Tag: students

  • 30 SMART Goals for Students Over 30 (to Overcome Limiting Beliefs) (2025)

    30 SMART Goals for Students Over 30 (to Overcome Limiting Beliefs) (2025)

    You’ve got this idea in your head that learning is just for the young. That somehow, because you’ve crossed an invisible threshold of time, your ability to grow has diminished.

    But that’s not true. The truth?

    Learning has no expiration date. Growth is unlimited—if you choose it.

    If you’re over 30 and thinking about going back to school, learning a new skill, or changing careers, you might have some limiting beliefs that are holding you back.

    These beliefs aren’t facts.

    They’re stories you’ve been telling yourself for years—stories that keep you stuck, small, and afraid to take action. But here’s the good news: you can rewire your mind, break free from these false narratives, and set powerful goals that put you on the path to success.

    Let’s shatter these mental barriers and replace them with unstoppable momentum.

    Limiting Beliefs and SMART Goals for Students Over 30

    student

    30. “I’m too old to learn.”

    The problem isn’t your age—it’s your mindset.

    If you believe learning is only for the young, it’s because society has conditioned you to think that way. Maybe you were told that school was for kids, or that adults can’t absorb information as quickly. The effect? You hesitate to sign up for that course, procrastinate on picking up that book, and let your comfort zone shrink.

    But here’s the truth: your brain is capable of growth at any age. Neuroplasticity—the brain’s ability to adapt and form new connections—doesn’t shut off at 30, 40, or even 70. The solution? Shift your identity from someone who “missed their chance” to someone who is a lifelong learner.

    SMART Goals to Overcome This Belief

    • Specific: Enroll in one online or in-person course within the next month.
    • Measurable: Complete at least one lesson or chapter per week.
    • Achievable: Choose a subject you’re genuinely interested in to stay motivated.
    • Relevant: Align your learning with a skill that benefits your career or personal growth.
    • Time-bound: Finish the course within three months and apply what you learn immediately.

    29. “I’ll never be as good as younger students.”

    This belief stems from comparison, and comparison is the thief of progress.

    If you’re constantly measuring yourself against younger students who might grasp concepts faster or have more energy, you’re setting yourself up for frustration.

    The effect? You feel discouraged before you even begin, convinced that you’ll always be behind. But here’s what you need to understand: success isn’t a race, and mastery isn’t about age—it’s about consistency.

    The solution? Stop competing with others and start competing with yourself. Focus on progress, not perfection.

    SMART Goals to Overcome This Belief

    • Specific: Track your personal improvement by journaling your learning progress weekly.
    • Measurable: Set a goal to improve by at least 10% in a specific area (e.g., test scores, typing speed, fluency in a language) within three months.
    • Achievable: Break down skills into manageable chunks and celebrate small wins.
    • Relevant: Focus on skills that directly enhance your personal or professional life.
    • Time-bound: Commit to reviewing your progress every month and adjusting your approach as needed.
    student

    28. “It’s too late to start over.”

    This belief is rooted in fear—fear that you’ve invested too much time in one path to pivot, fear that others will judge you, fear that you won’t succeed.

    The effect? You stay stuck in a situation that no longer fulfills you, convincing yourself that it’s “too late” while years keep passing by. But here’s the truth: every successful person you admire took a leap at some point.

    The solution? Reframe starting over as an opportunity, not a setback. Instead of focusing on what you’re leaving behind, focus on what you’re gaining—new skills, new possibilities, and a future you’re excited about.

    SMART Goals to Overcome This Belief

    • Specific: Research at least three career paths, degrees, or certifications that align with your interests within the next two weeks.
    • Measurable: Have informational interviews with at least two professionals in your desired field within the next month.
    • Achievable: Choose one small step, like enrolling in a beginner-level course or attending an industry event, within six weeks.
    • Relevant: Ensure the new path aligns with your long-term personal and financial goals.
    • Time-bound: Set a deadline to make a concrete decision and take action within three months.

    27. “I don’t have the time to go back to school.”

    The real issue isn’t time—it’s priorities.

    You tell yourself you’re too busy, but if you audit your schedule, you’ll see hours lost to social media, TV, or tasks that don’t move you forward. The effect? You put off your education for “someday,” which never comes. But here’s the truth: you don’t need endless free time to succeed—you need better time management.

    The solution? Shift from “I don’t have time” to “I will make time.” Learning can fit into your life if you create a plan and stick to it.

    SMART Goals to Overcome This Belief

    • Specific: Identify and eliminate at least one time-wasting habit within the next week.
    • Measurable: Dedicate a minimum of 30 minutes per day to studying or skill development.
    • Achievable: Use micro-learning techniques, such as listening to audiobooks during commutes or studying in short, focused bursts.
    • Relevant: Align study time with your peak productivity hours and daily schedule.
    • Time-bound: Stick to this routine for the next 90 days, then reassess and adjust.
    student

    26. “I won’t be able to keep up with the workload.”

    This belief comes from a fear of failure—of being overwhelmed, falling behind, and proving yourself right that you “can’t do it.”

    The effect? You hesitate to even start, or if you do, you self-sabotage by procrastinating or avoiding challenges. But here’s the truth: success isn’t about doing everything at once—it’s about mastering the art of prioritization and consistency. The solution? Stop focusing on the entire mountain and start focusing on the next step.

    You don’t need to finish everything in one day; you just need to build momentum.

    SMART Goals to Overcome This Belief

    • Specific: Break down your coursework or learning material into weekly, manageable goals.
    • Measurable: Complete at least one key assignment, chapter, or study session per week.
    • Achievable: Use productivity techniques like the Pomodoro method (25-minute focus sessions) to avoid burnout.
    • Relevant: Ensure your study plan aligns with your learning pace and lifestyle.
    • Time-bound: Maintain a consistent study routine for the next 60 days, then reassess and refine.

    25. “I don’t have enough money to go back to school.”

    Money is a real challenge, but the bigger problem is the belief that a lack of funds equals a lack of options.

    The effect? You rule out education before even exploring financial aid, scholarships, or alternative learning paths. But here’s the truth: there are countless ways to learn and advance your career without massive debt. The solution?

    Get strategic. Research funding options, seek out free or low-cost courses, and remember—education is an investment, not an expense.

    SMART Goals to Overcome This Belief

    • Specific: Identify at least five scholarship, grant, or financial aid options within the next month.
    • Measurable: Apply for at least three funding opportunities within the next 60 days.
    • Achievable: Explore alternative learning options like MOOCs (Massive Open Online Courses) or employer-sponsored training programs.
    • Relevant: Focus on education that aligns with your career goals and has a strong return on investment.
    • Time-bound: Secure a financial plan for your education within the next three months.
    student

    24. “I was never good at writing essays, so I’ll struggle now.”

    This belief is rooted in past academic experiences—you might have received poor grades, struggled with structuring your thoughts, or been told you weren’t a “good writer.”

    The effect? You convince yourself that essay writing is an insurmountable skill, leading to avoidance, procrastination, or self-doubt. But here’s the truth: writing is not an innate talent—it’s a skill that improves with practice and structure.

    The solution? Instead of seeing essay writing as a test of intelligence, approach it as a formula you can master step by step.

    SMART Goals to Overcome This Belief

    • Specific: Learn a simple essay structure (introduction, body, conclusion) within the next two weeks.
    • Measurable: Write one short (300-500 word) practice essay every week for the next two months.
    • Achievable: Use writing aids like outlines, templates, and AI writing tools for guidance.
    • Relevant: Focus on topics that align with your coursework or personal interests to stay engaged.
    • Time-bound: Review and refine your essays over 60 days, tracking improvements in clarity and structure.

    23. “I don’t know where to start when writing an essay.”

