AI is now at the center of almost every conversation in education technology. It is reshaping how we create content, build assessments, and support learners. The opportunities are enormous. But one quiet risk keeps growing in the background: losing our habit of critical thinking.
I see this risk not as a theory but as something I have felt myself.
The moment I almost outsourced my judgment
A few months ago, I was working on a complex proposal for a client. Pressed for time, I asked an AI tool to draft an analysis of their competitive landscape. The output looked polished and convincing. It was tempting to accept it and move on.
Then I forced myself to pause. I began questioning the sources behind the statements and found a key market shift the model had missed entirely. If I had skipped that short pause, the proposal would have gone out with a blind spot that mattered to the client.
That moment reminded me that AI is fast and useful, but the responsibility for real thinking is still mine. It also showed me how easily convenience can chip away at judgment.
AI as a thinking partner
The most powerful way to use AI is to treat it as a partner that widens the field of ideas while leaving the final call to us. AI can collect data in seconds, sketch multiple paths forward, and expose us to perspectives we might never consider on our own.
In my own work at Magic EdTech, for example, our teams have used AI to quickly analyze thousands of pages of curriculum to flag accessibility issues. The model surfaces patterns and anomalies that would take a human team weeks to find. Yet the real insight comes when we bring educators and designers together to ask why those patterns matter and how they affect real classrooms. AI sets the table, but we still cook the meal.
There is a subtle but critical difference between using AI to replace thinking and using it to stretch thinking. Replacement narrows our skills over time. Stretching builds new mental flexibility. The partner model forces us to ask better questions, weigh trade-offs, and make calls that only human judgment can resolve.
Habits to keep your edge
Protecting critical thinking is not about avoiding AI. It is about building habits that keep our minds active when AI is everywhere.
Here are three I find valuable:
1. Name the fragile assumption Each time you receive AI output, ask: What is one assumption here that could be wrong? Spend a few minutes digging into that. It forces you to reenter the problem space instead of just editing machine text.
2. Run the reverse test Before you adopt an AI-generated idea, imagine the opposite. If the model suggests that adaptive learning is the key to engagement, ask: What if it is not? Exploring the counter-argument often reveals gaps and deeper insights.
3. Slow the first draft It is tempting to let AI draft emails, reports, or code and just sign off. Instead, start with a rough human outline first. Even if it is just bullet points, you anchor the work in your own reasoning and use the model to enrich–not originate–your thinking.
These small practices keep the human at the center of the process and turn AI into a gym for the mind rather than a crutch.
Why this matters for education
For those of us in education technology, the stakes are unusually high. The tools we build help shape how students learn and how teachers teach. If we let critical thinking atrophy inside our companies, we risk passing that weakness to the very people we serve.
Students will increasingly use AI for research, writing, and even tutoring. If the adults designing their digital classrooms accept machine answers without question, we send the message that surface-level synthesis is enough. We would be teaching efficiency at the cost of depth.
By contrast, if we model careful reasoning and thoughtful use of AI, we can help the next generation see these tools for what they are: accelerators of understanding, not replacements for it. AI can help us scale accessibility, personalize instruction, and analyze learning data in ways that were impossible before. But its highest value appears only when it meets human curiosity and judgment.
Building a culture of shared judgment
This is not just an individual challenge. Teams need to build rituals that honor slow thinking in a fast AI environment. Another practice is rotating the role of “critical friend” in meetings. One person’s task is to challenge the group’s AI-assisted conclusions and ask what could go wrong. This simple habit trains everyone to keep their reasoning sharp.
Next time you lean on AI for a key piece of work, pause before you accept the answer. Write down two decisions in that task that only a human can make. It might be about context, ethics, or simple gut judgment. Then share those reflections with your team. Over time this will create a culture where AI supports wisdom rather than diluting it.
The real promise of AI is not that it will think for us, but that it will free us to think at a higher level.
The danger is that we may forget to climb.
The future of education and the integrity of our own work depend on remaining climbers. Let the machines speed the climb, but never let them choose the summit.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
About one in four teachers say their schools don’t give students zeroes. And nearly all of them hate it.
The collection of practices known as equitable grading, which includes not giving students zeroes, not taking off points for lateness, and letting students retake tests, has spread in the aftermath of the pandemic. But it wasn’t known how widespread the practices were.
A new nationally representative survey released Wednesday finds equitable grading practices are fairly common, though nowhere near universal. More than half of K-12 teachers said their school or district used at least one equitable grading practice.
The most common practice — and the one that drew the most heated opposition in the fall 2024 survey — is not giving students zeroes for missing assignments or failed tests. Just over a quarter of teachers said their school or district has a no-zeroes policy.
Around 3 in 10 teachers said their school or district allowed students to retake tests without penalty, and a similar share said they did not deduct points when students turned in work late. About 1 in 10 teachers said they were not permitted to factor class participation or homework into students’ final grades.
Only 6% of teachers said their school used four or more equitable grading practices.
That was surprising to Adam Tyner, who co-authored the new report for the Thomas B. Fordham Institute, a conservative think tank, in partnership with the RAND Corporation, a nonprofit research organization. He expected more schools would be following a “whole package” of grading reforms supported by advocates like former teacher and education consultant Joe Feldman, who wrote the influential book “Grading for Equity.”
Proponents of equitable grading say it’s important for students to be able to show what they know over time, and that just a few zeroes averaged into a grade can make it difficult for students to ever catch up. When students don’t see a path to passing a class, it can make them less motivated or stop trying altogether.
Eight in 10 teachers said giving students partial credit for assignments they didn’t turn in was harmful to student engagement. Opposition to no-zeroes policies came from teachers of various racial backgrounds, experience levels, and who worked with different demographics of students.
No-zeroes policies can take various forms but often mean that the lowest possible grade is a 50 on a 100-point scale. Some schools use software that will automatically convert lower grades to a 50, one teacher wrote on the survey.
Schools that enrolled mostly students of color were more likely to have no-zeroes policies, the survey found. And middle schools were more likely than high schools and elementary schools to have no-zeroes policies, no-late-penalty policies, and retake policies.
Researchers weren’t sure why those policies popped up more in middle schools.
But Katherine Holden, a former middle school principal in Oregon’s Ashland School District who trains school districts on equitable grading practices, has some guesses.
High schools may be more worried that changing their grading practices will make it harder for students to get into college, Holden said — a misconception in her eyes. And districts may see middle schoolers as especially likely to benefit from things like clear grading rubrics and multiple chances to show what they know, as they are still developing their organization and time-management skills.
In the open-ended section of the survey, several teachers expressed concerns that no-zeroes policies were unfair and contributed to low student motivation.
“Students are now doing below-average work or no work at all and are walking out with a C or B,” one teacher told researchers.
“Most teachers can’t stand the ‘gifty fifty,’” said another.
More than half of teachers said letting students turn in work late without any penalty was harmful to student engagement.
“[The policy] removes the incentive for students to ever turn work in on time, and then it becomes difficult to pass back graded work because of cheating,” one teacher said.
But teachers were more evenly divided on whether allowing students to retake tests was harmful or not.
“Allowing retakes without penalty encourages a growth mindset, but it also promotes avoidance and procrastination,” one teacher said.
Another said teachers end up grading almost every assignment more than once because students have no reason to give their best effort the first time.
The report’s authors recommend getting rid of blanket policies in favor of letting individual teachers make those calls. Research has shown that other grading reforms, such as grading written assignments anonymously or using grading rubrics, can reduce bias.
Still, teachers don’t agree on the best approach to grading. In the survey, 58% of teachers said it was more important to have clear schoolwide policies to ensure fair student grading — though the question didn’t indicate what that policy should look like — while the rest preferred using their professional judgment.
“There are ways to combat bias, there are ways to make grading more fair, and we’re not against any of that,” Tyner said. “What we’re really concerned about is when we’re lowering standards, or lowering expectations. … Accountability is always a balancing act.”
