricular design assumptions no longer hold? Where might classroom approaches be strengthened and evolved to reflect shifting needs of learners?
Finally, all the findings of this work should be elevated through state recognition awards (ideally coupled with some funding) that promote the visibility and reputation of colleges and universities that are embracing all high-quality learning and moving learners toward credential completion.
Through the Beyond Transfer Policy Advisory Board, we’ll continue to push against the status quo to imagine new possibilities for institutions and learners. Connect with us on Instagram (@beyondtransfer) to stay informed on the board’s latest policy insights and ideas, and visit our website to access prior research reports related to transfer, institutional finance and financial aid, including:
Beyond Transfer Policy Advisory Board. (2023). Affordability Disconnects: Understanding Student Affordability in the Transfer and Credit Mobility Era. See paper with visuals and blog.
Beyond Transfer Policy Advisory Board. (2023). Unpacking Financial Disincentives: Why and How they Stymie Degree-Applicable Credit Mobility and Equitable Transfer Outcomes. See paper with visuals and blog.
Competition for students has never been tougher. With rising parent expectations and limited budgets, school marketing ideas need to do more than get attention. They have to inspire trust and drive enrolment.
At its core, school marketing includes every effort your institution makes to strengthen brand visibility and attract families. Today’s parents research online, compare schools carefully, and look for authenticity at every touchpoint.
That’s why the most successful private schools are shifting toward creative, data-driven marketing strategies that meet families where they are. The goal isn’t just to promote your programs; it’s to tell your story in a way that highlights your school’s true value, whether that’s academic excellence, a close-knit community, or innovative extracurriculars.
So how can your school stand out? Through inbound marketing, strategies that pull families in rather than push messages out. Inbound marketing builds trust by being genuinely helpful: answering parents’ questions, showcasing real student stories, and creating an online experience that feels personal and sincere.
Even with modest resources, schools that use inbound methods see stronger engagement and higher enrolment.
In this guide, we’ll break down 10 proven school marketing ideas to help boost private school enrolment, from optimizing your website and social channels to using testimonials, events, and storytelling that connect on an emotional level.
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1. Create a High-Quality, SEO-Optimized Website
Your school’s website is your digital front door, the first real impression most families will have of your community. It’s where curiosity turns into consideration, so design and usability matter. A great school website should feel both professional and personal: clean visuals, simple navigation, and all the essentials easy to find, such as tuition, programs, admissions steps, and contact details.
But here’s where many schools fall short: visibility. Even the most beautiful site won’t help if parents can’t find it on Google. That’s where search engine optimization (SEO) comes in. Most families begin their search online, typing things like “best private schools near me” or “bilingual schools in Toronto.” To show up for those queries, your site needs relevant keywords, descriptive titles and meta tags, and fast load times.
Localization also helps. If your school attracts families across regions, tailor content by geography. And don’t stop at information. Your website should engage visitors visually and emotionally. Use dynamic photos and videos of real students, candid campus moments, and parent or alumni testimonials to bring your story to life. Clear calls to action: Book a Tour,Request Info,Apply Now, guide families naturally toward the next step.
Example: Connections Academy (K–12 Online Public Schools): This online school network uses a geo-targeted approach on its site to connect families with their nearest program. A “Find Your School” tool routes visitors to state-specific pages based on ZIP code, ensuring that parents quickly find relevant information like curricula and enrolment steps for their locality. By organizing content by region and using local keywords (e.g., Georgia Connections Academy), the school boosts its presence in local search results.
Finally, make sure it’s mobile-first. Parents are browsing between meetings or from the car. A responsive, regularly updated website signals not only professionalism but also vitality, proof that your school is active, thriving, and ready to welcome new families.
2. Develop Valuable Blog Content and Resources
If your website is the front door, your blog is the conversation that happens once families walk in. It’s your chance to build trust, show expertise, and let your school’s personality shine.
Content marketing works because it educates while it engages. Blog posts, news stories, or downloadable guides can position your school as a thought leader on topics parents actually care about. From how to choose the right private school to how your teachers nurture student confidence. Every post is also an SEO opportunity: each new article gives Google another reason to show your site to searching parents.
Example: Great Lakes College of Toronto (Private High School, ON): GLCT’s blog targets the needs of international students and parents. The school regularly publishes practical articles, from “5 Essential Tips for ESL Students to Succeed in a Canadian Private School” to guides on university admissions. Each post provides valuable advice (e.g., study strategies, application how-tos) while naturally highlighting GLCT’s supportive programs. By answering real questions (like how to improve English or navigate applications) in its content, GLCT attracts the right audience via SEO and builds trust.
Here’s the key: write content that answers parents’ real questions and reflects your school’s strengths. End each post with a next step: Book a Tour,Download Our Admissions Guide, or Join Our Mailing List.
The result? A blog that informs while also converting curiosity into connection.
3. Leverage Social Media to Build Community
In 2025, a strong social media presence is essential. Parents (especially millennials) and students spend hours every day scrolling through platforms like Facebook, Instagram, YouTube, and TikTok. The majority of students say they use social media when researching schools. For K–12 families, these platforms are often their first window into your community, and leveraging them effectively is one of the most effective school marketing ideas.
Here’s the thing: social media is where your school’s story comes alive. Share moments that reflect your culture: a championship win, a robotics project, a candid classroom laugh. Posts with real photos and videos consistently outperform text-only updates, and they help families visualize what life at your school feels like.
Example: Temple University (Higher Ed, PA): Temple’s social media team has achieved award-winning success by sharing vibrant, authentic content that resonates with students and parents alike. One viral example was a TikTok video of a service dog at graduation, which garnered 3.2 million views and helped Temple achieve a top TikTok engagement rank. More importantly, Temple treats social media as a storytelling and outreach platform: posts across TikTok, Instagram, Facebook, and YouTube showcase campus life and student achievements in ways that help prospective students “see themselves” at Temple.
Consistency and tone matter just as much as creativity. Keep your voice genuine and community-driven, never overly promotional. Use a content calendar to maintain regular posting and highlight diverse voices from your community. Finally, don’t overlook targeted ads. Platforms like Meta and TikTok let you reach local parents by age, location, or interests, which makes them perfect for promoting open houses or admissions deadlines.
But above all, remember this: social media isn’t just about reach, it’s about connection. When families see a living, breathing community on your feeds, they’re provided the opportunity to imagine being part of it.
4. Implement Email Marketing & Lead Nurturing Campaigns
How do you market a private school? By combining digital strategies like SEO, email nurturing, and social media with in-person tactics like open houses and community events. Tailor messaging to families’ needs, use authentic storytelling, and provide clear calls-to-action to drive inquiries and enrolment.
When a prospective family fills out an inquiry form, downloads a guide, or subscribes to your newsletter, they’ve taken the first step, but they’re not ready to apply yet. That’s where email marketing and lead nurturing come in.
Most families need five or more touchpoints before they decide to apply or enrol. The key is staying in touch consistently, offering value each time, not just reminders to “apply now.”
Start by segmenting your email list. Group families by grade level, interests, or where they are in the admissions process, from first inquiry to scheduled tour. This allows you to send messages that actually matter. A parent curious about scholarships will appreciate updates about financial aid or payment plans. Another, interested in athletics, will engage more with stories about your latest championship or coaching philosophy. Modern CRM tools make this kind of personalization simple.
Effective lead nurturing happens through a drip campaign, a planned series of emails spaced over several weeks. The sequence might look like this:
A thank-you email and link to your virtual tour.
A week later, a student or parent testimonial.
Then, an update about upcoming events or key deadlines.
Track metrics like open and click-through rates to see what resonates. If engagement dips, tweak your subject lines or timing.
Example:Peddie School (Boarding High School, NJ): Peddie personalizes its follow-up emails based on each family’s interests. When inquiries come in, the admissions CRM captures details like academic or athletic interests. The school then connects prospects with relevant community members (coaches, teachers) and sends tailored content. For instance, a family noting interest in basketball might receive an email invite to a game and a note about Peddie’s sports facilities. This segmented approach (made clear on Peddie’s inquiry form, which promises to “connect you with coaches and teachers who match your interests”) makes families feel understood and keeps them engaged. A series of drip emails: thank-yous, student stories, deadline reminders, then nurtures each lead from initial inquiry to campus visit to application.
Finally, make your emails two-way. Encourage replies, invite questions, and link to live chats or calls. When families feel heard and guided rather than “marketed to,” they’re far more likely to see your school as their future community.
5. Use Video Marketing to Showcase Your School’s Culture
If a picture is worth a thousand words, a video can tell the whole story. Video marketing gives prospective families an inside look at your school, its energy, community, and heart, in a way that text simply can’t. A great video captures what it feels like to be on campus, walking through halls, meeting teachers, or cheering at a game. It builds an emotional bridge between your school and the viewer, and harnessing it properly is another of the more impressive marketing ideas for schools.
Video doesn’t have to be flashy to work. Start small. Create short, story-driven clips: student testimonials, “day in the life” vlogs, quick faculty interviews, or highlight reels from school events. Keep them engaging and under three minutes when possible. Post across platforms: your website, YouTube, Instagram, even TikTok. Videos with strong storytelling and emotional authenticity consistently build trust and drive inquiries.