    The blank page can feel paralyzing, making essay writing seem like an impossible task. The effect? You either spend hours staring at an empty document, or worse, rush through your essay at the last minute with little confidence in the final result. But here’s the truth: the hardest part of writing is getting started, and the key to overcoming this is to break the process into small, manageable steps. The solution? Instead of trying to write a perfect essay in one sitting, start with brainstorming, then an outline, then a rough draft.

    SMART Goals to Overcome This Belief

    • Specific: Spend 15 minutes brainstorming ideas before writing any essay.
    • Measurable: Create an outline before writing at least three essays over the next month.
    • Achievable: Follow a step-by-step essay writing process (brainstorm, outline, draft, edit).
    • Relevant: Apply this method to actual assignments or practice essays to build confidence.
    • Time-bound: Implement this structured writing approach for the next 90 days and track improvements in speed and clarity.
    student in conversation with professor

    22. “I don’t have a big enough vocabulary to write well.”

    Many people believe that great writing requires fancy words and complex sentences, but this is a myth. The effect? You second-guess your word choices, feel insecure about your writing, and sometimes overcompensate by using words you don’t fully understand, making your essays sound unnatural. But here’s the truth: clear, concise writing is more powerful than complex vocabulary. The solution? Focus on learning and using new words naturally rather than forcing them into your writing. Strong essays are built on clarity, not complexity.

    SMART Goals to Overcome This Belief

    • Specific: Learn five new academic words each week and use them in sentences.
    • Measurable: Incorporate at least three newly learned words into every essay.
    • Achievable: Use a vocabulary journal or flashcards to reinforce new words.
    • Relevant: Focus on words commonly used in academic writing rather than obscure terms.
    • Time-bound: Track vocabulary improvement over three months and assess its impact on your writing.

    21. “I don’t know how to structure my essays properly.”

    If your essays feel unorganized or lack flow, it’s likely because you were never taught a clear structure. The effect? Your arguments feel scattered, making your writing harder to follow, which can lead to lower grades or frustration with the writing process. But here’s the truth: essay structure follows predictable patterns, and once you master them, writing becomes much easier. The solution? Learn a reliable essay structure, like the five-paragraph model, and practice organizing your thoughts before writing.

    SMART Goals to Overcome This Belief

    • Specific: Learn and apply the basic essay structure (introduction, body paragraphs, conclusion) to every essay.
    • Measurable: Write at least three structured practice essays within the next month.
    • Achievable: Use templates or outlines to ensure logical organization.
    • Relevant: Apply structured writing techniques to assignments that impact your academic progress.
    • Time-bound: Assess improvements in essay clarity and coherence after 60 days of structured writing.

    20. “I’ve never been good at studying, so I won’t do well now.”

    This belief comes from past experiences—maybe you struggled in school, crammed at the last minute, or never developed effective study habits. The effect? You assume that no matter how hard you try, you won’t retain information or perform well on exams, leading to self-sabotage or procrastination. But here’s the truth: studying is a skill, and like any skill, it can be learned and improved. The solution? Shift your focus from effort to strategy—by using proven study techniques, you can dramatically improve your retention and performance.

    SMART Goals to Overcome This Belief

    • Specific: Experiment with at least three different study techniques (active recall, the Feynman technique, or spaced repetition) over the next month.
    • Measurable: Track which method helps you retain information best by testing yourself after each session.
    • Achievable: Start with short, focused study sessions (30-45 minutes) to avoid burnout.
    • Relevant: Apply these techniques to real coursework or exam preparation.
    • Time-bound: Evaluate study effectiveness after 30 days and refine your approach.

    19. “I get distracted too easily to focus on studying.”

    With phones, social media, and life responsibilities, it’s easy to feel like focus is impossible. The effect? You sit down to study but end up scrolling your phone or doing something else entirely, leading to frustration and wasted time. But here’s the truth: focus isn’t about willpower—it’s about creating the right environment and using strategies that help you stay on track. The solution? Set up distraction-free study sessions, use time-blocking techniques, and train your brain to concentrate in short bursts.

    SMART Goals to Overcome This Belief

    • Specific: Create a dedicated study space free of distractions within the next week.
    • Measurable: Use the Pomodoro technique (25 minutes of focused work, 5-minute breaks) for at least three study sessions per week.
    • Achievable: Install website blockers or put your phone in another room while studying.
    • Relevant: Focus on eliminating distractions that directly interfere with study efficiency.
    • Time-bound: Maintain distraction-free study sessions for the next 60 days and assess improvements in focus.

    18. “I can’t remember what I study, so there’s no point in trying.”

    This belief stems from ineffective study techniques—you might be reading passively, cramming, or relying on rote memorization without truly understanding the material. The effect? You feel frustrated when information doesn’t stick, leading to discouragement and avoidance of studying altogether. But here’s the truth: memory is trainable, and using the right techniques can drastically improve retention. The solution? Move from passive reading to active learning—use recall, summarization, and teaching methods to reinforce what you study.

    SMART Goals to Overcome This Belief

    • Specific: Use active recall by summarizing key concepts from memory after each study session.
    • Measurable: Test yourself on the material at least twice before each exam or assignment deadline.
    • Achievable: Implement spaced repetition by reviewing notes on a structured schedule (e.g., after 1 day, 1 week, 1 month).
    • Relevant: Apply memory techniques to subjects that require strong recall, like exams or presentations.
    • Time-bound: Track improvements in retention over the next 90 days by comparing test performance.

    17. “I don’t know how to take effective notes.”

    Many people think note-taking is just about copying information, but without structure or strategy, notes become overwhelming and ineffective. The effect? You spend time writing but struggle to understand or recall the material later, making studying feel pointless. But here’s the truth: good notes should simplify, organize, and highlight key concepts. The solution? Use structured note-taking methods like the Cornell Method, mind mapping, or summarization to make notes clear and useful.

    SMART Goals to Overcome This Belief

    • Specific: Learn and test at least one structured note-taking method over the next two weeks.
    • Measurable: Review and refine notes after every class or study session.
    • Achievable: Keep notes concise by summarizing key points instead of writing everything verbatim.
    • Relevant: Apply structured note-taking to subjects where organization helps most (e.g., complex topics, essay writing).
    • Time-bound: Track improvements in comprehension and recall over the next 60 days.

    16. “I don’t know how to manage my time effectively for studying.”

    This belief comes from feeling overwhelmed—you juggle work, family, and responsibilities, so studying often gets pushed aside. The effect? You either cram at the last minute or avoid studying altogether, leading to stress and poor retention. But here’s the truth: time isn’t the problem—how you structure it is. The solution? Create a study schedule that works with your lifestyle, using time-blocking and prioritization to ensure steady progress.

    SMART Goals to Overcome This Belief

    • Specific: Develop a weekly study schedule that includes dedicated time slots for learning.
    • Measurable: Study for at least five hours per week, broken into manageable sessions.
    • Achievable: Use a planner or digital calendar to track and adjust study sessions as needed.
    • Relevant: Align study time with peak focus hours (e.g., early morning or late evening).
    • Time-bound: Maintain this routine for 30 days, then evaluate and refine based on effectiveness.

    15. “I always procrastinate when it comes to studying.”

    Procrastination isn’t laziness—it’s often a response to overwhelm, perfectionism, or fear of failure. The effect? You delay studying until the last minute, leading to rushed work, high stress, and lower performance. But here’s the truth: breaking procrastination requires momentum, not motivation. The solution? Start with small, easy tasks to build consistency and use accountability techniques to stay on track.

    SMART Goals to Overcome This Belief

    • Specific: Use the “two-minute rule” to start study sessions with a small, manageable task.
    • Measurable: Begin at least three study sessions per week with a five-minute warm-up (e.g., reviewing notes).
    • Achievable: Set mini-deadlines for assignments to avoid last-minute cramming.
    • Relevant: Apply anti-procrastination techniques to high-priority subjects first.
    • Time-bound: Stick to this approach for the next 60 days and track procrastination patterns.