Nicole Paxton, the principal of Mountain Vista Community School, a K-8 school in Colorado’s Harrison School District 2, has seen that balancing act in action.
Her district adopted a policy a few years ago that requires teachers to grade students on a 50-100 scale. Students get at least a 50% if they turn in work, but they get a “missing” grade if they don’t do the assignment. Middle and high schoolers are allowed to make up missing or incomplete assignments. But it has to be done within the same quarter, and teachers can deduct up to 10% for late assignments.
Paxton thinks the policy was the right move for her district. She says she’s seen it motivate kids who are struggling to keep trying, when before they stopped doing their work because they didn’t think they could ever bounce back from a few zeroes.
“As adults, in the real world, we get to show what we know and learn in our careers,” Paxton said. “And I think that kids are able to do that in our building, too.”
Chalkbeat is a nonprofit news site covering educational change in public schools.
Marketing can make or break a private school’s success. Because even the best programs won’t fill classrooms if families don’t know what your school has to offer.
Private and independent schools that once relied on word-of-mouth or legacy reputation now compete in a vastly different environment. Families have more options, higher expectations, and greater access to information than ever before. The result? Schools must communicate not just what they offer, but why it matters.
The pandemic underscored this shift. While many private schools saw enrollment rise as families sought flexibility and a sense of community, sustaining that growth now depends on something deeper: a clear, consistent brand story and a modern marketing strategy that builds trust through every interaction.
This guide shows you how.
Drawing on 15+ years of HEM’s work with schools and colleges, we’ll clarify what private educational marketing means and why it’s now mission-critical for admissions and retention. Then we’ll move from strategy to execution, how to define your school’s positioning, understand the motivations of parents and students, and turn that insight into high-performing digital and word-of-mouth campaigns.
What you’ll learn:
How to differentiate your school with a compelling value proposition and proof points
The channels that actively move inquiries (website/SEO, social, email, paid)
Content and community tactics that convert interest into visits and applications
A step-by-step plan to build (or refresh) a coherent marketing strategy
We’ll weave in real examples, both client work and standout schools, to keep it practical and immediately usable.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
What Is Marketing in Education?
Put simply, marketing in education is about connection. It’s understanding what families value and communicating how your school meets those needs with clarity and authenticity. It’s a strategic process of shaping perception, building relationships, and inspiring trust in your institution’s promise.
In practice, this means identifying what makes your school distinct, whether it’s academic excellence, small class sizes, or a values-driven community, and ensuring those strengths are reflected across every touchpoint: your website, social media, campus events, and everyday communication.
But here’s the key difference from corporate marketing: in education, the “product” is transformative. You’re not selling a service; you’re demonstrating outcomes like student growth, alumni success, and lifelong belonging.
That’s why leading independent schools now view marketing as a strategic discipline, not an afterthought. Many have dedicated teams managing branding, digital presence, and admissions communications, because in today’s landscape, great education needs great storytelling to thrive.
What Is the Role of Marketing in Schools?
Essentially, marketing in schools is about alignment; connecting what a school offers with what families seek. A strong marketing function doesn’t just fill seats; it sustains a mission. It ensures enrollment remains healthy, relationships stay strong, and the school continues to thrive long term. Here are a few key roles that marketing plays in a private or independent school:
Driving Enrollment and Retention: Effective private education marketing attracts new families and nurtures existing ones. From open house campaigns to parent newsletters that celebrate student success, it reassures families they’ve made the right choice, turning satisfaction into advocacy.
Building Brand and Reputation: Every message, photo, and interaction shapes how a school is perceived. Strong marketing clarifies the school’s value and ensures consistency across channels, building recognition and trust.
Fostering Community Engagement: Marketing also connects the internal community (students, parents, and alumni), transforming them into ambassadors whose stories amplify the school’s credibility and reach.
In essence, marketing is the strategic engine that sustains both mission and momentum.
How to Market Private Schools: Key Strategies
Marketing independent schools successfully starts with one word: focus. The most effective strategies combine digital innovation with human connection, reflecting both the school’s personality and the priorities of modern families. In this section, we explore key strategies and best practices for private education marketing. These will answer the big question: “How do we market our private or independent school to boost enrollment and stand out?”
1. Understand Your Target Audience and Their Needs
Everything begins with insight. Parents and guardians are the primary decision-makers for K–12 education, so understanding what they value, whether it’s academic rigor, faith-based values, or community belonging, is essential. Avoid broad messaging that speaks to “everyone.” Instead, analyze your current families: Where do they live? What motivated their choice? What concerns drive their decision-making?
Many schools formalize this through personas, fictional yet data-driven profiles like “Concerned Parent Carol,” representing key audience segments. Surveys, interviews, and CRM data can help refine these personas to reveal motivations and needs.
Example: Newcastle University (UK). The university’s marketing team uses data and research to deeply understand prospective students. Newcastle’s internal content guide emphasizes identifying audience needs through methods like analytics, social media listening, surveys, and focus groups. This research informs content planning, ensuring communications solve audience problems and use the right tone and channels.
Once you know your audience, tailor your outreach accordingly. Working parents may prefer evening emails; international families may value multilingual content highlighting boarding life. Each message should reflect your school’s unique strengths and speak directly to what families care about most.
In short, marketing begins with knowing your families deeply and crafting messages that make them feel seen, understood, and inspired to choose your school.
2. Define and Promote Your School’s Unique Value Proposition
Once you know your audience, the next step is to define what truly makes your school stand out. In a competitive education landscape, clarity is power, and your Unique Value Proposition (UVP) is what helps families instantly understand why your school is the right choice.
Start by asking: “What do we offer that others don’t?” Your differentiators might be tangible (like an IB-accredited curriculum, advanced STEM facilities, or bilingual instruction) or emotional (a nurturing environment, strong moral foundation, or inclusive community). The key is to highlight the qualities that align with your audience’s values and can’t easily be replicated by competitors.
Look at what nearby schools emphasize, then find the white space. Finally, weave your UVP consistently through your website, tagline, visuals, and social media tone. A clear, authentic value proposition creates confidence and shows families not just what you offer, but why it matters.
Example: Minerva University (USA). Minerva differentiates itself with a global immersion undergraduate program and an active learning model. The university clearly promotes this UVP: students live and study in seven cities on four continents over four years, rather than staying on one campus. Minerva’s website emphasizes that this global rotation and its innovative, seminar-based curriculum prepare students to solve complex global challenges. Each year in a new international city is not a travel experience but an integral part of academics, which Minerva markets as a unique offering in higher education.
3. Build a Robust Online Presence (Website, SEO, and Content)
Your school’s online presence is its digital front door, often the first impression prospective families have. A strong online foundation combines a polished website, smart SEO, and valuable content that informs, inspires, and converts.
Website Design & User Experience (UX) Your website should feel like a guided tour: beautiful, intuitive, and informative. Parents should quickly find essentials like admissions details, tuition, programs, and contact info. Use clean navigation, mobile-first design, and fast loading speeds to keep users engaged. High-quality visuals, such as campus photos, testimonial videos, or 360° virtual tours, bring your school to life. Consistent colors, logos, and tone across every page reinforce trust and ensure brand cohesion.
Search Engine Optimization (SEO) Even the best website can’t help if no one finds it. Use relevant keywords (e.g., “private school in Toronto,” “Catholic high school with IB program”) naturally in titles, headings, and meta descriptions. Create dedicated pages for programs and locations, optimize image alt text, and claim your Google Business profile to strengthen local SEO visibility.
Content Marketing Keep your site dynamic through regular updates via blog posts, student stories, and event recaps. Highlighting achievements and thought-leadership topics (like “How to Choose the Right Private School”) builds credibility and draws organic traffic.