Example: Westminster Christian Academy (Day School, MO): Westminster created a cinematic short film called “The Wonders of Westminster” to encapsulate its school spirit. Premiered at an open house event to 550+ attendees, this nine-minute video weaves together stunning visuals of campus life with heartfelt student and teacher narratives. Beyond this feature film, Westminster produces numerous short clips: alumni testimonials, “day in the life” vlogs, and event highlight reels, all shared on YouTube and social media. These videos let viewers virtually walk the halls and imagine themselves as part of the community.
Authenticity is what matters. Even a smartphone-shot interview can outperform a high-budget ad if it’s real, relatable, and human. Use live streams, student-led content, and candid storytelling to show your school’s true culture, and let families see themselves as part of it.
6. Optimize Your Local Presence (Google Profile & Reviews)
When parents search “private schools near me,” your school should be one of the first names they see, complete with photos, reviews, and all the right details. That’s where your Google Business Profile (formerly Google My Business) comes in. Think of it as your school’s digital front door.
Here’s what to do: claim your profile, verify it, and fill out every field: address, phone number, website, hours, and category. Upload high-quality photos of your campus, classrooms, and events. An optimized Google profile gives prospects “an easily digestible snapshot of your institution and makes it much easier for your target audience to find you” online. Schools that post regularly and add fresh visuals tend to appear more prominently in local search results and get more clicks.
Next, turn your attention to reviews. Parents trust other parents. Encourage satisfied families to share their experiences on Google, and respond to every review (good or bad) with professionalism and gratitude. It shows transparency and genuine care.
Example: Great Lakes College of Toronto (ON): GLCT leverages its happy families to boost local and global reputation. On its site, GLCT prominently links to external review platforms and showcases testimonials from international graduates. In fact, GLCT encourages parents to share their experiences on Google and Facebook, knowing that “parents trust other parents.” The school provides step-by-step instructions (via a dedicated page) on writing a Google review for GLCT, making it easy for busy parents to post feedback. By managing its online presence through accurate info on Google, active responses to every review, and abundant testimonials, GLCT ensures that when families search “best international high school Toronto,” they not only find GLCT but also see proof of its quality through peer reviews.
In short, managing your local presence is one of the simplest, most powerful enrolment tools you have. When families see accurate information, warm reviews, and vibrant imagery, your school instantly feels credible and worth exploring.
7. Host Open Houses and Community Events (Virtual & In-Person)
There’s nothing quite like seeing a school in action. Open houses, school tours, and community events let families feel what your school is really about. The energy in classrooms, the warmth of the community, the values that guide every interaction. That experience often does more to drive enrolment than any ad campaign ever could.
Today, the most effective schools blend in-person and virtual options. A well-run virtual open house allows busy or distant parents to attend from anywhere, while in-person events create the emotional connection that seals decisions. The key is to make every visit interactive, structured, and personal.
Start with a short welcome presentation from your head of school, followed by Q&A panels with teachers and students. Offer guided tours — physical or via livestream — and create themed “stations” where families can explore specific programs like arts, athletics, or STEM. Virtual attendees? Use breakout rooms or session links so they can choose what interests them most.
Example:Queen Anne’s School (Boarding, UK): Queen Anne’s offers a wide range of visit opportunities to fit every family’s needs. They host large Open Morning events each term (e.g., a Friday or Saturday with campus tours, student panels, and the Head’s welcome) and personal “bespoke” tours by appointment. For students, Queen Anne’s runs Taster Days: full school days where prospective girls join real classes, meet future classmates, and even try boarding for a night. This flexibility ensures that whether a family is local or overseas, busy weekdays or only free on weekends, they can experience the school. The Queen Anne’s website makes it easy to book tours or taster days online, and even features a 360° Virtual Tour so families can explore facilities remotely.
Finally, don’t limit yourself to admissions events. Sponsor local fairs, host workshops, or open performances to the community. Every event is a brand moment. Capture contact info, follow up with thank-you messages and next steps, and keep the conversation going.
When families walk away feeling welcomed and informed, they’re already picturing themselves and their children as part of your school’s story.
8. Invest in Targeted Online Advertising (Including Retargeting)
Organic marketing builds awareness over time, but sometimes you need an extra push to reach the right families fast. That’s where targeted digital advertising comes in. Platforms like Google Ads, Facebook, and Instagram let you put your school in front of parents who are actively researching options, not just scrolling aimlessly.
Think of it this way: when someone searches “private schools in [Your City]” or browses parenting and education pages on Facebook, you can show them a perfectly timed ad for your next open house. These platforms let you narrow by location, age of children, and interests, ensuring your message hits families most likely to engage. Even a few hundred dollars can make a measurable impact when ads are well-targeted and optimized.
How much should a school spend on marketing? Most schools allocate 1–10% of their overall budget to marketing, depending on goals and enrolment needs. Competitive schools aiming to grow or reach new markets may invest more, especially in digital advertising, content, and lead-nurturing systems.
Make every ad count. Use inviting visuals, happy students, engaging classrooms, welcoming teachers, paired with clear headlines (“Discover [School Name]”) and direct CTAs (“Schedule a Tour,” “Join Our Open House”). Test two or three variations at once to see which version gets more clicks, then double down on the winner.
Example: Stenberg College (Private College): Stenberg partnered with HEM to elevate its Google Ads campaigns for student enrolment, ensuring the ads attracted more and higher-quality student leads. With HEM’s support in restructuring and managing these paid search campaigns, Stenberg’s marketing saw “record-breaking enrolments and lead flow” beyond previous levels. The refined advertising strategy also achieved a 28% reduction in cost per lead, demonstrating the efficiency of targeted online ads.
Beyond new audiences, retargeting helps you reconnect with families who already visited your site or clicked on an earlier ad but didn’t inquire. Maybe they browsed your tuition page or watched your virtual tour. A gentle reminder later that week (“Still exploring schools? Visit us this fall!”) can bring them back.
Pro tip: segment retargeting by behavior. Parents who downloaded your admissions guide might see an ad about financial aid, while those who viewed athletics pages could get one about campus life. The more relevant your messaging, the better your conversion rates.
According to Google, every $1 spent on search advertising can generate up to $8 in value. For schools, that often means more inquiries, more tours, and more applications, without overspending. In short: targeted ads aren’t about throwing money at the problem; they’re about placing your story in front of the right families, right when they’re ready to listen.
9. Create Downloadable Guides and Lead Magnets
Want a steady stream of new inquiries from your website? Offer something valuable first. Downloadable resources like e-books, checklists, or planning guides give parents useful information and give your admissions team qualified leads to nurture.
Here’s how it works: you create a helpful resource (“5 Things to Consider When Choosing a Private School,” for example), place it behind a short form asking for a name and email, and voilà, you’ve started a conversation. It’s a win-win: parents get expert advice, and you get insight into who’s exploring your school.
Example:Fairfield Prep (High School, CT): Fairfield Prep entices prospective families with a free e-book called the “High School Decision Guide.” On its admissions page, a prompt acknowledges that “choosing a high school is a life-changing decision” and invites visitors to download the guide to help them weigh their options. To get the guide, parents simply fill out a short form (name, email, child’s grade), providing Prep with a valuable lead. The guide itself, “5 Things to Consider When Choosing a High School,” offers general tips on factors like academics, community, and fit – not a pure advertisement, but a genuinely useful resource for any 8th-grade parent.
The best lead magnets solve real questions: a “School Visit Checklist,” a “Private vs. Public Comparison Chart,” or a “Financial Aid Planning Worksheet.” Even quizzes like “What’s Your Child’s Learning Style?” can engage parents while introducing your school’s philosophy.
Design matters too. Make your guide visually appealing, branded, and easy to read. Include a final call-to-action inviting families to take the next step, like booking a tour or contacting admissions.
Finally, promote your downloads across your website, blog posts, and pop-ups. Each new subscriber is a potential applicant, and your content positions your school as the trusted expert helping them get there.
10. Encourage Reviews, Testimonials, and Word-of-Mouth
At the end of the day, no marketing tool is more powerful than a happy parent or student sharing their story. Families trust real voices over polished ads. It’s why word-of-mouth remains one of the strongest enrolment drivers for private schools.
Start by collecting testimonials from your most satisfied families, students, and alumni. These can take many forms: written quotes, short videos, or casual social posts. Display them prominently. Sprinkle parent quotes across your website, include testimonial snippets in your newsletters, or dedicate a full webpage or YouTube playlist to success stories. The goal is to help prospects think, “That could be us.”
Example:Tessa International School (Preschool & Elementary, NJ): Tessa turns its parent community into its best ambassadors. The school’s website features a dedicated Testimonials page with dozens of short parent videos and quotes. Each testimonial is labeled with the family’s name and program (e.g., “Etienne’s Dad – Elementary”, “Zoe & Sophia’s Mom – Preschool & Elementary”), adding a warm personal touch. Tessa promotes these stories on social media as well, regularly sharing “Thank you” posts to parents who give shout-outs on Facebook. Additionally, the school links to external reviews on Niche.com and invites new parents to talk to veteran parents. This open celebration of parent voice not only builds trust with prospects (they see real satisfaction) but also fuels a virtuous cycle: Tessa’s parents feel valued and are even more likely to spread the word.