    14. “I don’t have the discipline to study consistently.”

    This belief comes from the idea that discipline is something you either have or you don’t—but that’s not true. The effect? You rely on motivation, which fades, and when you inevitably skip a study session, you feel like a failure and give up altogether. But here’s the truth: discipline is a muscle that grows with consistent effort. The solution? Start small, build habits, and make studying part of your routine rather than something you force yourself to do.

    SMART Goals to Overcome This Belief

    • Specific: Set a fixed time for studying each day, treating it like an appointment.
    • Measurable: Stick to a minimum of 20 minutes of study per day for the next 30 days.
    • Achievable: Start with short sessions and gradually increase study time as the habit builds.
    • Relevant: Apply discipline strategies (habit stacking, accountability partners) to stay consistent.
    • Time-bound: Review and refine study discipline after 60 days to improve long-term commitment.

    13. “I always forget what I study after a few days, so why bother?”

    Forgetting isn’t a sign of failure—it’s a natural part of how memory works. The effect? You feel discouraged, assume you’re “bad at learning,” and stop putting in the effort. But here’s the truth: forgetting is part of the learning process, and the key to retention is using spaced repetition and active recall. The solution? Instead of cramming, review information in spaced intervals to reinforce memory.

    SMART Goals to Overcome This Belief

    • Specific: Use spaced repetition by reviewing material 1 day, 1 week, and 1 month after learning it.
    • Measurable: Create and review summary notes for each subject at least once per week.
    • Achievable: Use flashcards or self-quizzing methods to reinforce key concepts.
    • Relevant: Apply memory techniques to high-priority subjects where retention matters most.
    • Time-bound: Implement these strategies for 90 days and track improvement in recall.

    12. “I’m just not a naturally smart person.”

    This belief stems from a fixed mindset—the idea that intelligence is something you’re born with, rather than something you develop. The effect? You hesitate to challenge yourself, avoid difficult subjects, and reinforce the belief that effort won’t change anything. But here’s the truth: intelligence grows with learning and practice. The solution? Shift to a growth mindset by embracing challenges and seeing effort as a pathway to improvement.

    SMART Goals to Overcome This Belief

    • Specific: Read one book or article about growth mindset within the next month.
    • Measurable: Write down one learning success per week to track progress.
    • Achievable: Reframe failures as learning experiences and reflect on them.
    • Relevant: Focus on progress rather than perfection in your studies.
    • Time-bound: Commit to tracking mindset shifts for the next 60 days.

    11. “I need to be perfect at studying, or I’ve failed.”

    Perfectionism kills progress. The effect? You set unrealistic expectations, fear mistakes, and end up either overworking yourself or avoiding studying altogether. But here’s the truth: progress beats perfection every time. The solution? Aim for consistency, not flawlessness, and learn to embrace mistakes as part of growth.

    SMART Goals to Overcome This Belief

    • Specific: Complete each study session with the goal of learning, not perfection.
    • Measurable: Set a “good enough” study standard (e.g., 80% comprehension) rather than 100%.
    • Achievable: Allow yourself to submit assignments even if they aren’t “perfect.”
    • Relevant: Focus on steady improvement rather than flawless performance.
    • Time-bound: Track and celebrate small wins for the next 90 days to build confidence.

    10. “Going back to school won’t be worth it financially.”

    This belief comes from the fear that the time and money spent on education won’t lead to better job opportunities. The effect? You hesitate to invest in yourself, worrying that you’ll end up in the same financial position or worse. But here’s the truth: education, when strategically chosen, increases earning potential and career mobility. The solution? Focus on skills and credentials with strong job market demand, and treat learning as an investment, not an expense.

    SMART Goals to Overcome This Belief

    • Specific: Research at least five career paths that align with your studies and have strong earning potential.
    • Measurable: Identify at least three industry certifications or skills that increase job prospects.
    • Achievable: Enroll in a program with a high graduate employment rate.
    • Relevant: Focus on education that directly leads to a career or financial growth opportunity.
    • Time-bound: Develop a career advancement plan within the next six months.

    9. “I’ll never make as much money as people who started their careers earlier.”

    This belief stems from comparison—you see younger professionals moving up in their careers and assume you’re permanently behind. The effect? You feel discouraged before even trying, limiting your ambition and financial potential. But here’s the truth: success isn’t linear, and many late starters build highly successful careers by leveraging their life experience. The solution? Focus on building skills that set you apart, rather than competing with someone else’s timeline.

    SMART Goals to Overcome This Belief

    • Specific: Identify and develop one high-value skill that increases earning potential.
    • Measurable: Apply for at least three new job opportunities or promotions in the next six months.
    • Achievable: Leverage work experience and transferable skills when job hunting.
    • Relevant: Choose career paths where experience and expertise matter more than age.
    • Time-bound: Increase income through upskilling or new opportunities within one year.

    8. “I’ll be stuck paying off student loans forever.”

    Student debt is a real concern, but the belief that it will ruin your financial future keeps you from making smart, strategic investments in your education. The effect? You avoid opportunities that could increase your earning potential, staying stuck in a lower-income position. But here’s the truth: debt should be approached strategically, not fearfully. The solution? Seek out scholarships, grants, employer tuition assistance, and repayment strategies that minimize long-term financial burden.

    SMART Goals to Overcome This Belief

    • Specific: Research and apply for at least five scholarships or tuition assistance programs.
    • Measurable: Create a repayment strategy based on projected earnings within the next three months.
    • Achievable: Limit loans to only what is necessary and prioritize low-interest options.
    • Relevant: Ensure educational costs align with realistic earning potential.
    • Time-bound: Have a concrete financial plan in place before enrolling in a program.

    7. “I’m too old to build wealth from a new career.”

    This belief is based on the idea that wealth-building requires starting young, but financial success is about strategy, not just time. The effect? You avoid investing in yourself because you assume you won’t see results quickly enough. But here’s the truth: many successful professionals and entrepreneurs built wealth later in life by making smart career shifts and financial decisions. The solution? Focus on high-return skills, career growth, and smart financial planning.

    SMART Goals to Overcome This Belief

    • Specific: Develop a long-term financial plan that includes savings, investments, and career growth.
    • Measurable: Increase income by at least 10% in the next year through career advancements or side income.
    • Achievable: Build financial literacy by reading one book or taking a course on wealth-building.
    • Relevant: Focus on careers or businesses with strong earning potential.
    • Time-bound: Have a five-year financial growth strategy in place within the next six months.

    6. “I won’t be able to balance school, work, and family.”

    This belief stems from the fear that adding education to an already full schedule will lead to burnout or failure. The effect? You avoid enrolling in courses or feel overwhelmed before even starting. But here’s the truth: millions of working adults successfully juggle school, work, and personal responsibilities by using time management strategies. The solution? Prioritize, delegate, and set clear boundaries to ensure all areas of life stay manageable.

    SMART Goals to Overcome This Belief

    • Specific: Create a weekly schedule that includes study time, work, and personal commitments.
    • Measurable: Dedicate at least 5–10 hours per week to coursework without sacrificing essential responsibilities.
    • Achievable: Use planning tools like digital calendars or task management apps.
    • Relevant: Ensure study plans align with long-term career and life goals.
    • Time-bound: Maintain a balanced schedule for 90 days and reassess workload.

    5. “I’m afraid I won’t finish what I start.”

    This fear often comes from past experiences of quitting or struggling with commitment. The effect? You hesitate to enroll in school or start a new course, assuming you’ll fail before you even begin. But here’s the truth: finishing isn’t about willpower—it’s about setting clear, actionable goals and following through. The solution? Break large goals into small, achievable steps and celebrate progress along the way.

    SMART Goals to Overcome This Belief

    • Specific: Set milestone goals for each phase of your coursework.
    • Measurable: Complete at least 80% of assignments on time each semester.
    • Achievable: Use accountability partners or study groups for motivation.
    • Relevant: Focus on programs that genuinely interest and benefit you.
    • Time-bound: Review and adjust study habits every 60 days to stay on track.