Example: Massachusetts Institute of Technology – MIT (USA): MIT’s Admissions Office hosts a famous student-written Admissions Blog that has become a pillar of its online presence. For over a decade, current MIT students have blogged candidly about campus life and academics, amassing thousands of posts read by prospective students worldwide. This blog strategy – focusing on transparency and real student voices – has paid off: the content generated millions of views, a robust engagement, and is often cited by applicants as influential in their college choice. MIT even curates a “Best of the Blogs” booklet and frequently analyzes blog traffic and feedback, using those insights to continually refine content and keep its website highly relevant to what prospective students want to know.
A well-designed, search-optimized, content-rich website isn’t just marketing; it’s proof of excellence.
4. Leverage Social Media and Digital Engagement
Social media is no longer optional. For private schools, it’s often the first place parents and students experience your community. Done right, it doesn’t just showcase your school; it builds lasting emotional connections.
Choose the Right Platforms Focus on where your audience spends time. For most schools, Facebook and Instagram are the anchors.
Facebook for community updates, parent groups, and event highlights.
Instagram for vibrant visuals and stories from daily campus life.
Schools serving older students or alumni can also explore TikTok, YouTube, or LinkedIn to reach new audiences.
Be Consistent and Purposeful Post regularly, at least a few times weekly, and plan around the school calendar. Use photos, short videos, or student/teacher takeovers to bring authenticity. Feature achievements, classroom moments, and cultural highlights to help families visualize their child’s experience.
Engage and Respond Social media is a dialogue, not a monologue. Reply promptly to comments, use polls or Q&As, and encourage user-generated content. Paid campaigns on Facebook and Instagram can further boost awareness, driving families to your website or open house events.
Example: New York University (USA). NYU’s admissions team expanded its digital reach by launching an official TikTok account and running student-led Instagram takeovers to showcase campus life. Current NYU students (Admissions Ambassadors) frequently create Instagram Stories and TikToks about dorm life, classes, and NYC activities, allowing prospects to see authentic student experiences. NYU actively encourages prospective students to engage – liking, commenting, or DMing questions – and monitors that feedback. This social strategy not only entertains (e.g., seniors doing TikTok dances) but also provides valuable peer-to-peer insights about “fit,” helping applicants feel more connected to the university culture.
A strong social presence humanizes your brand and turns followers into advocates.
5. Utilize Both Digital and Traditional Advertising Wisely
A balanced mix of digital and traditional advertising ensures your school reaches families online and in the local community. Each channel serves a distinct purpose.
Digital Advertising: Platforms like Google Ads and Facebook/Instagram Ads allow precise targeting by location, interests, and demographics. Search ads capture families actively looking for private schools (“private school near me”), while display and remarketing ads keep your brand visible even after visitors leave your site. For best results, pair strong ad copy with well-optimized landing pages. Email marketing is also a cost-effective channel for nurturing inquiries through newsletters and event updates.
Traditional Advertising: Local print ads, outdoor banners, and community events remain powerful for visibility. Direct mail campaigns and education fairs can connect you with parents in person, adding a personal touch that digital may lack. Track every campaign’s ROI and adjust accordingly.
Example: In 2025, Troy University rolled out “All Ways Real. Always TROY,” a new brand campaign across a mix of traditional and digital channels. The integrated campaign includes a dynamic video commercial, print ads in publications, targeted online ads, extensive social media content, billboards in key markets, and even on-campus signage reinforcing the message. By deploying a cohesive theme on multiple platforms, Troy ensures its story of “authentic, career-focused” education reaches people wherever they are – whether scrolling online or driving past a billboard. (The campaign was informed by research and campus stakeholder input, and its multi-channel approach builds broad awareness while maintaining consistent branding.)
6. Emphasize Personal Connections: Tours, Open Houses, and Word-of-Mouth
Even in the digital age, enrollment decisions are deeply personal. Families may start online, but the final decision often comes down to how a school feels, its people, warmth, and community spirit. That’s why in-person experiences and authentic connections remain at the heart of private school marketing.
Tours and Open Houses: These events are your strongest conversion tools. Host open houses that showcase your facilities, programs, and culture. Include presentations, guided tours, and student or parent ambassadors to share authentic perspectives. Personal tours should be tailored to family interests, show relevant classrooms, introduce teachers, and follow up promptly afterward.
Word-of-Mouth and Community Engagement: Encourage satisfied parents, alumni, and students to share their experiences online and offline. Create ambassador programs or host informal meet-ups. Families trust real stories from peers more than polished ads, its important to nurture that organic advocacy.
Example:St. Benedict’s Episcopal School (USA). This private school in Georgia leverages parent word-of-mouth through an organized Parent Ambassador Program. Enthusiastic current parents serve as school ambassadors – they attend open houses (in person or virtual) to welcome and mentor new families, display yard signs in their neighborhoods, bumper stickers on cars, and share school posts on their personal social media to spread the word. To further encourage referrals, St. Benedict’s even offers a Family Referral Program: current families receive a tuition discount (10–15% off one child’s tuition) if they refer a new family who enrolls. These personal recommendations and community events create a warm, trust-based marketing channel that no paid advertisement can replace.
7. Monitor, Measure, and Refine Your Marketing Efforts
Marketing is an evolving process of observation, analysis, and improvement. The best-performing private schools treat marketing as a cycle: plan, execute, measure, and refine.
Track and Analyze Performance: Use tools like Google Analytics, Meta Ads Manager, or your CRM to monitor how families engage with your campaigns and website. Track metrics such as page visits, inquiries, conversion rates, and the most effective traffic sources. For example, if your admissions page gets plenty of views but few form completions, it may need stronger calls to action or a simpler layout.
Define and Review KPIs: Set measurable goals, like inquiry volume, open house attendance, or enrollment yield, and review them monthly or quarterly. Data-driven insights allow you to invest more in what works and cut what doesn’t.
Iterate and Adapt: Marketing trends shift quickly. Regularly test your messaging, visuals, and targeting strategies. Even small A/B tests on ads or email subject lines can lead to significant improvements over time.
Example:Drexel University (USA). Drexel invests heavily in data analytics to continually refine its marketing and enrollment strategies. The university established an Enrollment Analytics team dedicated to measuring what’s working and advising adjustments. This team analyzes prospect and applicant data, builds dashboards and predictive models, and shares actionable insights with admissions and marketing units. By using data visualization and machine-learning models (for example, predicting which inquiries are most likely to apply), Drexel’s marketers can focus resources on high-yield activities and tweak messaging or outreach frequency based on evidence. The goal is to enable fully data-driven decisions – Drexel explicitly ties this analytic approach to improving efficiency and effectiveness in hitting enrollment goals.
How to Create a Marketing Strategy for a School (Step-by-Step)
We’ve explored what effective school marketing entails. Now let’s unpack how to build a plan that actually works.
How to create a marketing strategy for a school? To create a marketing strategy for a school, set clear goals, analyze your audience and competitors, define your unique value proposition, choose effective marketing channels, implement campaigns consistently, measure performance using data and feedback, and refine tactics regularly for continuous improvement and enrollment growth.
Whether you’re starting from scratch or optimizing an existing strategy, a clear, step-by-step framework helps you move from ideas to measurable impact.
Step 1: Determine Your Goals
Start by defining what success looks like for your school. Without clear goals, marketing becomes guesswork. Use the SMART framework: Specific, Measurable, Achievable, Relevant, and Time-bound, to make goals actionable.
For instance:
Increase Grade 9 applications by 15% for the next school year
Boost awareness in new neighborhoods to attract 10 students from that area
Enhance perception of our arts program through digital storytelling campaigns
Each goal should have a metric. If you aim to “increase inquiries,” specify how many, by when, and through which channels. Concrete targets create accountability and make it possible to assess ROI later.