Encourage satisfied families to leave Google and Facebook reviews after positive milestones such as a great report card or a successful event. Monitor those reviews and respond thoughtfully. An active, appreciative reply tells others that your school listens and cares.
Don’t stop there. Turn your current community into ambassadors. Offer small referral incentives or create shareable moments, photo days, spirit challenges, and alumni shoutouts that naturally spark pride and conversation.
The result? A thriving network of advocates. When people talk about your school with genuine enthusiasm, it builds credibility and attracts families who already believe in what you stand for.
Partner with HEM to Build Momentum That Lasts
Attracting new families is about consistency, connection, and authenticity. Every piece of your marketing matters: a clear website that tells your story, social media posts that capture daily life, thoughtful emails that guide parents, and real voices from your community that build trust. When all of these elements work together, they create something powerful: a lasting impression.
Schools that commit to steady, strategic communication see results that compound over time. Keep testing, refining, and listening to what families respond to. When your marketing reflects the real experience, your students and parents love, it shows, and it resonates.
If you’re ready to take your private school marketing to the next level, Higher Education Marketing (HEM) can help. We specialize in crafting digital strategies that combine creativity, data, and storytelling to boost visibility, engagement, and enrolment.
From SEO and content creation to paid ads and automation, we’ll help you connect with families who are searching for exactly what your school offers. Because when your marketing feels genuine, families don’t just notice, they believe. And that’s what turns interest into enrolment.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: What is school marketing?
Answer: At its core, school marketing includes every effort your institution makes to strengthen brand visibility and attract families. It involves branding, outreach, and communications across channels like websites, ads, email, social media, and events to connect with prospective families.
Question: How do you market a private school?
Answer: By combining digital strategies like SEO, email nurturing, and social media with in-person tactics like open houses and community events. Tailor messaging to families’ needs, use authentic storytelling, and provide clear calls-to-action to drive inquiries and enrolment.
Question: How much should a school spend on marketing?
Answer: Most schools allocate 1–10% of their overall budget to marketing, depending on goals and enrolment needs. Competitive schools aiming to grow or reach new markets may invest more, especially in digital advertising, content, and lead-nurturing systems.
HEPI Director, Nick Hillman OBE, spent some of his weekend listening to, and participating in, discussions about higher education at the Battle of Ideas at Church House in Westminster.
Here are his remarks from a debate on whether we are now in ‘The Era of the Downwardly Mobile Graduate’.
Thanks for inviting me to speak. I agreed to do so for two reasons. First, the Battle of Ideas is a wonderful grassroots event. Secondly, Claire Fox invited me to speak immediately after the murder of Charlie Kirk. My daughter is keen on telling me where Charlie Kirk was misguided but, whether she is right or wrong, universities should be places where free and fervent debate thrives; not places where discussion gets closed down with a bullet. That should not need saying but, sadly, of course it does.
Last night, I went to a gig in Oxford by the fabulous band EMF – I first saw them as a fresher 35 years ago and, yes, they are still going. As you doubtless know, their most famous song is ‘Unbelievable’. And most of what we have heard, and are going to hear, is exactly that: unbelievable. Not in the ‘incroyable’ sense of the word, but in the sense that the claims are simply not true.
We are told there are millions upon millions of people in ‘non-graduate roles’. But this relies on weird and poorly understood definitions of what graduate jobs are. Official definitions obviously rely on jobs being categorised into graduate and non-graduate.
My favourite critique of what this means comes from an – admittedly – old article by Peter Brant (on Wonkhe), which looked at the official classification from a few years ago, writing:
A civil servant who was promoted from an Executive Officer to a Higher Executive Officer would be moving from a graduate job to a non-graduate job. Managing an off-licence is a graduate job, managing a pub or a wine bar is a non-graduate job. A singer is a graduate role, a dancer is a non-graduate role. A clown is a graduate job, the manager of a circus is a non-graduate job. And – my personal favourite – a rag-and-bone man is a graduate job, an antiques dealer is a non-graduate job. The list goes on and on.
Myth 2
Myth number 2 is the idea that graduates ‘face grim prospects’. The OECD’s new Education at a Glance, which is an annual compendium of global education facts, shows this to be untrue.
Unemployment is much lower among UK graduates than among non-graduates – irrespective of subject area studied. Indeed, unemployment is much lower among UK graduates than graduates in other developed countries too.
There isn’t time to go into the huge other benefits of higher education but they include better physical and better mental health.
The OECD also show the UK does have a problem of low incomes. But this is not among graduates, where our outcomes are positive and comparable with those in other countries. We are literally at the bottom of the OECD league when it comes to earnings for people who have left school with low or no qualifications. They are the people being most let down.
Myth 3
The third myth in the blurb for today is that AI will remove the need for employers to recruit people with higher level skills. This is just a revamped version of John Maynard Keynes’s nonsense prediction that people at the end of this current decade would in future work for just 15-hours a week.
We published a collection of essays on AI last week. Perhaps the most thought-provoking one was by Professor Rose Luckin of the UCL Knowledge Lab. She argues persuasively that:
The AI revolution represents a pivotal moment where humans need to become more intelligent, not less, as we develop increasingly sophisticated tools.
The fourth myth is that there are multiple really good alternative options to higher education. Ministers of different stripes have been telling us for years that there is about to be a huge expansion of apprenticeships for young people. Meanwhile, your children and mine are being pumped full of information about why they should do an apprenticeship rather than traditional higher education.
Yet the number of degree apprenticeships for school leaver is tiny, the number of apprenticeships has fallen since the Apprenticeship Levy was introduced and all those people who worry about university drop-outs should take a look at the high non-continuation rate for apprenticeships.
Apprenticeships don’t just happen because Keir Starmer or Kemi Badenoch say they should. Apprenticeships are jobs with training attached and the state of the labour market and the regulation of apprenticeships, not to mention the structure of the British economy, are not conducive to big increases in supply.
Myth 5
The final myth is the idea that there are tonnes of ‘disaffected university leavers’. Of course, higher education does not work out for all those who go all of the time. Indeed, we have shown in work with the University of Bristol that a high proportion of graduates would make a different choice, such as a different course and / or institution, if they were going back in time.
However, whether they chose exactly the right course or not, in our new work with King’s College Policy Institute, we show shows that a mere 8% of graduates regret their decision to enter higher education. Meanwhile other work shows younger graduates might have even lower regret rates than that.
Every year, prospective students and their families attend hundreds of open days at colleges and universities around the world. These events are more than just campus tours and presentations. They’re often the first real opportunity for students to picture themselves as part of your community. With so many options available, the challenge for institutions is clear: how do you create an open day that not only informs but also inspires?
While the essentials, like academic info sessions, tours, and welcome talks, set the foundation, the schools that stand out go further. They design experiences that feel memorable, personal, and true to their identity. With the right mix of creativity and strategy, your open day can shift from being just another stop on a student’s list to the moment they decide your institution is the right fit.
In this post, we’ll share 10 practical strategies to elevate your open days, whether you’re planning in-person events, virtual formats, or a blend of both. Drawing on real-world examples, including some from HEM’s own portfolio, we’ll explore how you can highlight what makes your institution unique, harness technology, and add thoughtful personal touches that resonate long after the event ends.
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What Is an Open Day?
An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life. Unlike brochures or websites, open days provide a first-hand look at the atmosphere of the institution. They typically include tours of facilities, information sessions, and opportunities to speak with current students and alumni. For many students, an open day is the key moment when they decide whether a school feels like the right fit for their academic and personal goals.
In the same vein, what are Application Days at universities? Application days are special events hosted by universities to help prospective students complete their applications on-site. These events often provide access to admissions staff who can guide applicants through the application process, answer questions about requirements, and sometimes even waive application fees.
In many cases, students may receive an admission decision more quickly if they apply during these events, making application days both supportive and efficient for applicants.
1. Showcase What Makes Your School Unique
Every institution has a defining strength, whether that’s a standout program, a strong industry network, or a vibrant campus culture. Open days work best when they put that strength front and center.
Build around your USP: If partnerships are key, invite industry reps to host networking booths or demos. If location is a highlight, include guided tours of nearby attractions. For research-driven schools, showcase labs or projects with real impact.
Spotlight distinctive opportunities: Feature sessions on co-op programs, study abroad, or unique facilities like observatories or art galleries.
Example: Royal Roads University: This university played to its innovative reputation with a campaign called “Future View.” Instead of relying on traditional brochures, Royal Roads launched live virtual tours of its campus and classes using GoPro cameras and Google Glass. In other words, prospects could experience campus through a student’s eyes in real time. As part of the campaign, Royal Roads representatives strapped on GoPros and Google Glass to stream lectures, walking tours, and Q&As, giving would-be students a first-hand look at life at RRU.