    4. “I’ll feel out of place as an older student.”

    This belief comes from the assumption that classrooms and learning spaces are dominated by younger students. The effect? You avoid engaging fully, miss networking opportunities, and feel isolated. But here’s the truth: adult learners are a growing part of education, and your experience is an asset. The solution? Embrace your role as a lifelong learner and seek out communities of like-minded adult students.

    SMART Goals to Overcome This Belief

    • Specific: Connect with at least one other adult learner in your course.
    • Measurable: Participate in discussions or study groups at least once per week.
    • Achievable: Reach out to professors or mentors for support.
    • Relevant: Engage with networking opportunities that align with your career goals.
    • Time-bound: Build meaningful academic connections within the first 90 days of enrollment.

    3. “I don’t have the confidence to succeed in an academic setting.”

    Lack of confidence comes from years of self-doubt or past struggles with school. The effect? You hesitate to ask questions, seek help, or challenge yourself academically, reinforcing the cycle of self-doubt. But here’s the truth: confidence isn’t something you have—it’s something you build through action. The solution? Start small, acknowledge progress, and seek support when needed.

    SMART Goals to Overcome This Belief

    • Specific: Set a goal to speak up in class discussions or ask one question per week.
    • Measurable: Complete at least one challenging assignment outside of your comfort zone.
    • Achievable: Use positive reinforcement techniques, such as tracking small wins.
    • Relevant: Focus on growth rather than comparison with others.
    • Time-bound: Build confidence through academic engagement over the next 60 days.

    2. “I don’t know if this will actually change my life.”

    This belief comes from doubt—doubt in yourself, in the process, and in the impact education can have. The effect? You hesitate to commit fully, treating learning as an experiment rather than a transformation. But here’s the truth: education opens doors, but only if you walk through them with purpose. The solution? Define clear personal and career outcomes, and actively seek ways to apply what you learn.

    SMART Goals to Overcome This Belief

    • Specific: Identify and write down three ways this education will improve your life.
    • Measurable: Take one tangible action each month to apply new knowledge (networking, skill-building, job applications).
    • Achievable: Set a realistic vision for how this education will support your goals.
    • Relevant: Align studies with a career or personal growth path that excites you.
    • Time-bound: Track and reflect on changes in opportunities and mindset over one year.

    1. “What if I fail?”

    Fear of failure is the biggest barrier to success. The effect? You hesitate to try, afraid of embarrassment, wasted time, or proving negative beliefs about yourself true. But here’s the truth: failure isn’t the opposite of success—it’s part of the process. The solution? Redefine failure as learning, take calculated risks, and commit to growth no matter the outcome.

    SMART Goals to Overcome This Belief

    • Specific: Set a goal to take one academic or professional risk in the next three months.
    • Measurable: Reflect on each challenge and write down what you learned.
    • Achievable: Normalize mistakes by reframing setbacks as learning experiences.
    • Relevant: Focus on long-term success rather than short-term struggles.
    • Time-bound: Commit to continuous learning and self-improvement for one year.

    Conclusion

    Limiting beliefs are just that—beliefs, not facts. They hold you back from opportunities, growth, and the future you deserve. But the moment you decide to challenge them, everything changes. The question isn’t whether you’re too old, too late, or too behind—it’s whether you’re willing to take action despite those fears. Because success isn’t about age, background, or talent—it’s about the commitment to keep moving forward.

    Now, the only thing left to ask yourself is: What’s my first step?


    Chris

    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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  • Survey gauges whom college students trust most

    Survey gauges whom college students trust most

    Undergraduates’ level of trust in their institution has been positively linked to individual student outcomes, as well as the broader institutional culture and reputation. So trust matters. And a new analysis of data from Inside Higher Ed’s annual Student Voice survey with Generation Lab shows which groups of campus employees students trust the most—and least—to promote an enriching experience.

    Asked to rate their level of trust in the people in various roles across campus to ensure that they and other students have a positive college experience, nearly all students have some (43 percent) or a lot (44 percent) of trust in professors. This is consistent across institution size, classification (both two-year and four-year) and sector, though students at private nonprofit institutions are somewhat more likely than their peers at public institutions to say they have the highest level of trust in their professors (51 percent versus 42 percent, respectively).

    Methodology

    Nearly three in 10 respondents (28 percent) to Inside Higher Ed’s annual Student Voice survey, fielded in May 2024 in partnership with Generation Lab, attend two-year institutions, and closer to four in 10 (37 percent) are post-traditional students, meaning they attend two-year institutions and/or are 25 or older. The 5,025-student sample is nationally representative. The survey’s margin of error is 1.4 percent.

    Other highlights from the full survey and from follow-up student polls on key issues can be found here, while the full main survey data set, with interactive visualizations, is available here. In addition to questions about academic life, the main annual survey asked questions on health and wellness, the college experience, and preparation for life after college.

    Trust in professors is also relatively consistent across a swath of student characteristics, including gender, household income level and even political affiliation, with 47 percent and 44 percent of Democratic- and Republican-identifying students, respectively, having a lot of trust in them. By race, however, Black students (32 percent) are less likely to say they have a lot of trust in professors than are white (47 percent), Asian American and Pacific Islander (42 percent), and Hispanic students (41 percent).

    Academic advisers come next in the list of which groups students trust a lot (36 percent), followed by campus safety and security officers (32 percent). The trust in security is perhaps surprising, giving heightened concerns about overpolicing in the U.S., but some general public opinion polling—including this 2024 study by Gallup—indicates that confidence in policing is up year over year. That’s as confidence in other institutions (including higher education) remains at a low. In a 2022 Student Voice survey, undergraduates were about equally likely to have a lot of trust in campus safety officers.

    Toward the bottom of the list of campus groups students trust a lot is financial aid staff (23 percent). This finding may be influenced by the tenor of national conversations about college costs and value, as well as last year’s chaotic Free Application for Federal Student Aid overhaul. Revised national data suggests that the FAFSA mess did not have the negative impact on enrollment that was feared. But another Inside Higher Ed/Generation Lab flash survey in 2024 found that a third of students disapproved of the way their institution communicated with them about the changes, with lower-income students especially likely to say this communication had been poor.

    Victoria Nguyen, a teaching fellow at Harvard’s Graduate School of Education and a program coordinator in the Office for Community Conduct at the university, recalls worrying about the financial aid process during her undergraduate years. “The issue is transparency and understanding … Did my scholarship go through? Are they going to reimburse me [for tuition paid]? … It’s not a lack of trust, but since there’s no transparency it feels as though financial aid staff does not have that care,” says Nguyen, who earned her bachelor of science degree in 2023.

    At the very bottom of the trust hierarchy are presidents and other executive-level college and university leaders, with just 18 percent of students expressing a lot of trust in this group. It’s been a tough few semesters for college leaders, with presidents, in particular, in the hot seat—including before Congress—over their responses to campus dynamics surrounding the war in Gaza. And those current tensions aside, the presidency appears to be getting harder and harder to hold on to, with average tenures shrinking.

    In any case, the newly released Student Voice data shows that students, too, may be losing faith in presidents and other senior leaders. These findings are relatively consistent across institution and student type.

    Closing the Presidential Trust Gap

    One recent study that sought to identify essential competencies for any modern college president ranked trust-building No. 1 in a list of seven that emerged from focus groups and surveys of presidents themselves: Some 96 percent emphasized that presidents need to behave “in a way that is trustworthy, consistent and accountable.”

    Jorge Burmicky, assistant professor of higher education leaders and policy studies at Howard University and co-author of that study, says that while this particular survey item on trust-building was drafted without a specific population in mind, presidents in focus groups emphasized the importance of building trust with students, as well as with faculty members. Participants’ ideas for building trust included bringing campus stakeholders into decision-making processes, minimizing surprises, supporting shared governance and showing consistency by aligning actions with personal and institutional values. Respondents also identified listening to and understanding the needs of various campus groups as a related, critical skill.