Step 2: Conduct a Situation Analysis
Before planning tactics, understand your current position. Conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to evaluate both internal and external factors.
Internal Assessment:
What is your brand reputation in the community?
Are your social media channels active and engaging?
Does your website effectively communicate your strengths?
External Assessment:
Is the local school-age population growing or declining?
Who are your competitors, and what are they emphasizing?
What economic, demographic, or policy shifts could impact enrollment?
For example, a strength could be high university placement rates; a weakness might be outdated branding; an opportunity could be a new housing development nearby; a threat might be a competing school opening next year.
Review past marketing data, too. Which campaigns generated the most inquiries? Did your open house attendance meet expectations? Insights from past efforts shape a more effective plan moving forward.
Step 3: Define Your Value Proposition and Key Messages
Your Unique Value Proposition (UVP) is the heart of your marketing strategy. It defines what makes your school distinct and why families should choose you.
Once identified, craft three to five key supporting messages. Example:
UVP: “We provide a holistic education that develops intellect and character.”
Key Messages:
Dual-curriculum integrating academics and character education.
Small class sizes for individualized attention.
Safe, inclusive community environment.
Commitment to innovation and creativity.
Decades-long legacy of academic excellence.
These pillars should guide every piece of communication, from your homepage copy to your social media captions. Make sure they align with your audience’s priorities. Involving key stakeholders, teachers, admissions staff, parents, and alumni ensures authenticity and internal alignment.
Step 4: Select Your Marketing Channels and Tactics
With messaging established, identify how you’ll deliver it. The best school marketing strategies blend digital and traditional approaches, tailored to your budget and bandwidth.
Digital Channels:
Revamp and optimize your website for clarity, SEO, and mobile responsiveness.
Create a content calendar for blogs, newsletters, and video storytelling.
Maintain consistent posting on key social platforms (e.g., Instagram, Facebook, YouTube).
Run targeted Google Ads and Facebook campaigns for open house registrations.
Traditional Channels:
Host community events, sponsor local activities, or participate in school expos.
Distribute branded print materials like brochures and banners.
Leverage alumni and parent networks for referral-based outreach.
Outline timelines and assign responsibilities. For instance, if the admissions team handles social posts while a vendor manages SEO, document it clearly. Prioritize what’s realistic, for example, executing three channels effectively beats juggling six poorly.
Tip: Always make sure your digital foundation (especially your website) is strong before investing in high-cost advertising. A great ad can’t compensate for a poor landing page.
Step 5: Launch and Implement the Campaign
This is where planning meets execution. Roll out initiatives systematically and track everything from day one.
Develop a month-by-month marketing calendar tied to admissions milestones. For example:
August: Update website content, design new visuals, and optimize SEO.
September: Launch “Back-to-School” awareness campaign and host the first open house.
October–November: Run paid social ads and distribute direct mailers.
January: Promote application deadlines through retargeting and email follow-ups.
To maintain consistency, use automation tools (like HubSpot or Hootsuite) to schedule posts, emails, and reminders. However, ensure automation still feels human; personalized responses matter.
Coordinate closely with admissions and faculty teams so inquiries are promptly followed up on. A well-executed campaign can fail if responses are delayed. Always be ready to scale operationally when interest spikes.
Step 6: Evaluate and Refine
Once campaigns have run for a few months or after a full admissions cycle, analyze outcomes against your original goals.
Ask:
Did applications or inquiries increase as projected?
Which channels drove the most qualified leads?
Were conversion rates consistent across the funnel (inquiry → visit → enrollment)?
Review quantitative data (Google Analytics, CRM reports, ad dashboards) and qualitative feedback (from parent surveys, open house attendees, or declined applicants).
Then refine your strategy accordingly. Maybe your direct mail campaign underperformed while Instagram ads overdelivered. Next year, you’ll reallocate the budget. Or perhaps your messaging around “academic rigor” resonated more than “extracurricular excellence,” lean into what’s connecting emotionally.
Treat underperforming tactics not as failures but as opportunities to learn and adapt. The most successful schools are agile; they evolve messaging, visuals, and targeting as they collect new insights.
Step 7: Maintain and Innovate (Ongoing)
Marketing is cyclical. Each year, repeat the process of reassessing goals, refreshing creative assets, and incorporating new ideas.
Innovation keeps your brand vibrant. Test emerging platforms (like TikTok or Threads), experiment with storytelling formats (student podcasts, short documentaries), or integrate automation and AI for efficiency. Ensure each new initiative aligns with your mission and audience preferences.
Document everything in a concise marketing strategy brief: a one-page summary outlining:
Goals and KPIs
Target audience profiles
Key messages
Marketing channels and timeline
Budget and resource plan
Sharing this internally keeps admissions, communications, and leadership aligned.
Creating a marketing strategy for your school is about clarity, structure, and alignment. By defining goals, analyzing your position, articulating your value, choosing the right channels, and refining based on results, your school can build a sustainable and measurable marketing system.
At HEM, we’ve experienced how following this structured approach outperforms those relying on ad-hoc efforts. The difference? A strategy built on data, storytelling, and intentionality, turning marketing from a task into a powerful growth engine for your institution.
Wrapping Up
Marketing a private or independent school is both an art and a science. It blends the emotional connection of storytelling with the precision of data-driven strategy. The most successful schools understand their audiences deeply, communicate their value clearly, and use modern tools to bring those stories to life.
In today’s evolving landscape of private education marketing, technology has created new opportunities, from SEO and social media to virtual tours and AI chatbots, yet the heart of school marketing remains the same: authentic human connection. A well-placed digital ad may spark interest, but it’s the warmth of a personal tour or a parent’s heartfelt testimonial that inspires trust and enrollment.
If you’re just beginning, focus on the fundamentals: know your audience, tell your school’s story authentically, and ensure every touchpoint, online and offline, reflects your values. With consistent, strategic communication, your school can build visibility, strengthen relationships, and attract the right families.
And remember, you don’t have to do it alone. Partnering with education marketing experts like Higher Education Marketing can help transform your strategy into measurable enrollment success.
Do you need help developing a results-driven private education marketing plan for your institution?
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: What is the role of marketing in schools?
Answer: Essentially, marketing in schools is about alignment; connecting what a school offers with what families seek. A strong marketing function doesn’t just fill seats; it sustains a mission. It ensures enrollment remains healthy, relationships stay strong, and the school continues to thrive long term.
Question: How to create a marketing strategy for a school?
Answer: To create a marketing strategy for a school, set clear goals, analyze your audience and competitors, define your unique value proposition, choose effective marketing channels, implement campaigns consistently, measure performance using data and feedback, and refine tactics regularly for continuous improvement and enrollment growth.
Question: What is marketing in education?
Answer: Put simply, marketing in education is about connection. It’s understanding what families value and communicating how your school meets those needs with clarity and authenticity. It’s a strategic process of shaping perception, building relationships, and inspiring trust in your institution’s promise.
The UK’s international higher education sector is at yet another crossroads.
The positioning of international students as not only economic contributors to universities, but also cultural and intellectual assets to our campuses and communities is a well-told tale. But with ever-increasing government scrutiny of international recruitment practice, it is essential that the sector can unequivocally demonstrate that it operates with integrity and transparency.
It is not just the government institutions must convince of the UK’s commitment to high quality opportunities, but students themselves to ensure the UK remains a destination of choice.
Last month, IDP published its global commitment to quality and, as part of this, announced we are fully compliant with the British Council’s Agent Quality Framework (AQF). I imagine some might read that and ask “so what? Were you not already working in a compliant way already?”
To be clear, we were (and always have been) committed to being ethical and responsible in our approach to recruitment, and it is what our partners know and trust us for. But our public commitment to the AQF in January 2024 and more latterly basic compliance assessment (BCA) requirements changes inspired us to have a wholesale review of our processes to ensure all our processes and practices drive quality. Transparency matters more now than ever – the more reassurance we can give our partners that we take our role in their student recruitment seriously sends the right signal to the government that we are committed to sustainable growth focused on right metrics.