Static presentations rarely capture the imagination. What sticks are experiences where prospects get to take part, experiment, and play an active role. Today’s students, especially Gen Z, respond best when an open day feels like something they can do, not just watch.
Classroom-style engagement: Replace long lectures with sample classes, workshops, or lab experiments where visitors actively participate, such as robotics builds or art jam sessions.
Campus showcase zones: Let departments display projects in interactive formats, flight simulators, artifact handling, or student performances.
Clubs and student life: Involve student groups with mini debates, telescope viewings, or sustainability scavenger hunts.
Virtual attendees: Use polls, VR tours, or guided avatars to replicate hands-on engagement online.
Example: The College of ACES at NMSU turned its open house into a family-friendly interactive fair. Visitors of all ages could roam through live animal exhibits, tour science labs and museums, and try their hand at various learning games and demonstrations at each stop. From petting zoo stations with the university’s farm animals to interactive science experiments, the event engaged guests on multiple levels.
Your current students are among the most persuasive voices you can showcase on open day. While visitors expect polished messaging from admissions staff, what they really value are honest, relatable insights from peers who have lived the experience. Student ambassadors should therefore be central to the day, whether in person or online, acting as welcoming guides, storytellers, and role models.
Train them with talking points, but give them freedom to share their journeys authentically, from why they chose your school to how they’ve navigated challenges. Their warmth and candor create a sense of trust that brochures and presentations can’t replicate.
Example: University of Central Lancashire (UK):At UCLan’s open days, current students act as official ambassadors, easily spotted in their special red UCLan hoodies. These student ambassadors are stationed at campus entrances to give a warm welcome and directions, they lead campus and accommodation tours, and they hang around after info sessions to chat. Most importantly, they share authentic insights about their courses and social life – the kind of candid student-to-student advice that visitors crave. Attendees are encouraged to approach them with any question, no matter how trivial, making the whole experience feel peer-guided and relatable.
4. Involve Successful Alumni for Real-World Perspective
Current students show the “here and now” of campus life, but alumni networks embody the long-term value of your institution. Featuring graduates in your open day event gives prospects and their parents confidence that an education with you leads to meaningful outcomes.
Alumni panels, guest talks, or casual meet-and-greet stations can showcase diverse career paths, from industry and entrepreneurship to research and community impact. You might also pair alumni with specific program sessions. Imagine an engineering graduate now at a leading tech firm sharing how campus experiences prepared them for success. Even an “alumni corner” for informal chats helps visitors picture their own future through authentic stories.
Example:The University of Exeter organized a special alumni networking event in Ho Chi Minh City for offer-holders (admitted prospective students) and local alumni. This “Alumni and Offer-Holder” gathering (27 Feb 2023) featured an alumni panel sharing personal stories about studying at Exeter and their career achievements since graduation. Prospective students and their parents were invited to network informally with these alumni and university staff over a reception.
Parents and guardians often play a decisive role in a student’s choice, so winning them over is just as important as impressing prospects. A strong open day provides dedicated spaces and sessions tailored to their concerns.
Consider running parent-specific info sessions while students explore elsewhere. These can cover housing, safety, tuition, financial aid, support services, and graduate outcomes, offering direct access to staff from each area. Comfortable lounges, refreshments, and a “Parent HQ” make them feel welcome and valued throughout the day. Printed or digital materials should also speak directly to their perspective, highlighting career outcomes, security measures, and student support systems.
Example:At Cardiff University’s open day, for instance, they held a dedicated session titled “A Parents’ Guide to Higher Education,” where staff walked parents through supporting their child in the application process and beyond. Parents were invited to put their questions to a panel of university experts in finance, student support, and accommodation – essentially a frank Q&A just for them. The topics ranged from tuition fees and scholarship opportunities to the quality of campus facilities. This gave parents a chance to voice any worries in a forum designed for them, separate from their teens.
6. Personalize the Open Day Experience for Visitors
Students don’t all want the same thing from university open days, so personalization can make your event feel far more engaging. Use registration data to create tailored itineraries that reflect interests like intended major, extracurriculars, or career goals. Even simple touches, such as personalized name badges with a program of interest, help staff and ambassadors connect conversations to what matters most for each visitor.
Flexibility is also key. Offer a “choose your own adventure” approach where attendees pick sessions that align with their priorities, whether that’s a lab tour, a faculty panel, or a sports center visit. Train ambassadors to personalize on the fly, asking about interests and adjusting tours or recommendations accordingly.
Example: University of Cincinnati (USA):UC has embraced personalization in a big way. Their Open House events are described as “build your own schedule” experiences where each family creates a custom itinerary for the day. Upon registering for UC’s “Bearcat Open House,” students are prompted to select which academic presentations, campus tours, and special topics interest them. On the day, there isn’t a rigid tour everybody follows; instead, visitors might have a list like: 10:00 AM College of Engineering tour; 11:15 Residence hall open rooms; 1:00 PM Financial Aid Q&A; 2:00 PM Meet the Gaming Club, etc., based on what they choose.
7. Embrace Virtual and Hybrid Open Days to Expand Your Reach
What is a virtual open day? A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff. The goal is to replicate the open day experience digitally, giving participants access to information, interaction, and a feel for campus life, no matter where they are in the world.
Virtual and hybrid open days have become a staple of higher education recruitment, offering accessibility and reach that in-person events alone can’t match. A dedicated virtual event, complete with faculty webinars, student panels, and one-on-one admissions chats, can engage global audiences who might not have the time or resources to travel. Virtual campus tours, whether self-guided or live-streamed, keep your school “open” year-round and give prospects a chance to explore at their own pace.
Hybrid formats add another layer of inclusivity. You might livestream your keynote sessions, run interactive live chats for online viewers, or capture campus highlights to share on demand afterward. Interactive elements like polls, breakout sessions, and virtual “booths” ensure remote participants remain engaged rather than passive viewers.
Example: Brock University (Canada):Brock University has been an early adopter of immersive virtual open day experiences. One innovative approach they took was building an interactive online open house in a 3D virtual environment. Using a platform similar to a retro video game interface, Brock recreated key parts of its campus digitally and let prospective students log in as avatars to explore. When prospects entered this virtual campus, a simulated student guide (an avatar controlled by a Brock student or staff) would greet them and offer to lead a tour. Visitors could navigate their avatar through hallways, into classrooms and labs, and even chat when they “bumped into” other avatars representing faculty or current students.
8. Harness Social Media for Pre-Event Buzz and Post-Event Engagement
A strong social media strategy can turn your open day from a single event into a shared experience that builds excitement before, during, and after. Start with a dedicated event hashtag and use it across all promotions, encouraging attendees to post their questions and experiences.
During the event, showcase live content: Instagram Stories, TikTok snippets, or a feed of hashtagged posts, to engage both in-person and virtual audiences. Afterward, curate user-generated content into a recap post or gallery, and follow up with a thank-you message paired with a clear call-to-action, such as “Book a chat with a student ambassador” or “Apply now.”
Example: Lancaster University (UK): Lancaster provides a masterclass in using student-driven social media to boost recruitment events. In 2020, with in-person events off the table, Lancaster University asked its student ambassadors to create a series of fun TikTok videos as ads to generate excitement for its online open days. Instead of polished commercials, these were authentic clips following TikTok trends. Think students doing campus tours set to music, quick dorm room tours, or tongue-in-cheek “day in the life” sketches. The result? The campaign blew past expectations: over 10 million impressions and 90,000+ clicks through to Lancaster’s open day info page.
Sometimes it’s the little extras that transform an open day from ordinary to unforgettable. First impressions matter, so think about how your visitors are welcomed the moment they arrive. Clear signage, friendly greeters, and a thoughtful welcome pack with a campus map, schedule, and small pieces of branded swag can immediately put families at ease.
Fun moments sprinkled throughout the day also make a difference. A student band playing in the quad, a scavenger hunt through key campus spots, or a quirky photo booth at the student life fair can lighten the mood and help prospects associate your institution with energy and creativity.
Example: Temple College (USA):This community college in Texas put a delightful twist on their open house by setting up a photo booth with their mascot, a leopard nicknamed “TC Leopard.” Students and families could pose with the costumed mascot and snap fun pictures – a perfect keepsake to take home and share on social media. Temple College even turned it into a mini-contest where participants could win small prizes for posting their mascot photos. The result was a lot of laughter, and every family left with a tangible memory (a photo print or a digital pic) of the day.
These kinds of small but meaningful touches linger in memory. Long after presentations fade, visitors will remember how welcome, entertained, and cared for they felt. That emotional connection can tip the scales when it comes time for students to make their final choice.
10. Follow Up and Continue the Conversation
An open day doesn’t end when the last tour wraps up. In fact, some of the most important work happens afterward. A thoughtful follow-up plan not only shows prospective students and parents that you value their visit, but also keeps the momentum going as they move closer to making a decision. Too many institutions stop at a generic “thank you for coming.” By going a step further, you stand out.
Send a prompt, personalized thank-you. Ideally, within 24-48 hours, shoot attendees an email (or even a text message, if they opted in). Make it more than just “Thanks for coming.” Use merge fields to include the student’s name and perhaps one detail from their registration or what they did.