    Presidents “shared that it was important for them to maintain visibility on campus and that they often took time to visit with students as a way of staying connected to their campus,” Burmicky notes. He also encourages further study on what students—not just presidents—think about core competencies for presidents and means of building trust, including and perhaps especially around communication. Some presidents in his study shared feelings of frustration that students were not reading weekly or monthly presidential newsletters, and he advises that presidents develop trust in a way that works for their campus. Town hall–style gatherings might work in smaller settings, but not others, for instance.

    “There is clearly a perception gap between students and presidents on important issues such as trust-building and feeling heard,” he says. “Presidents ought to reach students where they’re at by using outlets that are relevant to their day-to-day lives,” such as social media or athletic events.

    Nguyen of Harvard would like to see college presidents showing care by attending more events where they can listen to students’ concerns, such as student organization meetings and workshops, or meetings of task forces that include students. Leaders’ “presence in the room matters so much more than they think,” she says.

    Tone and authenticity are additional considerations: Generic messages “do not resonate with most people as they lack empathy, as expressed by our participants,” says Burmicky.

    Nguyen adds that campus leaders should assess their communication to ensure they’re not “using tactics from 20 years ago that don’t match our student population anymore.”

    Faculty ‘Trust Moves’

    Another study published last month shed new light on the concept of student-faculty trust, seeking to better understand how students perceive its value. The study, involving hundreds of engineering students in Sweden, identified showing care and concern as the most important trust-building approach for professors. Teaching skills also mattered.

    Co-author Rachel Forsyth, of Lund University, explains that students “seem to want to have confidence that the teacher knows what they are talking about, is able to communicate their ideas and will attempt to build an effective relationship with them.” Student participants indicated that they could learn without trust, “but that the process felt more effective if it were present and that they had more options in terms of supporting that learning and extending their engagement with the materials.”

    The question of faculty trust is only gaining urgency with the rise of artificial intelligence–powered teaching tools, she adds.

    Peter Felten, executive director of the Center for Engaged Learning, professor of history and assistant provost for teaching and learning at Elon University, notes that prior research in this area has defined trust as both “students’ willingness to take risks based on their judgment that the teacher is committed to student success” (original study here) and as “the perception that the instructor understands the challenges facing students as they progress through the course, accepts students for who they are and cares about the educational welfare of students.”

    Felten says that his own research—completed with Forsyth and involving experienced faculty members teaching large science, engineering, technology and math courses—found there are four categories of “trust moves” faculty can make in their teaching:

    1. Cognition, or showing knowledge, skill and competence
    2. Affect, or showing care and concern for students
    3. Identity, or showing sensitivity to how identities influence learning and teaching
    4. Values, showing that they are acting on professional or cultural principles

    These trust moves, Felton says, include “not only what instructors do and say, but how they design their courses, how they assess students and more.”

    What do you do to build trust in your classroom or on your campus? Let us know by sharing your ideas here.

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  • Comparative Data on Race & Ethnicity in Education Abroad by Percentage of Students [2025]

    Comparative Data on Race & Ethnicity in Education Abroad by Percentage of Students [2025]

    References

     

    American Association of Community Colleges. (2024). AACC Fast Facts 2024. https://www.aacc.nche.edu/researchtrends/fast-facts/

     

    Fund for Education Abroad (FEA). (2024, December). Comparative Data on Race & Ethnicity of FEA Awards 2022–2023 by Percentage of Students. Data obtained from Joelle Leinbach, Program Manager at the Fund for Education Abroad. https://fundforeducationabroad.org/  

     

    Institute of International Education. (2024). Profile of U.S. Study Abroad Students, 2024 Open Doors U.S. Student Data. https://opendoorsdata.org/data/us-study-abroad/student-profile/  

     

    Institute for International Education. (2024). Student Characteristics: U.S. Students Studying Abroad at Associate’s Colleges Data from the 2024 Open Doors Report. https://opendoorsdata.org/data/us-study-abroad/community-college-student-characteristics/

     

    Institute for International Education. (2022, May) A Legacy of Supporting Excellence and Opportunity in Study Abroad: 20-Year Impact Study, Comprehensive Report. Benjamin A. Gilman International Scholarship. https://www.gilmanscholarship.org/program/program-statistics/ 

     

    United States Census Bureau. (2020). DP1 | Profile of General Population and Housing Characteristics, 2020: DEC Demographic Profile. https://data.census.gov/table?g=010XX00US&d=DEC+Demographic+Profile  

     

    U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2023, August). Characteristics of Postsecondary Students. https://nces.ed.gov/programs/coe/indicator/csb/postsecondarystudents

    Bibliography of Literature, Presentations & Curriculum Integration Projects Incorporating the Comparative Data Table on Race & Ethnicity in Education Abroad

    Comp, D. & Bakkum, N. (2025, January). Study Away/Abroad for All Students! – Who Studies Away/Abroad at Columbia College? Invited presentation for faculty at the Winter 2025 Faculty and Staff Development Days at Columbia College Chicago.

    Lorge, K. & Comp, D. (2024, April). A Case for Simple and Comparable Data to Assess Race and Ethnicity in Education Abroad. The Global Impact Exchange: Publication of Diversity Abroad. Spring 2024. https://www.diversityabroad.org/GlobalImpactExchange 

    Comp, D. (2019). Effective Utilization of Data for Strategic Planning and Reporting with Case Study: My Failed Advocacy Strategy. In. A.C. Ogden, L.M. Alexander, & Mackintosh, E. (Eds.). Education Abroad Operational Management: Strategies, Opportunities, and Innovations, A Report on ISA ThinkDen, 72-75. Austin, TX: International Studies Abroad. https://educationaltravel.worldstrides.com/rs/313-GJL-850/images/ISA%20ThinkDen%20Report%202018.pdf  

    Comp, D. (2018, July). Effective Utilization of Data for Strategic Planning and Reporting in Education Abroad. Invited presentation at the ISA ThinkDen at the 2018 ThinkDen meeting, Boulder CO.

    Comp, D. (2010). Comparative Data on Race and Ethnicity in Education Abroad. In Diversity in International Education Hands-On Workshop: Summary Report and Data from the Workshop held on September 21, 2010, National Press Club, Washington, D.C. (pp. 19-21). American Institute For Foreign Study. https://www.aifsabroad.com/publications/

    Stallman, E., Woodruff, G., Kasravi, J., & Comp, D. (2010, March). The Diversification of the Student Profile. In W.W. Hoffa & S. DePaul (Eds.). A History of US Study Abroad: 1965 to Present, 115-160. Carlisle, PA: The Forum on Education Abroad/Frontiers: The Interdisciplinary Journal of Study Abroad.

    Comp, D., & Woodruff, G.A. (2008, May). Data and Research on U.S. Multicultural Students in Study Abroad. Co-Chair and presentation at the 2008 NAFSA Annual Conference, Washington, D.C.

    Comp, D.  (2008, Spring). U.S. Heritage-Seeking Students Discover Minority Communities in Western Europe.  Journal of Studies in International Education, 12 (1), 29-37.

    Comp, D.  (2007). Tool for Institutions & Organizations to Assess Diversity of Participants in Education Abroad. Used by the University of Minnesota Curriculum Integration Project.

    Comp, D. (2006). Underrepresentation in Education Abroad – Comparative Data on Race and Ethnicity. Hosted on the NAFSA: Association of International Educators, “Year of Study Abroad” website.

    Comp, D. (2005, November). NAFSA: Association of International Educators Subcommittee on Underrepresentation in Education Abroad Newsletter, 1 (2), 6.