We are in this for the right reasons, that is, the right students, with the right standards and intentions, going to the right universities to complete their studies while living and thriving in our towns and cities. But it’s our hope that by being public about our official compliance, we can encourage others to do the same.
The fact it has taken us, a well-established world-leading recruitment partner, months to feel confident the checks and balances are in place and that we have full adherence to the framework, demonstrates the complexity behind compliance. As we go along, we’ll no doubt learn more about how we can improve and strengthen those assurances to our partners (and therefore to the government) that international education is not full of ‘bad actors’.
This is about more than compliance with external standards. It is a need for the international education community to be loud and proud about our work at a time when quality assurance in recruitment is under a brighter spotlight than ever.
Regulation, regulation, regulation
The UK government has made clear that international student recruitment cannot be divorced from broader debates around immigration, compliance and the sustainability of the sector. Parliamentary inquiries. Home Office interventions. The MAC review. The Immigration White Paper. The Home Office English Language Test. Freedom of Information requests. Intensified media focus. All this has raised questions about whether recruitment practice is always consistent with the standards expected of a world-leading education system. And this isn’t just about immigration rhetoric – this is about how those practices impact students and the enormous financial and emotional investment they make in choosing the UK for higher education, and make them feel their investment is worth it.
In this environment, questions may be asked as to whether self-regulation is sufficient. The AQF, developed by the British Council in partnership with BUILA, UKCISA and Universities UK International, provides the only recognised, sector-wide framework for professionalism, ethical practice, and student-centred advice. To ignore or sidestep it is to invite greater external regulation and risk undermining already-precarious confidence in the sector.
International students deserve more than transactional recruitment processes; they deserve ethical, transparent, and student-first guidance that empowers them to make the right choices for their future. Likewise, the UK needs to demonstrate to policymakers that the sector is capable of regulating itself to the highest standard.
Quality is a shared responsibility
The AQF sets out clear principles in five areas; organisational behaviour, ethical business practice, objective advice and guidance, student-centred practice and organisational competence
Compliance across all these standards is not the endpoint. Instead, it is a baseline for our work. Compliance establishes credibility, but the leadership requires continuous improvement and a proactive commitment to go beyond minimum requirements.
The onus is now on all organisations involved in international student recruitment – universities, agents, sub-agents, aggregators and service providers – to align with the AQF and evidence their compliance. AQF compliance is a collective responsibility. The question is no longer whether institutions and agents should adopt the AQF, but instead how quickly they can demonstrate alignment and ensure that these standards are consistently embedded in practice. Anything less risks weakening trust in the UK’s international education offer.
The message to the sector is clear – quality must take precedence over volume until we are confident we’re in a position to grow sustainably and deliver on student expectations. Only by embedding AQF standards across all recruitment channels can the UK demonstrate to government, students and the wider international community that it is serious about maintaining excellence.
The UK has an opportunity to lead globally on quality standards. Let’s do it together.
While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.
The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.
Key insights from the survey include:
60 percent of teachers are either fully trained or interested in learning more about the science of reading
Only 15 percent currently provide parents with structured, evidence-based literacy activities
79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
Just 10 percent report that their schools offer comprehensive family literacy programs
Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home
“Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”
Teachers also called for:
Better technology tools for consistent school-to-home communication
Greater multilingual support to serve diverse communities
Professional learning that includes family engagement training
Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.
The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.
The OARS Framework
First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.
O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.
A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”
RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.
Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.
While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.
Rephrasing
Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.
Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.
Active Listening
Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
Provide adequate time for student responses.
Don’t be afraid of silence. Silence provides you and your students time to think.
Call on students by their first name when you engage with them.
Get out from behind your lectern and casually move toward the student who is speaking.
Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.
Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.
Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.
The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.
The OARS Framework
First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.
O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.
A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”
RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.
Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.
While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.
Rephrasing
Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.
Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.
Active Listening
Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
Provide adequate time for student responses.
Don’t be afraid of silence. Silence provides you and your students time to think.
Call on students by their first name when you engage with them.
Get out from behind your lectern and casually move toward the student who is speaking.
Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.
Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.
Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
Your website is no longer just a digital brochure. It’s the heart of your institution’s marketing, recruitment, and student engagement efforts. For most prospective students, it’s the very first touchpoint, and their decision to inquire, apply, or move on often hinges on what they find there.
More than 90% of students visit a college or university website during their school search. That means your site must not only attract attention but deliver a seamless experience that inspires trust and action.
What does that look like? It’s a blend of smart navigation, compelling visuals, personalized content, and performance that works flawlessly across all devices. It’s also about serving many different audiences, students, parents, alumni, and staff, without sacrificing clarity or focus.
In this article, we break down the 7 best practicesfor higher education websites, with examples from institutions putting them into action. These proven strategies will help your school build a web presence that engages users and drives real results, from exploration to enrollment.
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1. Ensure a Mobile-Responsive, Mobile-First Design
Smartphones are the default browsing tool for most prospective students and their parents. If your institution’s website doesn’t offer a seamless mobile experience, you’re not just frustrating users; you’re losing them.
Why is mobile responsiveness crucial for higher education websites? Most students browse on mobile devices. A mobile-responsive site ensures readability, easy navigation, and fast loading, key for user experience and search rankings. Without it, your site could rank lower on Google and lose over half of the visitors who abandon slow or poorly displayed pages.
Mobile responsiveness means your content adjusts fluidly to any screen size, from smartphones to tablets. This isn’t a nice-to-have feature; it’s a necessity. Google now uses your site’s mobile version to determine how it ranks in search results (a process known as mobile-first indexing). If your site isn’t optimized for mobile, both your visibility and your credibility take a hit.
Use a responsive design that automatically adjusts layouts for smaller screens
Collapse navigation into a clean, mobile-friendly format
Display readable text without requiring zoom
Feature buttons and links that are easy to tap
Example:California Baptist University delivers a standout mobile experience. Its responsive design stacks content cleanly for smaller screens, while large, tappable calls-to-action make it easy for prospective students to explore programs or request information. The site balances function and aesthetics, showing that CBU understands what mobile users need and delivers it.
How can improving website speed benefit my higher education institution? Faster websites reduce bounce rates and keep users engaged longer. Prospects find what they need quickly, improving their impression of your institution. Speed also boosts SEO rankings and increases the chances of conversions like form submissions or brochure downloads.
A smooth mobile journey doesn’t just meet expectations, it sends a clear message: your institution is accessible, student-focused, and ready to meet users where they are.
2. Optimize Your Site’s Speed and Performance
Speed matters. Gen Z users expect instant access, and if your pages lag, they’ll bounce, sometimes before they’ve even seen your programs.
Beyond user frustration, slow sites impact your visibility. Google uses page speed as a ranking factor, so sluggish load times can tank your SEO and conversions.
To keep your site performing at its best, follow these key practices:
Compress images and media. Use modern formats like WebP and apply compression tools to reduce file sizes without sacrificing quality.
Minify code and enable caching. Clean up your HTML, CSS, and JavaScript, and use browser caching to speed up page loads for returning visitors.
Implement a Content Delivery Network (CDN). CDNs serve content from servers closest to the user, minimizing delays caused by physical distance.
Limit heavy third-party scripts. Only use plugins and scripts that are essential—too many can drag your site’s performance down.
Test regularly. Tools like Google PageSpeed Insights, GTmetrix, or Lighthouse help you spot bottlenecks like oversized images or slow server response.
Example:University of Arkansas at Little Rock (UA Little Rock): In March 2025, UA Little Rock rolled out a major website overhaul that improved both user experience and performance speed. A key move was transitioning to modern cloud hosting, which “ensures greater reliability, multiple backups, and improved site performance,” especially during peak or emergency periods. The web team also streamlined the site’s content (trimming 8,000+ pages down by 30%) and modernized the codebase, which reduces load times by eliminating bloat.