For example: “Hi Alex, thank you for visiting our Open Day on Saturday! We hope you enjoyed the Biology lab tour and the sample lecture in psychology.” This level of detail shows that you noticed their presence. Then, include helpful next steps: links to apply, to book a one-on-one meeting, or to a video recap of the event.
Example: Morton College (USA): This college nailed the follow-up game. Right after their open house, Morton College rolled out a one-two punch of follow-ups. They sent out personal thank-you emails to attendees, and at the same time, they put out a public thank-you on their social media pages. Importantly, it didn’t stop at gratitude – the post also included a next step, reminding students that registration was open for the upcoming semester and providing a link to get started.
Strong follow-up also means nurturing interest over time. Sharing student stories, reminders about upcoming deadlines, or invitations to future events extends the relationship beyond one day. In the end, what sets your open day apart is how well you continue to guide students once they’ve left campus.
From Open Day to Enrollment: Your Next Step
Open days (or open house events) are a cornerstone of student recruitment in higher education. They’re your chance to say, “Here’s who we are, here’s what makes us special, and here’s the community you could join.” By implementing these strategies, from showcasing your unique strengths, creating interactive experiences, and leveraging students/alumni, to embracing virtual formats, social media, personalization, and strong follow-up, you can elevate your open day from a routine tour into an unforgettable event that resonates with attendees long after they’ve gone home.
Remember, the goal isn’t just to convey information, but to make prospective students feel something: excitement about an academic program, a sense of belonging on campus, confidence that your school is the right fit, or the inspiration to take the next step towards enrollment. When you make your open days stand out, you ultimately make your institution stand out in a crowded higher education market.
Planning an exceptional open day does take effort and creativity, but the rewards are enormous. Many students cite campus visits and open days as the moment they “knew” which school was right for them. By following the approaches outlined above, you’ll increase the chances that your event is the one that wins their hearts. Good luck with your next open day event, and have fun making it one to remember!
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Frequently Asked Questions
Question: What is an open day?
Answer: An open day is an event hosted by a college or university to give prospective students and their families the chance to experience the campus, meet faculty and staff, and learn more about academic programs and student life.
Question: What are Application Days at universities?
Answer: Application days are special events hosted by universities to help prospective students complete their applications on-site.
Question: What is a virtual open day?
Answer: A virtual open day is an online event where prospective students and their families can explore a university without visiting campus in person. Typically hosted on a digital platform, it may include live webinars with faculty, virtual campus tours, student Q&A panels, and one-on-one chats with admissions staff.
As Subini Annamma and David Stovall write in their February piece, “Standing Up to the New Segregationists,” “When universities stay silent or indicate their willingness to comply with executive orders that seek to dehumanize anyone who is not white, male and cisgender, they are sending a message.”
We would argue that all of us in the system of higher education, on individual and collective levels, are sending messages with our action or nonaction at this moment. The past few months have been a period of chaos marked by rapid-fire executive orders, threats to college and university funding, and presidential edicts that undermine higher education’s fundamental values. The whiplash of ongoing executive actions and their judicial reversals is overwhelming, and the ground keeps shaking under our feet.
Consistent with a traumatic experience (when events occur faster than our ability to cope), some of us may be experiencing a kind of trauma response, an instinctive response to a perceived threat. Most of us have heard about fight-or-flight modes, but it seems to be fawn and freeze responses that are playing out at many institutions across the country. The fawning response in higher education manifested in the form of anticipatory compliance in the face of threats to colleges’ federal funding. Diversity, equity and inclusion offices were jettisoned within a blink of an eye.
We also are seeing some of our colleagues struggling with the task of revising position descriptions and scrubbing institutional websites, all while trying to support their colleagues who are most at risk. And there are many of us who don’t know what to do; feeling unsettled and fearful, we are just trying to make it through each day.
Despite what is happening around us, we have to continue to attend to our work—to do all of the things that keep the institution running, to be in relationship with our colleagues and to be in classroom spaces with our students. We may be asking ourselves how we can show up in a meaningful way when our world is on fire, or how we can move forward when we feel so powerless.
But if we do nothing, what does that say about our commitment to the essential promises of education—to the free exchange of ideas and academic freedom, to a belief in science and innovation, and, most especially, to our commitment to access, diversity and equity, which we know enhances the learning experience for everyone? Are these not the things that drew us to education in the first place?
This moment is calling us back to our essential purposes—the deep relationships with students, the excitement of new ideas bubbling up and the sense of freedom that comes from the creation of knowledge in the context of community. It is time for us to get to work, to reclaim our spaces, to take a stand. We cannot wait for someone else to save us: We must save ourselves. And we do so through deep relationships within the context of community. As we have learned from bell hooks, Audre Lorde, Paulo Freire and Kimberlé Crenshaw, relationships will be our resistance.
Relationships are not just the touchy-feely outcome of safe learning spaces: They are the foundation. And what better action can we take to protect ourselves and our communities from harm than by strengthening our foundation for this moment and what lies ahead? Fortunately for us all, whether you are an educator or institutional leader who has always prioritized relationships or one who is looking to strengthen your community as the ground beneath higher education rumbles and shakes, relatively small efforts (which is perhaps all we can muster) can reap far-reaching benefits.
There are a myriad of brilliant ways to foster belonging, structure brave dialogue spaces and listen deeply to others, indeed, many more than we could possibly incorporate here. What we offer are some practical ways to grow and maintain an ethic of care and relational accountability. We hope this inspires simple ways for you to gather with others or maybe gives you permission to explore your own ideas for slowing down to the speed of relationship-building. What we share here are not new ideas, but they may have been forgotten.
The offerings below span many cultures and have been practiced in one form or another by communities over time in response to oppressive regimes across the globe. We just have to recall the wisdom of our ancestors and employ some of their communal resistance strategies. They made sense of the world, grieved, resisted and found joy. So, too, must we.
Notice and Name It
“I believe we have a responsibility to create ways of understanding political and historical realities that will create possibilities for change. I think that this is our role, to develop ways of working through which, little by little, the oppressed can unveil their reality.” —Paulo Freire
We can’t pretend that what is happening in the world doesn’t impact us, our students or their learning. Perceived and real threats of harm impede learning and development. In noticing and naming what is happening, we give ourselves and our students a means of coming to terms with it. When we name the fears and acknowledge uncertainty, we release a bit of the tension and welcome participants in all their experiences. This could involve a facilitator-led nod to the political climate, musings from the group of what they are holding in their minds, a meditative moment or a two-minute journaling activity in which students reflect on what they need to let go of in order to be present for the work ahead in class. These techniques can be just as helpful in meetings and other convenings of staff and faculty.
In location-diverse, online environments, where you can expect a wide range of pressing matters, feel free to use or adapt this Acknowledgment Statement developed by emareena danielles and Deborah Kronenberg for a PODlive series on facilitation.
Play: A Shortcut to Joy and Laughter
Play and laughter are part of our ancestral languages, of our somatic ways of being. They exist across every culture to fuel us, nourish us and allow us to be more fully human. When was the last time you used your body or voice or language in a new way? How can you make space for a moment of play at the start of any group work or class, faculty development workshop, or community meeting? As easy as making a sound and movement, drawing with your nondominant hand, appropriating a childhood game toward a collective goal, or engaging in gibberish conversations, the small, silly risk will lead to a room (virtual or otherwise) of laughter.
The collective release of emotion through play creates a community poised to dig into the work with joy and openness and gives us a reference point of when we took a risk, went with the flow and practiced resilience. For a great resource, Moving Beyond Icebreakers by Stanley Pollack with Mary Fusoni not only has a plethora of games to try but teaches facilitators how to use the games as metaphors for the work ahead. You may also want to check out Professors at Play for a more in-depth discourse.
Tell Stories
“We tell stories because we are human. But we are also made more human because we tell stories. When we do this, we tap into an ancient power that makes us, and the world, more of who we are: a single race looking for reasons, searching for purpose, seeking to find ourselves.” —Amanda Gorman
Storytelling is a tradition that transcends cultures and communities and helps us make meaning of experiences. Nothing creates a connection between two people quite like sharing real stories from their own experiences and making meaning of the ideas together. A brief pair storytelling activity or a full Story Circle process holistically engages us all, pulling more of ourselves into the room. Stories activate our deep listening capacity, build authentic connections and remind us of why we are here in this moment, doing this work.
Gather Together
“I have seen, over and over, the connection between tuning into what brings aliveness into our systems and being able to access personal, relational and communal power.” —adrienne maree brown, Pleasure Activism
When we are exhausted and overwhelmed, it is easy to isolate. But as the news headlines continue to keep us in a state of constant upset and tension, we can choose to pull away from our individual screens as a means of resistance, as a conscious choice to be our full selves and band together with others. Whether through synchronized movie nights, local stitching circles or open mikes, coming together builds our relationships and positively impacts our communities’ efficacy. At College Unbound, students, faculty and staff kick off our in-person classes by breaking bread together to settle into our beautiful community before the academics begin. Gather however and whenever you can and know you are generating power by doing so.