    Past IHEC Blog posts about the Comparative Data Table on Race & Ethnicity in Education Abroad

    Tool for Institutions & Organizations to Assess Diversity of Participants in Education Abroad [February 15, 2011]

    How Do We Diversify The U.S. Study Abroad Student Population? [September 21, 2010]

    How do we Diversify the U.S. Study Abroad Student Profile? [December 8, 2009]

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  • Skipping remedial courses impacts students’ completion

    Skipping remedial courses impacts students’ completion

    Developmental education has come under scrutiny for delaying students’ academic attainment and overall degree progression. While the purpose of remedial courses is to prepare learners to succeed in more difficult courses, it can produce the opposite effect, discouraging learners from pursuing more advanced courses or pushing them to drop out.

    A December report from the Center for the Analysis of Postsecondary Readiness (CAPR)—a partnership of MDRC and the Community College Research Center at Columbia University’s Teachers College—identified the benefits of placing students into college-level math and English classes and how it can impact their credit attainment and completion.

    “This research finds evidence that colleges should consider increasing the total number of students referred directly to college-level courses, whether by lowering their requirements for direct placement into college-level courses or by implementing other policies with the same effect,” according to the report.

    Methodology: Around three-quarters of colleges use multiple measures assessment (MMA) systems to place learners in remedial education, relying on standardized tests and high school GPA, among other factors, according to the CAPR report.

    This study evaluates data from 12 community colleges across Minnesota, New York and Wisconsin and 29,999 students to see how effective MMA systems are compared to traditional test-only placement methods on dictating students’ long-term success.

    Incoming students who took a placement test were randomly assigned to one of two groups: test-only referral or MMA placement. Researchers collected data on how students would have been placed under both systems to analyze different outcomes and gauge long-term outcomes.

    The findings: For most students, there was no material difference in their placement; 81 percent of the math sample and 68 percent of the English sample referred students to the same level of coursework, which researchers classified as “always college level” or “always developmental.”

    Around 44 percent of students from the New York sample were “bumped up” into a college-level English course, and 16 percent were bumped up into a college-level math class due to being assigned to the MMA group, whereas the test-only system would have sorted them into developmental education. Seven percent of learners were “bumped down” into developmental ed for English.

    In Wisconsin, 15 percent of students in the MMA group were bumped up in English, and 14 percent were bumped up in math placement.

    Students who were assigned to the MMA group and were placed into a higher-level course were more likely to have completed a college-level math or English course, compared to their peers in the test-only placement group with similar GPAs and scores.

    This bump-up group, across samples, was eight percentage points more likely to pass a college-level course and earned 2.0 credits more on average. These learners were also more likely to earn a degree or transfer to a four-year institution within nine semesters by 1.5 percentage points.

    Inversely, students who were recommended by MMA placement to take developmental ed, but not according to the test-only system, were less likely to succeed.

    So what? The evidence shows that referring more students into college-level courses is a better predictor of success than the placement system.

    Implementing an MMA is a small cost to the institution, around $60 per student, but it can result in students saving money because they take fewer developmental courses over all, and maybe earn more credits entirely.

    “Overall, this report concludes that MMA, when it allows more students to be directly placed in college-level coursework, is a cost-effective way to increase student educational achievement,” researchers wrote.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • The Office for Students needs to walk and chew gum – by Jo Johnson

    The Office for Students needs to walk and chew gum – by Jo Johnson

    This blog is by Jo Johnson, Executive Chairman of FutureLearn, a Member of the Council of the Dyson Institute of Engineering and Technology and a Visiting Professor of King’s College London. He served as Universities and Science Minister under David Cameron, Theresa May and Boris Johnson. 

    There’s plenty to like about the Office for Students’ proposed new five year strategy, now out for consultation and being debated in Parliament on the 30 January. 

    Best of all, to my mind, is that the Teaching Excellence Framework is at the heart of the regulator’s new integrated approach to quality. Given the interests ranged against it, few would have put money on the TEF making it to the tenth anniversary of the Green Paper that made the case for it. 

    We’re a long way from 2017 when ‘abolish TEF’ was Labour policy – the new Government and the OfS deserve credit for recognising that if it didn’t exist, they would surely be designing something very much like it. 

    There is, however, one major problem with the regulator and that’s the OfS’s failure to support the innovation vital to our success as a knowledge economy. 

    Competition and choice were enshrined in the General Duties of the new regulator, in the very first lines of the Higher Education and Research Act (2017), with an importance second only to the need to have regard to institutional autonomy. 

    Which is why the recent decision to ‘pause’ applications to the Register and for Degree Awarding Powers (DAPs) from new entrants, so the OfS can focus on the financial sustainability of some woebegone incumbents, is a shockingly poor one. 

    It pains me to see the OfS give up on supporting start-ups and with such an embarrassingly weak justification for doing so. 

    A few trailblazers – including the Dyson Institute of Engineering and Technology, the New Model Institute for Technology and Engineering, the London Interdisciplinary School and The Engineering & Design Institute: London – have in recent years managed to acquire their own DAPs, highlighting in their different ways the value that new providers can bring. 

    But they are the exception and, as Mary Curnock Cook and Professor Sir Malcolm Grant noted in a brilliant Hepi piece a few years ago, all new entrants tell of the burden of regulatory oversight and of a stifling of their desire to innovate. 

    Such are the procedural barriers to entry the OfS has erected that new entrants invariably have to take on expensive consultants who advise them to shape themselves as much as possible in the cookie-cutter mould of existing institutions.  

    I said that this pause was a shocking decision. In fact, it is sadly all too predictable. 

    As Independent Higher Education has been saying to anyone who will listen, OfS service standards for those seeking registration or DAPs have long been lamentable, promises of better performance have not been kept (despite a hike in OfS fees) and this pause and warning of a ‘staggered’ (ie even worse service) approach to re-opening in the future represents a new low.

    There seems always a ready excuse for the OfS not focusing on innovation and deprioritising this part of its statutory duties – first it was the task of getting existing providers on the Register, then the COVID maelstrom and now the need to deal with the financial troubles of some providers paying the price for weak financial management and poor governance. 

    This is a worrying pattern – and, given that new providers recruit more than most from disadvantaged and underrepresented groups, it will also, if it persists, make it harder for the new Government to achieve its ambitions for widening participation and access to higher education. 

    I cannot imagine the pause would withstand legal challenge if tested. 

    That might well become necessary. 

    For there is reason to fear the pause will become semi-permanent. 

    That’s because there is no sign that financial pressures on institutions will have abated by August, when the OfS says it will start to gradually re-open the window for applications for registration and DAPs. Indeed, there is every chance, unless the government commits to annual inflationary increases in tuition fees, that a number of providers will be much further up the creek by then than they are now. 

    As I say, the OfS is under a statutory obligation, set out in the Higher Education and Research Act, to support choice and innovation in provision. 

    It’s not a perfect analogy, but imagine Ofgem, which has similar duties to enable competition and innovation, refusing to allow in new suppliers of renewable energy. Or Ofcom turning away broadband start-ups. Surely, that would be unthinkable. For that matter, how is this pause consistent with Sir Keir Starmer, Rachel Reeves and the business secretary urging watchdogs to tear down the regulatory barriers that hold back economic growth, the ‘absolute top priority for the Government’?

    It’s surely the opposite.

    And, of course, the real irony is that freezing the OfS Register and DAPs in aspic will probably worsen financial sustainability rather than promote it. 

    Telling the world that the regulator is so snowed under with handling institutional failure that it can’t do the rest of its job sends a dismal message to international students, to the institutions bringing diversity to the sector and to investors interested in supporting English higher education.

    The OfS should hit the unpause button. 

    If it won’t do that, then it must at the very least during this period of pause make clear that it will be open for business for m&a (ie entities needing to transfer DAPs and UT from ailing institutions) that prevents financial risks from crystalising. 