Why this matters for higher ed: Even a one-second improvement in page load time can make a measurable difference in how long users stay and what actions they take. A fast website tells students you’re efficient, professional, and respectful of their time, a small detail that leaves a big impression.
If your site is slow, it’s time to speed things up.
3. Implement Strong SEO to Boost Search Visibility
You can have the most beautifully designed website in the world, but if prospective students can’t find it, it won’t deliver results.
That’s where search engine optimization (SEO) becomes critical. Most college students rely on search engines to explore programs, compare schools, and research next steps. If your institution doesn’t appear in those search results, you risk missing out on a massive share of qualified leads.
Think about the intent behind queries like:
“Best MBA programs in Canada”
“Colleges in Toronto for computer science”
“Online diploma in healthcare administration”
If your pages don’t show up, students won’t even know to consider you.
Here’s how to strengthen your SEO strategy and stay visible throughout the student journey:
Keyword Optimization
Start with the language students use. Research long-tail keywords that reflect real queries (e.g., “online MBA in finance” or “career college digital marketing course”). Then, use those terms naturally in your:
Program page titles and H1 headers
Metadata and image alt text
Body content and subheadings
This improves your rankings and helps students quickly identify whether your offerings match their needs.
High-Quality, Student-Centric Content
Search engines prioritize helpful content. So do students. Build rich pages and blog posts that answer common questions about admissions, tuition, career outcomes, or student life. Content that educates, informs, and reassures will keep users engaged and build trust.
Gen Z doesn’t want to dig for answers. Make them easy to find, and you’ll win the click.
On-Page SEO Basics
Each page on your site should have:
A unique meta title and description featuring relevant keywords
Structured headings (H1, H2, H3…)
Descriptive image alt text for both accessibility and SEO
These basic elements are easy to overlook, but they make a real difference in how Google interprets and ranks your content.
Technical SEO and User Experience
Your site’s infrastructure plays a big role in search visibility. Prioritize:
Mobile-friendliness (as covered in Section 1)
Fast page load times
Secure browsing (HTTPS)
Logical, crawlable URLs
Fixes for broken links and outdated pages
Google rewards user-friendly experiences. So do your prospective students.
Local and International SEO
Have a physical campus? Make sure your Google Business Profile is claimed and accurate. Serving international audiences? Offer multilingual content or geo-targeted landing pages to attract global prospects.
Example: When ENSR partnered with Higher Education Marketing (HEM) in 2019, the school sought to improve its online visibility and attract more qualified leads. HEM implemented a comprehensive SEO strategy that included technical website improvements, bilingual content creation, and targeted Google Ads campaigns. These efforts significantly enhanced ENSR’s search rankings and increased high-quality inquiries from families seeking international education in Switzerland.
Why this matters: SEO isn’t a quick win; it’s a long-term strategy. But done right, it builds sustained visibility across every stage of the student journey.
A prospect might first find your blog post about how to choose a business school. Weeks later, they search for [Your University] campus life. Eventually, they return to your site to click Apply Now. SEO ensures you’re present at each step.
And since over 90% of students visit your website before applying, showing up in search isn’t just a marketing boost, it’s mission-critical.
What role does SEO play in the success of a higher education website?
SEO helps your site appear in search results when students research programs. Strong SEO brings qualified traffic, builds credibility, and ensures your programs are seen, without relying solely on paid ads.
SEO brings it all together. A fast, accessible, content-rich, and mobile-optimized site naturally ranks better. That means more visibility, more engagement, and more students taking the next step with you.
4. Make Your Content Accessible and Inclusive to All Users
Accessibility is now a fundamental expectation. Your website should serve everyone, including users with visual, auditory, motor, or cognitive disabilities.
In the U.S., more than 61 million adults live with a disability, and in Canada are more than 27 million. Globally, the number reaches into the hundreds of millions. If your website isn’t accessible, you may be shutting out prospective students, parents, or staff who are eager to connect but simply can’t.
Beyond ethics, it’s also the law. New ADA Title II regulations in the U.S. now require public colleges and universities to comply with WCAG 2.1 Level AA standards. Similarly, Canada’s AODA (Accessibility for Ontarians with Disabilities Act) sets a comparable benchmark for accessibility. Failure to comply with these standards can result in lawsuits, financial penalties, loss of federal funding, and significant reputational damage.
An inclusive website is no longer optional. It’s a legal, ethical, and strategic imperative.
Best practices for accessible higher education websites:
Follow WCAG 2.1 AA guidelines. This includes alt text for images, captions or transcripts for videos, strong color contrast, and keyboard-friendly navigation.
Use semantic HTML. Headings, lists, and ARIA landmarks help users navigate with screen readers and assistive tech. Avoid flashy layouts that confuse accessibility tools.
Write descriptive link text. Replace vague links like “click here” with actionable, informative phrasing: Download the admissions brochure, for example.
Test with real users. Use accessibility checkers and consult individuals who rely on screen readers or other assistive devices; automated tools often miss real-world issues.
Why this benefits everyone: Captions aren’t just for deaf users; they help second-language learners, mobile viewers, and anyone watching a video in a noisy space. High-contrast design improves readability in bright light or on low-quality screens. And clean navigation benefits all users, whether or not they rely on assistive technology.
Accessibility makes your site better for everyone and signals your commitment to equity and inclusion.
Example:Otis College of Art and Design proves that accessible websites don’t have to be boring. Their visually bold, design-forward site includes thoughtful accessibility features, like the ability to pause animated content and high-contrast elements that enhance readability. It’s proof that inclusive design and creativity can go hand in hand.
By prioritizing accessibility from the start, your institution not only meets regulatory standards, but it also opens the door to more prospects and strengthens its reputation as a place where everyone belongs.
5. Design Intuitive Navigation and User-Friendly Interfaces
Higher education websites often contain a massive amount of information, program details, admissions requirements, campus services, student life, alumni resources, and more. Without clear navigation, this wealth of content can quickly become overwhelming.
If prospective students can’t find basic information like how to apply, what programs you offer, or where to request info, they won’t stick around. They’ll simply move on to another institution that makes things easier.
Your goal? Make exploration effortless: Navigation should be clean, logical, and centered around user needs, not internal structures or department silos. Every menu, page layout, and search function should guide visitors toward their goals with clarity and speed.
Tips for intuitive higher ed site navigation:
Use simple, student-focused labels. Stick to clear menu items like “Programs,” “Admissions,” “About Us,” and “Contact.” Avoid institutional jargon. Limit top-level menu items to avoid overload, and organize deeper pages using dropdowns or mega menus.
Design for user journeys, not just departments. Group content around tasks or audience needs. Instead of listing academic departments, consider categories like Plan, Start, Succeed, or even Explore Programs and Find Support.
Create clear user paths for different audiences. Persona-based navigation (e.g., Prospective Students, Current Students, Parents, Alumni) lets visitors self-identify and jump directly to what matters to them. This reduces cognitive load and improves time-to-information.
Make CTAs impossible to miss. Buttons like Apply Now, Request Info, and Visit Campus should be visually distinct and consistently visible across key pages.
Maintain styling and structural consistency. Don’t make users relearn how to navigate with every new section. Ensure the styling, placement, and behavior of menus remain predictable and responsive for mobile users.
Example: Eastern Iowa Community Colleges: EICC structures its top-level navigation around the student journey with three clear categories: Plan, Start, and Succeed. This not only simplifies decision-making but also shows a deep understanding of student concerns. The site also includes an “I’m most concerned about…” section: addressing common hesitations head-on, with empathy and clarity.