Self-Care
As facilitators of relationships, of learning, of change-makers, we also have to care for ourselves. Here, we are not talking about indulging oneself with the luxury of a spa day. We are talking about the radical practice of taking care, slowing down and saying no to productivity as an indicator of self-worth. We can also care for ourselves through connection with peers both within and outside the field of education. We can prioritize our own joy, however that comes, and know that our rest is resistance, too (check out Tricia Hersey’s work).
Resistance is needed now and mercifully comes in many forms. It might show up in marches and protests, but it can also be found in discovering what is within our locus of control and reclaiming our own agency. Our facilitation of spaces that build a sense of agency for students, staff and ourselves in solidarity can grow power.
The antidote to oppression can be found in these glimpses of liberation, in spaces where we are unafraid and can imagine a more just world. In this context, we also build up our reserves for the journey toward the future we seek to manifest.
If we can take a moment away from the chatter and from the bombardment of headlines meant to cause chaos, we can tap into our collective histories and remember: We know how to do this. Let’s recognize all the work we are already doing, the embedded relationship-building that has sustained us until now. And let’s continue to do the work that brought us to these educational spaces. The relational work we foster is the bedrock for the world we need to create together.
Sylvia C. Spears is serving as provost and Distinguished Professor of Education, Equity and Social Justice at College Unbound, a small, private degree-completion college focused on adult learners.
Deborah Kronenberg is an educator, consultant and public speaker who approaches communities of learning with creative, interdisciplinary, relationship-centric leadership in faculty and administrative roles in the greater Boston area.
Are you an administrator or marketer at a small private school? If so, you likely face unique challenges in growing your school community. Unlike large institutions with extensive resources, your budget may be more limited, and your brand may not have the same level of recognition. Yet, your school likely offers something invaluable: a personalized, high-quality educational experience that deserves greater visibility. Your marketing strategy should spotlight the unique selling points that differentiate your private school from other institutions.
How do you market a small private school? Traditional outbound marketing methods, such as print ads and direct mail, are costly and less effective in today’s digital market. Instead, try inbound marketing, a group of strategies that offer a cost-efficient and impactful way to attract, engage, and retain families interested in your school. Keep reading to explore ten effective private school marketing ideas that will grow your community.
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What Is Inbound Marketing and Why Is It Ideal for Private Schools Like Yours?
Inbound marketing is a strategy that focuses on attracting prospective families to your school through valuable content, SEO, social media engagement, and other digital efforts. Instead of pushing advertisements onto audiences who may not be interested, inbound marketing creates meaningful connections with families actively looking for the right educational institution.
If you’re wondering how to market a new private school using inbound strategies, remember that the key is to build trust and provide the right information at the right time. Parents today research extensively before choosing a school for their children. Though many outbound strategies remain relevant today, namely to increase visibility, offer useful content, address concerns, and showcase your school’s strengths. Inbound marketing can position your institution as the best choice. Now, let’s explore specific ways that you can grow your private school community.
Source: HEM
10 Proven Inbound Marketing Strategies for Private Schools
Incorporating these tactics into your marketing strategy can reach your target audience, create relationships by providing value, and incite desired action. An effective private school marketing campaign combines several, if not all, of the techniques discussed below. If any are missing from your current plan, now’s the time to start implementing them!
1. Create a High-Quality, SEO-Optimized Website
Your website is the foundation of your school marketing strategy. It must be visually appealing, easy to navigate, and optimized for search engines. Parents should find essential information, such as tuition, curriculum, testimonials, and admissions requirements quickly and effortlessly. A well-structured website should include dedicated pages for admissions, academic programs, extracurricular activities, and student life.
Ensuring mobile responsiveness and fast load speeds will improve user experience and increase engagement. Incorporating multilingual and culturally adapted content can expand your reach, particularly if you’re targeting international students. Regularly updating your website with blog posts, news, and event details ensures prospective parents see a dynamic, engaged school community.
Example: Are you trying to expand your private school community beyond borders? If so, you’ll want to borrow this effective SEO technique from Crimson Global Academy. Below, you’ll see that they’ve tailored their site content to different countries and used subdirectories in their URLs.
Using sub-directories (/uk/, /ca/) signals to search engines that the content is tailored for a specific region. Google prioritizes localized content in search results, meaning parents and students searching for private schools in their home country are more likely to find your institution.
The benefits of this SEO strategy are far-reaching. They include broadened international reach, higher performance in multilingual searches, and higher click-through rates due to relevance.
Source: Crimson Global Academy
2. Develop Engaging Blog Content
A well-crafted blog is a valuable resource for current and prospective families, positioning your school as a thought leader in education. By publishing informative and engaging content, you can address parents’ most pressing concerns, showcase student success stories, and highlight what makes your school unique.
For example, you can write about how to help children transition to a new school successfully by offering expert advice and real-life experiences from parents and students. Another great topic is discussing the benefits of small class sizes and how they enhance student learning, highlighting the personalized attention and academic advantages your school provides.
You can also explore how your school’s curriculum prepares students for future success in higher education and beyond, showcasing testimonials from alumni who have excelled. Additionally, sharing success stories from students and faculty can illustrate the positive impact of your educational programs.
Finally, providing a step-by-step guide for parents navigating the private school admissions process can ease their concerns and position your school as a supportive and transparent institution. Consistently publishing high-quality blog posts improves search engine rankings, making your school more visible to families searching for private education options.
Example: The Great Lakes College of Toronto publishes blogs relevant to their prospects – students from all over the world interested in attending prestigious Canadian universities. With their target audience in mind, GLCT creates content that provides value. For example, learning tips for ESL learners, how to prepare for Canadian universities, and much more. Make sure your blog content aligns with your site visitors’ needs and provides valuable information.
Source: Great Lakes College of Toronto
3. Leverage Social Media Marketing
Social media platforms like Facebook, Instagram, and LinkedIn are powerful tools for building community and engagement. Your school can foster stronger connections with prospective and current families by posting student achievements, behind-the-scenes content, and faculty highlights.
Live Q&A sessions can address frequently asked questions about your school’s programs and admission process. Hosting interactive polls, student takeovers, and parent testimonials can increase engagement and trust.
Additionally, investing in paid social media advertising can expand your school’s reach to target families actively searching for private school options. Schools can also create private Facebook groups for prospective and current parents, providing a space for questions and engagement.
Example: This Instagram post from CLS West Covina highlights the strength of the school community. In addition to academic excellence, your private school should highlight other features of the student experience that contribute positively to learning, such as extracurricular activities, a nurturing environment, community involvement, global awareness, and more. Social media remains the perfect stage for your school’s unique selling points.
Source: CLS West Covina | Instagram
4. Implement a Lead Nurturing Email Campaign
Once a prospective family expresses interest, it’s essential to maintain communication through well-crafted email campaigns. Personalized drip campaigns can guide them through enrolling, providing timely information about your school, key deadlines, and success stories from current students.
Automated email sequences can include welcome emails, event reminders for open houses, and curriculum overviews. A segmented approach, where emails are tailored to different stages of the admission journey, can significantly improve conversion rates. Sending personalized content based on user interaction, such as downloadable brochures, testimonials, and exclusive invitations, keeps families engaged throughout the decision-making process.
5. Use Video Marketing to Showcase Your School’s Culture
Video content is one of the most effective ways to give prospective families an immersive experience of your school. Creating high-quality video tours, faculty introductions, and student testimonials can provide a dynamic look into daily life at your institution. Highlighting classroom environments, extracurricular activities, and real-world student experiences can create an emotional connection with families.
Short-form videos on platforms like Instagram Reels and TikTok can help boost engagement among younger audiences, while long-form content on YouTube and your website can provide in-depth insights. Hosting live virtual tours where prospective families can ask real-time questions enhances engagement.
6. Optimize Your Google My Business Profile
Many parents start their search for private schools on Google. A fully optimized Google My Business profile ensures your school appears in local search results with accurate contact details, reviews, and images. Encouraging satisfied parents to leave positive reviews can significantly enhance your school’s online reputation.
Regularly updating your profile with recent photos, upcoming events, and engaging posts can make your school stand out among competitors. Answering common parent inquiries directly on your profile, such as tuition costs and curriculum highlights, helps streamline decision-making. Additionally, responding promptly to positive and negative reviews demonstrates strong community engagement and builds trust with prospective families.
Example: This is what your private school looks like in search results when you optimize your Google My Business account. This essential feature provides an easily digestible snapshot of your institution, presents a professional image to web users, and makes it much easier for your target audience to find you.
Source: Groton School | Google
7. Host Virtual and In-Person Open Houses
In today’s digital landscape, virtual open houses offer a convenient way for parents to learn about your school from anywhere. In-person tours and interactive virtual sessions cater to a broader audience while answering common questions in real time.
A well-structured open house should include live presentations from school leaders, faculty members, and current students who can share their experiences. Offering breakout sessions for different grade levels or programs allows parents to focus on the most relevant aspects of your school.
Additionally, incorporating Q&A panels, video tours of classrooms and facilities, and even virtual meet-and-greet opportunities with teachers can help prospective families get a more personal feel for your school’s community. Recording these sessions and making them available on your website also ensures that families who couldn’t attend live still have access to the information.