    The risk otherwise is that institutions at risk of failure cannot seek timely OfS approval for the transfer of their DAPs / UT to white knights that want to come to their rescue. 

    How would that be in the student interest? 

    The OfS should be able to walk and chew gum, especially as it sets its own resource envelope, in agreement with DfE, through the level of fees that it charges those it regulates.

    If it can’t work out how to multi-task and really has to redeploy staff to financial sustainability, it should first deprioritise some of the newer headline-grabbing conditions of registration it has imposed in response to ministerial whims du jour, before it walks away from the actual statutory duties given to it by Parliament. 

    Finally, failure to discharge the responsibilities Parliament has given it should be a source of considerable embarrassment to the OfS given the turf war that it has waged over the quality function. 

    The long pause raises real questions about the sustainability of the OfS’s refusal to appoint a new quality body to take on the role played by the Quality Assurance Agency after it was de-designated in March 2023. 

    If the OfS can’t promptly resume one of the most important duties given to it in HERA, it should run a quick process to find a new Designated Quality Body, so that some other organisation can get on with it. 

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  • As diversity rates at elite colleges hang in the balance, some students still face increased exclusion and barriers

    As diversity rates at elite colleges hang in the balance, some students still face increased exclusion and barriers

    Diversity rates at several elite colleges and universities have plummeted, a little over a year after the Supreme Court’s restriction on race-conscious admissions. It’s a divisive but unsurprising blow to historically underrepresented students seeking educational opportunity and access.

    While demographic data is still forthcoming, the challenges these students face to attend certain colleges continue to build. MIT, Amherst College, and Tufts have already seen sharp declines in the diversity of their student populations.

    But not all is lost. Ethnically diverse students have options to express their full identities, and organizations providing services to them have options to support these students’ overall success through postsecondary pathways.

    While assessing the state of race in higher education admissions, we cannot ignore its historical context in colleges in America. Colleges and universities were built by and explicitly served the educational needs of wealthy white men. For too long, the only people of color on campus were the (often enslaved) servants of white students.

    We should also bear in mind that, at elite universities today, the students who are overlooked in favor of race-neutral policies are not the only ones who miss out — students already on campus lose out on the richness that having a diverse array of educational experiences can provide, with their opportunities to encounter alternative viewpoints limited.

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweekly Higher Education newsletter.

    Oftentimes, first-generation, Black, Hispanic and Native American students experience an inherent and often unspoken isolation on campus at predominantly white institutions.

    As a Black Chicana, I vividly remember being the singular student of color in my freshman-year seminar at Michigan State. My experience was not without the awkwardness of questioning my own merit and if I belonged there in the first place. We traveled to Ireland, and due to the humidity, I put on my silk bonnet to protect my hair. It was met with questions and stares.

    Here we are in 2025, discussing the all-too-familiar concept of racial bias in America, while institutions are bound by new laws that result in restricted access for the students whose right to educational access has historically been systematically denied. So what can we do?

    While it requires creativity, students can still highlight who they are in their applications by foregrounding their lived experiences outside of their grades, test scores and academic histories. For example, students can share the intricacies of being a historically marginalized person in America — from being asked to speak English to being pulled over for driving while Black. They can write about their experiences and identities in personal statements and on their resumes and through discussions of their community involvement. Students owe it to themselves to share their personal moments of overcoming barriers in everyday life.

    Related: What’s a college degree worth? States start to demand colleges share the data

    Institutions can ask essay questions that provoke such responses and allow students to share without prejudice or fear of reprisal. Students’ insightful perspectives should be applauded by educational institutions, and the power of their words should be respected.

    Underrepresented students also have options other than the traditional elite universities. Historically Black colleges and universities (HBCUs) and Hispanic-serving institutions (HSIs) are an alternative to predominantly white institutions like the ones mentioned above. Students can make the college experience what they want and need, and it is no different at smaller institutions like Lane College, an HBCU, or Colorado State University, Pueblo, an HSI.

    At these schools, a student’s culture and identity are revered and shared. Educational institutions that see the value in diversity should be reconsidered as the best option for ethnically diverse students.

    And, as educational institutions grapple with the effects of the Supreme Court ruling, they should support the students from historically marginalized populations already on their campuses to ensure that they feel welcome, supported and valued. Building robust affinity groups not only provides current students with communities they can co-create and adapt to their needs, but also demonstrates that the institutions are committed to creating spaces for all students.

    Scholarship providers and organizations that support underrepresented students will continue to play a vital role in fostering diversity on college campuses. Mission-driven organizations like the one I work for, the Sachs Foundation, still help Black students who lack the financial capacity or easy access to attend elite schools like MIT and Brown.

    Students deserve to have their whole selves valued, welcomed and supported when applying for higher education.

    Pamela Roberts-Mora is the chief operations officer at the Sachs Foundation, serving Black youth from Colorado through educational and community programs. She was a first-generation college student.

    Contact the opinion editor at opinion@hechingerreport.org.

    This story about college diversity was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our higher education newsletter. Listen to our higher education podcast.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • At Ohio universities, trustees are in charge, and students are customers (Ohio Senate Republicans)

    At Ohio universities, trustees are in charge, and students are customers (Ohio Senate Republicans)







    Higher Education Inquirer : At Ohio universities, trustees are in charge, and students are customers (Ohio Senate Republicans)




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  • Scotland eyes new graduate visa for international students

    Scotland eyes new graduate visa for international students

    Speaking at an event in Glasgow this week, John Swinney blasted the UK’s “disastrous” decision to leave the European Union, but suggested a new migration route specifically for students who choose to study in Scotland.

    “Twenty years ago, the Scottish and UK governments worked together to launch a tailored migration route designed to enable international students to stay in Scotland after they graduated,” he said. “I see no reason why this cannot happen again.”

    Under the plans, designed to keep highly skilled graduates in the country, the Scottish Graduate Visa would be linked to a Scottish tax code and be issued on the understanding that recipients would live and work in Scotland. 

    But despite Swinney’s assurances that he was “ready to work with” Downing Street on making the proposal a reality, his idea already appears to have been rebuffed by the UK government.

    A government spokesperson quoted by The Evening Standard indicated that there were “no plans” for a new Scottish visa, citing the UK’s Graduate Route already in place that allows international students to stay in the country for up to two years after they graduate.

    In his speech, Swinney said a new Scottish Graduate Visa would benefit not only the country’s institutions but its economy after international students’ graduation, highlighting that this group contributes £4.75 billion a year.

    “In small but important ways, it would make our economy more robust, and our public services more sustainable. It would play a part in making our communities more prosperous,” he said.

    In small but important ways, it would make our economy more robust, and our public services more sustainable
    John Swinney, Scottish first minister

    Pointing out that Scotland’s projected population is expected to dip for the next two generations, Universities Scotland convener Paul Grice highlighted the benefits a Scottish Graduate Visa could bring the country and said he hoped the proposal would “progress in a meaningful way”.

    “It would be enormously helpful if a policy space could be created between governments to consider greater regional variation of migration within an overall UK framework,” he said.

    “Inward migration will be essential to Scotland’s future and there is a really positive opportunity for Scotland’s universities, as magnets for the attraction and retention of highly-skilled people, to help deliver this as a win-win for the sector and Scotland as a whole. There is a lot to like in this outline proposal.”

    Although it does not appear to welcome the idea of a Scottish Graduate Visa for the time being, the UK government seems to be embracing international students.

    This week, education secretary Bridget Phillipson recorded a video message to international students in the UK promoting the country’s post-graduation work opportunities.

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  • How Spokane Public Schools is helping kids engage in real life

    How Spokane Public Schools is helping kids engage in real life

    Key points:

    Social media has connected kids like never before, but what they get in likes and shares, they lose in real, meaningful engagement with their peers and classmates. Lunch hours are spent hunched over smartphones, and after-school time means less sports and more Snapchat.