A user-friendly website doesn’t just look polished; it feels helpful. Smart navigation says, “We understand your needs, and we’ve made it easy to find what you’re looking for.” Higher education website design can be the difference between a visitor who bounces and one who applies.
6. Provide Engaging Content and Clear Calls-To-Action
Content is what transforms a higher ed website from a digital brochure into a dynamic recruitment tool. Prospective students don’t just want information; they want answers, inspiration, and a glimpse of what their future might look like at your institution.
They’re searching for:
Program details
Admission requirements
Tuition costs
Campus life
Career outcomes
Student experiences
Your job is to deliver that content in a way that’s clear, engaging, and actionable.
Best Practices for Content That Drives Enrollment:
Showcase your academic programs clearly. Each program should have a dedicated page that covers curriculum highlights, faculty expertise, admissions requirements, and career prospects. Schools should prioritize program-level content because it’s the first place prospects look.
Use rich media to bring your campus to life. Photos, videos, virtual tours, and infographics add emotional and visual depth that text alone can’t match. Consider a homepage hero video, a student life highlight reel, or virtual walkthroughs of your campus and classrooms.
Incorporate authentic student voices. Today’s students want real stories. Feature testimonials, student spotlights, or day-in-the-life content that reflects your community’s diversity and vibrancy. Whether it’s a video diary from a nursing student or a blog from an international applicant, authenticity builds trust.
Keep your content fresh. Outdated information erodes credibility. Make it a priority to update admissions deadlines, program details, and tuition info regularly. Maintain a blog or news section to show your campus is active, but don’t let fresh content bury essential evergreen pages like Programs or How to Apply.
Guide users with clear, strategic CTAs. Every important page should ask: What’s the next step? Then answer it with a bold, well-placed button. Whether it’s “Apply Now,” “Download a Program Brochure,” or “Book a Virtual Tour,” your CTAs should stand out visually and match the context of the page.
Example: OCAD University (Canada) redesigned its admissions website with a bold visual identity, simplified navigation, and CTAs tailored to the user journey, like “Get Portfolio Help” or “Start Your Application.” The results? Within weeks of launch, the site saw a 21% increase in visits and a 15% increase in applicants. The combination of user-first content and clear actions paid off.
Content also reinforces every other best practice:
Accessible content means adding alt text and transcripts.
SEO-optimized content means using keywords that align with search intent.
Fast-loading content means using lightweight visuals and optimized media.
When your content delivers real value and your calls-to-action guide users clearly, you don’t just inform; you inspire. And that’s what drives conversions.
7. Integrate With a CRM for Lead Management and Personalization
A well-designed website gets visitors. A strategically integrated website gets conversions.
One of the most powerful ways to level up your higher ed site is by connecting it to a Customer Relationship Management (CRM) system. CRMs are central hubs for capturing, organizing, and nurturing prospective students through the enrollment journey.
When your website and CRM are integrated, lead data flows automatically from inquiry forms, newsletter signups, and event registrations into a centralized system, no more manual data wrangling, missed follow-ups, or siloed information.
Why CRM Integration Matters:
Instant lead capture and time savings Every time a prospect fills out a form, to download a course brochure or RSVP to an open house, their information is logged automatically in your CRM. This eliminates the need for staff to transfer spreadsheets or copy-paste emails. The result? Less administrative busywork and fewer mistakes, giving your admissions team more time to focus on real engagement.
Faster, personalized follow-up CRM integration lets you respond in real time. Someone requests info? They get a tailored email within minutes. And your recruiters are instantly notified with the lead’s details, so they can follow up while your institution is still top of mind. Prompt follow-up, especially within 24 hours, greatly increases contact and conversion rates. A connected CRM makes that speed possible.
Personalized web experiences Advanced CRMs like HubSpot or Mautic allow you to show smart CTAs and dynamic content based on the visitor’s behavior. If someone has already attended a webinar, your site might offer “Schedule a One-on-One Consultation” instead of “Register for Info Session.” Personalization like this increases engagement and accelerates movement through the funnel.
One institution used smart CTAs to tailor messaging for return visitors. New users saw English test prep offers, while returning prospects saw “Start Your Application” prompts, resulting in higher click-through and application rates.
Full visibility into the student journey Every interaction, form fill, email open, and event attendance is tracked in the CRM. Your team gets a 360° view of each lead’s engagement, helping them tailor conversations and prioritize follow-ups. You can also track which web pages and campaigns are driving the most conversions, helping you optimize over time.
For example, CRM data may reveal that campus tour sign-ups convert at twice the rate of general inquiries. Insights like these help you double down on what works.
A seamless, consistent user experience From a student’s perspective, CRM integration reduces friction. They won’t have to fill in the same information twice. Communications feel timely and relevant. Even if a staff member changes, the CRM ensures continuity, so the conversation picks up where it left off.
Behind the scenes, your team gains confidence that every lead is being handled properly, with full history and context at their fingertips.
The tools and payoff
Higher education institutions are increasingly using education-focused CRMs like HubSpot or HEM’s Mautic CRM. These tools enable automation at every stage, from capturing leads to triggering nurture emails to customizing website CTAs.
Example: Griffith College, Ireland’s largest independent college, partnered with Higher Education Marketing (HEM) to implement HubSpot CRM for more efficient lead management and personalized student recruitment. Through a comprehensive strategy that included conversion funnel audits, CRM staff training, automated workflows, and segmented lead nurturing, HEM helped Griffith streamline communications and improve follow-up with prospective students. As a result, the college achieved a 20% year-over-year increase in registered learners for its Spring 2023 intake.
CRM integration does require some technical setup and cross-department coordination. But the payoff is immense: your website becomes a two-way communication platform, collecting insights, responding to actions, and guiding visitors toward enrollment with relevance and precision.
For institutions serious about scaling recruitment and deepening personalization, connecting your CRM to your website is no longer optional. It’s a modern best practice and a clear path to smarter, more successful digital engagement.
Build a Website That Drives Enrollment
Your website isn’t just a marketing asset; it’s your institution’s top recruiter. Every click, scroll, and form fill is a chance to move a prospective student closer to enrollment.
By applying these best practices for higher education websites, from mobile-first design and fast performance to SEO, accessibility, and CRM integration, you create more than just a polished digital presence. You build a site that informs, inspires, and converts.
In a crowded higher ed market, the schools that win are the ones that treat their website like the powerful recruitment engine it is. Make yours work harder, smarter, and more strategically, starting now.
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Frequently Asked Questions
Question: Why is mobile responsiveness crucial for higher education websites? Answer: Most students browse on mobile devices. A mobile-responsive site ensures readability, easy navigation, and fast loading, key for user experience and search rankings. Without it, your site could rank lower on Google and lose over half of the visitors who abandon slow or poorly displayed pages.
Question: How can improving website speed benefit my higher education institution? Answer: Faster websites reduce bounce rates and keep users engaged longer. Prospects find what they need quickly, improving their impression of your institution. Speed also boosts SEO rankings and increases the chances of conversions like form submissions or brochure downloads.
Question: What role does SEO play in the success of a higher education website? Answer: SEO helps your site appear in search results when students research programs. Strong SEO brings qualified traffic, builds credibility, and ensures your programs are seen, without relying solely on paid ads.
Attorney General Pamela Bondi authored the memo declaring all race-conscious practices unlawful.
Photo by Yasin Ozturk/Anadolu via Getty Images
More than three months after a federal court struck down an Education Department directive that barred any practices that consider race at colleges across the country, the Department of Justice declared Wednesday that diversity, equity and inclusion practices are unlawful and “discriminatory.”
But the agency’s memo goes even further than ED’s guidance, suggesting that programs that rely on what they describe as stand-ins for race, like recruitment efforts that focus on majority-minority geographic areas, could violate federal civil rights laws. The directive applies to any organization that receives federal funds, and DOJ officials warned that engaging in potentially unlawful practices could lead to a loss in grant funding.