Example: Queen Anne’s School makes it a priority to offer prospects a positive first impression through in-person “Open Morning” events and a virtual tour to showcase their beautiful campus. They also offer personal tours, group tours on site, taster days, and taster boarder experiences to accommodate every prospect’s preferences. Wow future students and their families by giving them a taste of your unique student life experience.
Source: Queen Anne’s School
8. Invest in Paid Digital Advertising
While organic traffic is essential, strategic paid advertising can help small private schools reach highly targeted audiences. Google Ads and Facebook Ads can be optimized to reach families searching for private school options in your area.
Displaying retargeting ads to parents who previously visited your website can help keep your school top-of-mind. Running A/B tests on ad creatives and messaging can improve ad performance and maximize return on investment.
9. Create Downloadable Resources to Capture LEADS
Providing valuable downloadable resources, like e-books, checklists, and guides, can encourage prospective families to share their contact information. For instance, a downloadable guide on “Choosing the Right Private School for Your Child” can position your institution as an industry expert while generating qualified leads. Interactive tools, such as school comparison charts and tuition calculators, can further engage visitors and increase conversion rates.
To maximize the effectiveness of downloadable resources, schools should ensure that these materials are highly relevant, visually appealing, and easy to understand. Including real-world examples, student success stories, or insights from school faculty can add credibility and value.
Additionally, placing lead capture forms strategically throughout the website, such as on admissions pages, blog posts, and program descriptions, can encourage more sign-ups. Schools can also create exclusive content for different stages of the enrollment journey, such as a “First-Time Parent’s Guide to Private School Admissions” or a “Step-by-Step Checklist for Enrollment Success,” providing tailored resources that guide families through the decision-making process. Regularly updating these materials ensures they remain relevant and aligned with current education trends.
10. Utilize Retargeting Strategies
Most parents don’t enroll immediately after visiting your website. Retargeting strategies, such as displaying ads to users who previously visited your site, can help keep your school top-of-mind. This ensures interested families receive gentle reminders to revisit your offerings and complete the application process. Email remarketing campaigns can also re-engage families who started but did not complete an application.
To enhance retargeting effectiveness, schools should segment their audience based on engagement levels, such as visitors who viewed tuition pages, downloaded an admissions guide, or attended a virtual open house. Personalized messaging, such as an email featuring student testimonials or a special enrollment incentive, can encourage hesitant families to take the next step.
Schools can also leverage dynamic display ads that adjust content based on a user’s previous website activity, like showing program-specific ads for those who viewed a particular course or highlighting upcoming admissions deadlines. Schools can effectively nurture leads and increase enrollment conversions using a multi-channel approach, combining retargeting ads with personalized email follow-ups.
Getting Professional Marketing Support Can Help Your Private School Grow
Navigating the complexities of digital marketing can be overwhelming, especially for small private schools with limited resources. That’s where expert guidance can make all the difference.
At Higher Education Marketing, we specialize in helping educational institutions maximize their online presence through customized inbound marketing strategies. Whether you need assistance with content creation, SEO, social media management, or lead nurturing, our team of education marketing experts ensures that your school effectively reaches its target audience.
With over 15 years of experience, we understand the nuances of school marketing ideas and tailor our solutions to your institution’s specific needs. Our digital marketing services include:
SEO Optimization
Paid Advertising Campaigns
Social Media Management
Website Development
Email Marketing Automation
Start Growing Your Private School Today
By embracing inbound marketing, your small private school can attract the right families, establish a strong online presence, and build a thriving school community. Whether you’re looking to optimize your digital strategy, refine your content marketing approach, or improve engagement through paid advertising, HEM is here to help.
The combination of a strong website, engaging blog content, an active social media presence, and targeted email marketing ensures that your school remains visible and competitive in the evolving field of education.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: How do you market a small private school?
Answer: Traditional outbound marketing methods, such as print ads and direct mail, are costly and less effective in today’s digital market. Instead, try inbound marketing, a group of strategies that offer a cost-efficient and impactful way to attract, engage, and retain families interested in your school.
Question: How to market a new private school?
Answer: The key is to build trust and provide the right information at the right time. Parents today research extensively before choosing a school for their children. Though many outbound strategies remain relevant today, namely to increase visibility, offer useful content, address concerns, and showcase your school’s strengths. Inbound marketing can position your institution as the best choice.
An editor or reviewer can have an outsize impact on the career of a scholar, particularly in the early stages. The stakes can be high for an author. A negative review or edit can set back a research plan by months and harm a scholar’s chances for tenure or promotion. This reality creates a power imbalance between an editor or reviewer and an author that can be abused.
Graduate schools offer few pointers on how to navigate editor and reviewer relationships. Our goal in this essay is to debunk the process and offer suggestions and observations for editors/reviewers and authors on how to approach the task in a more thoughtful and efficient way.
Understanding the Reviewer and Editor Roles
First, it is important to note that while reviewers and editors take part in a similar process—assessing the work of an author—the tasks are different. The editor is rarely an expert in the specific subject of an article and necessarily needs to rely on impartial reviewers to place the work in context. Nevertheless, the editor—and, at times, an editorial board—is the decision-maker in this equation. Having a clear and transparent line of communication between the author and the editor is critical.
The task of the reviewer is to place the work in its scholarly context and to weigh its merit. Is the work breaking new ground? Is it challenging a long-held interpretation within the academy? Are the sources contemporary and the most relevant? Does the work fit the subject area of the journal or press? Can it be revised to make it suitable for publication?
It is our strong belief that reviewers need to meet the authors where they are—that is, to understand the goal of the author, determine whether the work is suitable for the journal or press in question and, if so, help them reach the promised land of publication. Simply put: The reviewer should weigh the author’s case against the author’s intent.
Unfortunately, this does not always happen: It is sometimes the case that reviewers stray from this path and insert suggestions that they would like to see addressed but that are not central to the submitted work. The dreaded “reviewer number 2” has become the bane of many an author’s existence. In this sort of review, the reviewer raises so many questions and objections that an author is left to ponder whether the two are reading the same text. And, it must be said, just as on social media, anonymity can at times lead to incivility. Instead of being helpful, sometimes a reviewer is unkind and cruel.
The role of the editor is to referee between the goals of the author and the desires of the reviewer. Egos and politics often come into play in this process because reviewers in many cases are colleagues of the editor and contributors to the publication in question. Our experience suggests there are two major types of editors. Authors will need to adjust their approach based on which of these two types best describes their editor:
Sympathetic editor: This is the ideal. This editor will work with an author to publish a submission if the research is strong and will allow them to keep their own voice. They do not seek to impose their vision on the book or article. They do not allow their personal politics to influence the decision-making process. They are driven by one central question: Does the author accomplish what they set out to do? This type of editor tries to determine whether a reviewer is acting out of hubris by suggesting tangential and substantial changes or whether they are addressing core issues. On the opposite end of the spectrum, they are alert to the two-paragraph, lackadaisical reviewer who read the work over lunch while answering emails.
Visionary editor: It may sound counterintuitive, but an editor with their own vision for someone else’s work can mean frustration and ultimately rejection for an author. This type of editor sees someone else’s work as an opportunity to explore an aspect of a topic that interests them. They impose their own vision on someone else’s work rather than determining whether the author has achieved the goal they set for themselves. This typically takes the form of a lengthy response asking an author to fundamentally rethink their piece. The response contains so many critiques that to adhere to the suggestions would amount to writing a completely different piece of scholarship. This editor also tends to extend and even impede the process almost endlessly.
As an example, upon the death of Fidel Castro in November 2016, the Latin American historian of this writing duo (Argote-Freyre) was asked by a journal editorial board member to author an article comparing the career of Castro with that of the prior dictator of Cuba, Fulgencio Batista. The resulting piece concluded that the two political figures shared more similarities than differences. The editor, although agreeing to the concept, was unhappy with the conclusions reached by the essay. The editor struck out paragraph after paragraph; a lecture on tone and thesis ensued.
The editor suggested a piece analyzing the revisionist historiography on Batista—a subject outside the contours of the original assignment and one that would take many months to complete. The author made a rookie mistake in assuming that a member of the editorial board was vested with the authority to make assignments. In retrospect, it seems as if the assignment was foisted upon the working editor, who then wanted to steer the piece in a completely different direction. The author withdrew the piece; the only positive was that only a few months were lost in the process.
The visionary editor is the type who is never satisfied. They forget that the piece is the author’s, not theirs. Yes, the editor is a gatekeeper for the journal or press, but if it is not a good fit, they should say so and move on. This picky editor sends a revision back to a new third (or fourth) reviewer, who is likely to ask for another, different round of revisions. This is nothing other than moving the goalposts. One of us had this occur with an editor who said, “As you know, we often send articles to several rounds of reviewers.” Well, we did not know, because the journal’s website did not say that. Such a process could go on forever and, to our eyes, makes no sense. The editor should decide on his or her own whether the author has revised sufficiently: It is clear from the reader reports what needed to be done, so just check and see. The editor needs to be decisive.