    The adverse effects of this excessive screen time have significantly impacted students’ social- emotional health. Forty-one percent of teens with the highest social media usage struggle with mental health issues, and between 2010 and 2020, anxiety among adolescents skyrocketed by 106 percent.

    At Spokane Public Schools (SPS), educators and administrators are reversing the side effects of social media by re-connecting with students through school-based extracurricular activities. Through its transformative Engage IRL (Engage in Real Life) initiative, the district is encouraging kids to get off their devices and onto the pickleball court, into the swimming pool, and outside in the fresh air. With more than 300 clubs and sports to choose from, SPS students are happier, healthier, and less likely to reach for their smartphones.

    An innovative approach to student engagement

    Even before the pandemic, SPS saw levels of engagement plummet among the student population, especially in school attendance rates, due in part to an increase in mental health issues caused by social media. Rebuilding classroom connections in the era of phone-based childhoods would require district leaders to think big.

    “The question was not ‘How do we get kids off their phones?’ but ‘How do we get them engaged with each other more often?’” said Ryan Lancaster, executive director of communications for SPS. “Our intent was to get every kid, every day, involved in something positive outside the school day and extend that community learning past the classroom.” 

    To meet the district’s goal of creating a caring and connected community, in 2022, school leaders formed a workgroup of parents, community members, coaches, and teachers to take inventory of current extracurriculars at all district schools and identify gaps in meeting students’ diverse interests and hobbies.

    Engaging with students was a top priority for workgroup members. “The students were excited to be heard,” explained Nikki Otero Lockwood, SPS board president. “A lot of them wanted an art club. They wanted to play board games and learn to knit. No matter their interests, what they really wanted was to be at school and be connected to others.”

    Working with community partners and LaunchNW, an Innovia Foundation initiative focused on helping every child feel a sense of belonging, SPS launched Engage IRL–an ambitious push to turn students’ ideas for fun and fulfillment into real-life, engaging activities.

    Over the past two years, Engage IRL has been the catalyst for increasing access and opportunities for K-12 students to participate in clubs, sports, arts activities, and other community events. From the Math is Cool Club and creative writing classes to wrestling and advanced martial arts, kids can find a full range of activities to join through the Elite IRL website. In addition, five engagement navigators in the district help connect families and students to engagement opportunities through individual IRL Plans and work with local organizations to expand programming.

    “All day, every day, our navigators are working to break down barriers and tackle challenges to make sure nothing gets in the way of what kids want to be involved in and engaged in,” said Stephanie Splater, executive director of athletics and activities for SPS. “For example, when we didn’t have a coach for one of the schools in our middle school football program, our navigators mobilized for really good candidates in a short amount of time just from their personal outreach.”

    In only two years, student engagement in extracurriculars has nearly doubled. Furthermore, according to Lancaster, since the Engage IRL launch, SPS hasn’t experienced a day where it dipped below 90 percent attendance. 

    “That’s an outlier in the past few years for us, for sure, and we think it’s because kids want to be at school. They want to be engaged and be part of all the cool things we’re doing. We’ve had a really great start to the 2024-2025 school year, and Engage IRL has played a huge role.”

    Engage IRL also helped SPS weather student blowback when the district launched a new cell phone policy this year. The policy prohibits cell phone use in elementary and middle school and limits it to lunch and periods between classes for high school students. Because students were already building personal connections with classmates and teachers through Engage IRL, many easily handled social media withdrawal.

    Creating opportunities for all kids

    Key to Engage IRL’s success was ensuring partnerships and programs were centered in equity, allowing every child to participate regardless of ability, financial or transportation constraints, or language barriers.

    Establishing a no-cut policy in athletics by creating additional JV and C teams ensured kids with a passion for sports, but not college-level skills, continued to compete on the court or field. Partnering with Special Olympics also helped SPS build new unified sports programs that gave children with disabilities a chance to play. And engagement navigators are assisting English language learners and their families in finding activities that help them connect with kids in their new country.

    For Otero Lockwood, getting her daughter with autism connected to clubs after years of struggling to find school activities has been life-changing.

    “There are barriers to finding community for some kids,” she shared. “We know kids with disabilities are more likely to be underemployed as adults and not as connected to the community. This is something we have the power to do that will have a lasting impact on the children we serve.”

    Through Engage IRL, SPS has redefined student engagement by expanding access and opportunity to 6,000 students across 58 schools. In just two short years, the district has seen attendance increase, student wellness improve, and dependence on smartphones diminish. By continuing to listen to the needs of students and rallying the community to partner on out-of-school activities, Spokane Public Schools is successfully fostering the face-to-face connections every child needs to thrive.

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  • Crafting technology-driven IEPs

    Crafting technology-driven IEPs

    Key points:

    Individualized Education Plans (IEP) have been the foundation of special education for decades, and the process in which these documents are written has evolved over the years.

    As technology has evolved, writing documents has also evolved. Before programs existed to streamline the IEP writing process, creating IEPs was once a daunting task of paper and pencil. Not only has the process of writing the IEP evolved, but IEPs are becoming technology-driven.

    Enhancing IEP goal progress with data-driven insights using technology: There are a variety of learning platforms that can monitor a student’s performance in real-time, tailoring to their individual needs and intervening areas for improvement. Data from these programs can be used to create students’ annual IEP goals. This study mentions that the ReadWorks program, used for progress monitoring IEP goals, has 1.2 million teachers and 17 million students using its resources, which provide content, curricular support, and digital tools. ReadWorks is free and provides all its resources free of charge and has both printed and digital versions of the material available to teachers and students (Education Technology Nonprofit, 2021).

    Student engagement and involvement with technology-driven IEPs: Technology-driven IEPs can also empower students to take an active role in their education plan. According to this study, research shows that special education students benefit from educational technology, especially in concept teaching and in practice-feedback type instructional activities (Carter & Center, 2005; Hall, Hughes & Filbert, 2000; Hasselbring & Glaser, 2000). It is vital for students to take ownership in their learning. When students on an IEP reach a certain age, it is important for them to be the active lead in their plan. Digital tools that are used for technology-driven IEPs can provide students with visual representations of their progress, such as dashboards or graphs. When students are given a visual representation of their progress, their engagement and motivation increases.

    Technology-driven IEPs make learning fun: This study discusses technology-enhanced and game based learning for children with special needs. Gamified programs, virtual reality (VR), and augmented reality (AR) change the learning experience from traditional to transformative. Gamified programs are intended to motivate students with rewards, personalized feedback, and competition with leaderboards and challenges to make learning feel like play. Virtual reality gives students an immersive experience that they would otherwise only be able to experience outside of the classroom. It allows for deep engagement and experiential learning via virtual field trips and simulations, without the risk of visiting dangerous places or costly field trip fees that not all districts or students can afford. Augmented reality allows students to visualize abstract concepts such as anatomy or 3D shapes in context. All these technologies align with technology-driven IEPs by providing personalized, accessible, and measurable learning experiences that address diverse needs. These technologies can adapt to a student’s individual skill level, pace, and goals, supporting their IEP.

    Challenges with technology-driven IEPs: Although there are many benefits to
    technology-driven IEPs, it is important to address the potential challenges to ensure equity across school districts. Access to technology in underfunded school districts can be challenging without proper investment in infrastructures, devices, and network connection. Student privacy and data must also be properly addressed. With the use of technologies for technology-driven IEPs, school districts must take into consideration laws such as the Family Educational Rights and Privacy Act (FERPA).

    The integration of technology into the IEP process to create technology-driven IEPs represents a shift from a traditional process to a transformative process. Technology-driven IEPs create more student-centered learning experiences by implementing digital tools, enhancing collaboration, and personalized learning experiences. These learning experiences will enhance student engagement and motivation and allow students to take control of their own learning, making them leaders in their IEP process. However, as technology continues to evolve, it is important to address the equity gap that may arise in underfunded school districts.

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