Other examples of “potentially unlawful proxies” include requirements that job applicants “demonstrate ‘cultural competence,’ ‘lived experience,’ or ‘cross-cultural skills’” or narratives about how the applicant has overcome obstacles, Attorney General Pamela Bondi wrote.
This interpretation of federal law could present new challenges for colleges that have relied on tactics like place-based recruitment to create diverse student bodies since the Supreme Court banned affirmative action in 2023. For instance, some colleges have guaranteed admission to students who graduate in the top 10 percent of their high schools.
“This highlights that every practice of colleges is under scrutiny, even ones that have been viewed as politically safe for years (such as top ten percent plans or even TRIO programs). The only truly safe ways to admit students right now are to admit everyone or only use standardized test scores,” Robert Kelchen, a professor in the University of Tennessee at Knoxville’s Department of Educational Leadership and Policy Studies, wrote in an email to Inside Higher Ed. “Being an enrollment management leader has always been tough, but now it’s even more challenging to meet revenue targets and satisfy stakeholders who have politically incompatible goals.”
The document offers clearer guidance about what the Justice Department considers off-limits as it investigates DEI at colleges and universities. The DOJ is playing a greater role in investigating colleges as it enforces its position that DEI programs as well as efforts to boost diversity among faculty and staff violate federal antidiscrimination laws.
Since President Trump took office in January, he’s targeted DEI programs, practices and personnel via executive orders and other efforts. However, higher ed experts haverepeatedly said that the orders don’t change the underlying laws, so colleges that complied with the law before Jan. 20 remain in compliance. In response to the federal edicts, colleges have rolled back a number of their programs and closed centers that catered to specific student groups.
Many of the practices declared unlawful in the nine-page memo echo those referenced in the Education Department’s February Dear Colleague letter, such as race-based scholarships. But it also explicitly states that “BIPOC-only study lounges” and similar facilities are unlawful. The Education Department’s guidance mentioned race-based facilities generally but not specifically study lounges.
DEI advocates have long argued that these centers or lounges are open to all students. Some have persisted even after state DEI bans, but multiple colleges have in recent months closed centers that catered to specific student groups. Bondi argued that such spaces violate Title VI of the Civil Rights Act of 1964, which bars discrimination based on race and national origin.
“Even if access is technically open to all, the identity-based focus creates a perception of segregation and may foster a hostile environment. This extends to any resource allocation—such as study spaces, computer labs, or event venues—that segregates access based on protected characteristics, even if intended to create ‘safe spaces,’” the order reads.
Lynn Pasquerella, president of the American Association of Colleges and Universities, said that the memo is “another example of governmental overreach into academic freedom, institutional autonomy and shared governance that conditions federal funding on ideological alignment with the administration’s viewpoints.”
She added that the guidelines in the document violate existing constitutional protections and erode federal civil rights law.
“What is missing from the DOJ narrative on DEI is that treating people differently is not always unjust, especially when doing so corrects a broader pattern of systemic injustice. Considering race and gender in the context of historic unjust discrimination to inform policies and practices at colleges and universities doesn’t in and of itself constitute illegal discrimination, though the letter suggests otherwise.”
Beyond race-based practices, the letter also addresses transgender student athletes, building on the Trump administration’s previous actions that advocates say deny the existence of trans individuals and roll back their rights. The memo states that it would “typically be unlawful” for someone assigned male at birth to compete on women’s sports teams or for an institution to “compel” individuals to share an intimate space, like a locker room, with someone of another sex.
Pasquerella noted that the letter offers guidance, not legal mandates.
“Nevertheless,” she said, “what are described as ‘best practices and nonbinding suggestions’ will likely cause another wave of anticipatory compliance and overcorrection given the climate of fear and intimidation created by the weaponization of research funds.”
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The U.S. Department of Justice on Thursday opened an investigation into George Mason University to determine whether it discriminates against employees based on sex and race, including in promotion and tenure decisions.
The news comes after the U.S. Department of Education opened two investigations into the public institution earlier this month over claims the university hasn’t done enough to respond to antisemitism and illegally uses race in employment decisions.
The flurry of federal inquiries raises questions regarding the future of George Mason’s president, after pressure from the Justice Department pushed former University of Virginia President Jim Ryan to announce his abrupt resignation in June.
3 probes in 3 weeks
In a Thursday letter to George Mason, DOJ alleged that “race and sex have been motivating factors in faculty hiring decisions to achieve ‘diversity’ goals” under President Gregory Washington’s tenure. The agency cited Biden administration-era emails and statements from Washington in which he discussed a desire to support diversity and faculty of color and oppose racism on an institutional level.
The DOJ’s letter opens an investigation into whether the university has violated Title VII, which bars employers from discriminating based on race, color, religion, sex or national origin.
“When employers screen out qualified candidates from the hiring process, they not only erode trust in our public institutions — they violate the law, and the Justice Department will investigate accordingly,”Harmeet Dhillon, assistant attorney general of DOJ’s civil rights division, said in a statement.
The agency said it has “not reached any conclusions” yet and called on the university to provide relevant information.
George Mason did not immediately respond to a Friday request for comment on DOJ’s investigation.
“Painted as discriminatory”
On Wednesday, Washington strongly repudiated similar allegations from the Education Department. The agency is investigating the university’s faculty hiring practices over potential violations of Title VI,which bars federally funded institutions from discriminating based on race, color or national origin.
“Our diversity efforts are designed to expand opportunity and build inclusive excellence — not to exclude or advantage any group unlawfully,” he said in a statement July 16.
The university’s faculty performance evaluations do not “use race or anti-racism measures as determinants of institutional success,” Washington said,and George Mason’s promotion and tenure policies do not give preferential treatment based on protected characteristics.
The university president said that all inclusivity work done by a task force at George Mason aligned with the One Virginia Plan, a state-level initiative promoting diversity and inclusion in the state government’s workforce.
The plan, established during former Democratic Gov. Ralph Northam’s administration, is set to conclude at the end of 2025and is unlikely to be extended by Republican Gov. Glenn Youngkin, a vehement opponent of diversity and inclusion efforts.
Washington, the first Black president to lead George Mason,also commented on “the “profound shift in how Title VI is being applied,” in what he called “a stark departure from the spirit in which civil rights law was written.”
“Longstanding efforts to address inequality — such as mentoring programs, inclusive hiring practices, and support for historically underrepresented groups — are in many cases being reinterpreted as presumptively unlawful,” Washington said. “Broad terms like ‘illegal DEI’ are now used without definition, allowing virtually any initiative that touches on identity or inclusion to be painted as discriminatory.”
The Education Department never publicly announced its first investigation into George Mason, which alleges that the university failed to respond “effectively to a pervasive hostile environment for Jewish students and faculty.”George Mason confirmed the investigation on July 3, though a conservative news outlet began publishing government documents about the case the day before.
Colleges targeted by the Trump administration have been subject to rapid-fire federal investigations, which have then consistently been leaked to conservative publications, he said, the day before the Education Department notified his university of its second investigation.
“It seems like this is orchestrated,” Washington said. “The same people who are kind of aligned that got rid of Jim Ryan are aligned against me.”
Déjà vu in Virginia higher ed
At UVA, Ryan stepped down last month amid a DOJ investigation into the university’s diversity work.
He took office in 2018 — a year after white supremacists held the Unite the Right rally on UVA’s campus — and implemented an array of diversity initiatives during his tenure.
Ryan announced he would resign at the end of the academic year rather than attempting to “fight the federal government in order to save my own job.”
“To do so would not only be quixotic but appear selfish and self-centered to the hundreds of employees who would lose their jobs, the researchers who would lose their funding, and the hundreds of students who could lose financial aid or have their visas withheld,” he said in his announcement, touching on many of the Trump administration’s methods for attempting to bring colleges to heel.