At the point a work is about to be sent to an additional set of reviewers, an author needs to withdraw the article or book from consideration. Run as fast as you can in search of another editor and publication. Do not let someone waste your time, especially if your clock is ticking for tenure and promotion.
How to Make Relationships Work— and When to Walk Away
The author-editor relationship should be a dance, not a duel. An author is not at the mercy of the process; you are a partner. If you are not clicking with the editor, walk away. A bad first date rarely turns into a good second date. This is particularly true when working on a book project, given the many steps and long timeline involved.
For a revise-and-resubmit, we suggest strongly that you be professionally assertive. Ask about the review of the resubmission before you do it. If the editor says it will go to new readers, withdraw the piece. This never goes well. Editors should be transparent about the steps involved. It is our experience that some editors are hesitant to divulge their process. If that is the case, the author needs to reassess the integrity of that process.
Being fully transparent allows you to ask for transparency in return, whether you are an editor or an author. If, as we have experienced, two peer reviews come in that are quite opposed, the editor should get a third before returning to the author. If there are two or three reviews, the editor should synthesize them with a memo attached to the reports. The summary should go something like: “All reviewers agree chapter four needs to be revised with this material, but there is disagreement about chapter six.” There is also nothing wrong with asking the author to make the tough call on a contested point of interpretation. Once again, it is the author’s scholarship, not the editor’s, the journal’s or the press’s.
For authors: Have a conversation with the editor. If it’s a call, follow up with a written summary. When responding to reader reports, especially when they disagree, say what you will and will not do. Do not say you will revise when you disagree—but don’t be stubborn. Give a little to get what you won’t compromise. If you disagree with a reviewer’s suggestion, say why, and ask the editor for approval not to make a specific change suggested in one of the reader reports. Get that approval. If the editor says the revision will go back to one or both original readers instead of making the final call himself, politely insist that the written exchange between the author and editor be sent along, too.
It may not always work. Recently, one of us did just what we described and the editor said the plan sounded good, only to have the journal reject the revision. The editorial board said a specific change was not made even though the editor agreed that change would not be necessary. Poor communication and coordination between an editor and an editorial board should not penalize an author.
Finally, we’d like to briefly weigh in on the argument that professors should reject peer reviewing because it is an unpaid task. If you do not want to do it, don’t—but there are compelling reasons to write responsible peer reviews. First, unpaid labor is not without merit. Even if your tenure and promotion committees might not value the task, that does not mean it is not worthwhile. You’re not paid to volunteer at your local food pantry, but you still do it. Second, people do this for you; it is time to be generous in return. Third, reviewing provides insights into the process for your own work. Peer reviewing keeps you current on trends in the field. Editing and peer reviewing make you a better writer and produce better scholarship. Isn’t that what we all want?
Frank Argote-Freyre and Christopher M. Bellitto are professors of history at Kean University in Union, N.J., with extensive experience with peer review on both sides of the process. Argote-Freyre, a scholar of Latin American history, serves as a frequent peer reviewer and content editor on various book and article projects. Bellitto, a medievalist, is the series editor of Brill’s Companions to the Christian Tradition and academic editor at large of Paulist Press.
The first five minutes of every class in higher education holds far more significance than they might initially seem. These brief moments set the stage for active learning, focus, trust, and shaping the atmosphere of the entire session. When teachers begin with enthusiasm, engagement, and a thoughtful provocation, they foster an environment where students feel encouraged to approach the class with an open and curious mindset. These crucial minutes set the tone, influencing how students perceive the class, their peers, and their role within the learning environment. Classrooms using effective teaching methods that create engaging activities and promote active learning and critical thinking are more likely to result in deeper learning (Fink, 2013). Consider the “First Five Minutes” from the students’ perspective. Imagine their experience as they enter the classroom and transition into the initial moments of the session.
Beyond sparking curiosity or excitement, this opening window of time is the opportunity to establish ground rules or a student contract. By outlining expectations for respectful dialogue, mindful language, and open-mindedness, educators can create a safe and inclusive space that promotes a sense of community. Simple active learning techniques such as a quick “temperature check” or low stakes writing activity (Lang, 2021) can allow space for students to express their feelings, particularly when discussing challenging or emotive material, which simultaneously builds empathy and inclusion. By immediately creating activities that foster a sense of community and respect, educators can encourage students to participate actively and share their perspectives, aligning with principles of inclusive pedagogy (Freire, 1970).
The transition from external preoccupations to a classroom focus is a critical moment in the learning process. Students may have their minds on social plans, pending assignments, personal issues, or reflections on previous classes. Effective educators anticipate this need for recalibration and strategically incorporate activities such as mindfulness exercises, thought-provoking prompts, or brief discussions to help students center their focus (Barbezat and Bush, 2014).
This initial period establishes norms for student participation, signaling that contributions are valued, everyone’s voice matters, and the class is an inclusive environment. Through the use of humor, storytelling, or stimulating questions, instructors can create a space where students build up confidence and are equal and active participants in the learning process.
This atmosphere is important for the faculty as well. Creating safe spaces for students to learn is essential for fostering inclusive and supportive learning environments. Having a classroom culture where students feel respected, valued, and free to express diverse perspectives is vital in uncovering views, challenging approaches and reflecting on practice. Educators must model inclusive practices, invite collaboration, and encourage dialogue; however, there is also a responsibility to address bias or discrimination when it arises (Holley and Steiner, 2005). Incorporating social-emotional learning and trauma-informed approaches with students can help everyone feel secure and understood.
While there is no right answer for all situations, below we offer some ideas that may create the best possible atmosphere in a classroom.
Fifteen Things to Try in the First Five Minutes
Play some music
You can play almost anything on YouTube or Spotify. You can create collaborative playlists in both spaces that allow students to choose music they would like to hear. Music changes the ambiance.
Greet students as they walk in
It is nice to be welcomed into a space. A smile and a greeting can go a long way in making someone feel like they are in the right place—like they belong.
Move the tables and chairs into something other than rows
If you can, making small groups of tables or students in the room can help students “see” each other. It puts the focus on the students themselves rather than the screen at the front of the room.
Start with epiphanies
A lot of unexpected learning happens between classes that may or may not be directly related to the course content. Allowing students to share “epiphanies” they had encourages them to share and can sometimes lead to interdisciplinary connectivity.
Use entry tickets
There are several ways to use an “entry ticket” but it usually involves students creating something, either on paper or online. Padlet is a good digital tool. The idea is that students are asked to do some thinking and creating. It can also serve to see who is in the classroom.
One quote: Five minutes of reflection and discussion
Quotes can be inspirational. Spending some time at the start of each class reflecting and sharing thoughts around a content-related quote can generate some good thinking!
Quickly create and share something
In small groups, use Legos to build animals or objects, arrange pieces of paper with single words to craft poems, or utilize Google Docs for digital collaboration. Have students share stories about their creations or read their poems aloud. It’s a low-pressure way to foster teamwork.
Remember those current events
Incorporate relevant current issues and events that connect with your students and the subject you teach. This might come naturally in government courses during an election year but can be more challenging in a math class.
Bring something important
Choose an item that represents a part of who you are—it can be anything. Dedicate the first five minutes of class to exploring its collective significance and purpose. Students can share what their chosen item means to them, why it matters, and perhaps how it influences others.
Journaling
Begin class with a few quiet minutes of writing to help students center their focus. Responding to each journal entry transforms them into meaningful conversations between faculty and students. This approach ensures even quieter participants receive your undivided attention at some point.
Say hi to a neighbor
Ask students to speak to someone they don’t usually sit beside to say hi/how is your week going. This encourages new friendships and community in the class and may offer students the chance to learn from someone new.
Celebrate a success
Invite students to share their biggest personal or academic achievement of the week. This practice connects their outside experiences to the classroom and highlights their accomplishments.
Taking the temperature
Some faculty begin class by creating a word cloud to capture how students are feeling and use it to “take the temperature” of the room, adjusting the session accordingly. Tools like Poll Everywhere or similar platforms allow students to share their emotions, helping them feel centered while giving faculty insight into their state of mind.
Mindfulness activities: Five senses grounding activity
Describe five things you can hear, four things you can see, three things you can touch, two things you can smell, and one thing you can taste.
The classic overview
Present the session’s outcomes, then propose a schedule for the class and invite students to review it and suggest alternatives. By predefining the intended learning outcomes, I aim to give our (adult) students a sense of shared ownership over how the class will unfold.
Marie McQuade is a lecturer at the University of Glasgow, and program lead for the BA Childhood Practice. Currently, McQuade is also deputy head of the Department for Educational Leadership and Policy at the School of Education and teaches and supervises across a range of undergraduate and postgraduate programs.
Todd Conaway is an instructional designer at the University of Washington | Bothell with eighteen years of experience working with faculty in and around digital pedagogy. He was a high school English teacher and has been teaching a variety of courses at the community college and university level for twenty-five years.
References
Barbezat, D.P. and Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco: Jossey Bass.
Fink, L. D (2013). Creating Significant Learning Experiences—An Integrated Approach to Designing College Courses. Jossey-Bass.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.
Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64.
Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed). Jossey-Bass.
