Today, the Trump administration revoked Harvard University’s ability to enroll international students.
Homeland Security Secretary Kristi Noem ordered her department to end Harvard’s Student and Exchange Visitor Program certification, citing the university’s failure to hand over the behavioral records of student visa holders.
The Department of Homeland Security’s decision to escalate its assault against Harvard University by revoking its ability to enroll international students is retaliatory and unlawful.
Secretary Noem’s letter warns that the Trump administration seeks to “root out the evils of anti-Americanism and antisemitism in society and campuses.” But little is more un-American than a federal bureaucrat demanding that a private university demonstrate its ideological fealty to the government under pain of punishment.
The Department’s demand that Harvard produce audio and video footage of all protest activity involving international students over the last five years is gravely alarming. This sweeping fishing expedition reaches protected expression and must be flatly rejected.
The Department is already arresting and seeking to deport students for engaging in protected political activity it disfavors. Were Harvard to capitulate to Secretary Noem’s unlawful demands, more students could face such consequences. The administration’s demand for a surveillance state at Harvard is anathema to American freedom.
The administration seems hellbent on employing every means at its disposal — no matter how unlawful or unconstitutional — to retaliate against Harvard and other colleges and universities for speech it doesn’t like. This has to stop.
Since 1999, FIRE has fought for free speech and academic freedom at Harvard and campuses nationwide, and we will continue to do so. We know there is work to do. Whatever Harvard’s past failings, core campus rights cannot and will not be secured by surveillance, retaliation, and censorship.
No American should accept the federal government punishing its political opponents by demanding ideological conformity, surveilling and retaliating against protected speech, and violating the First Amendment.
By Tamsin Thomas, Senior Strategic Engagement Manager, Duolingo English Test.
The English language proficiency of international students is once again under the microscope. Heightened scrutiny is being driven by media coverage of international admissions, including The Times and BBC Radio 4’s File on 4, as well as the new immigration white paper. The Home Office is currently tendering for an English test for immigration purposes and has also undertaken a review of university English testing arrangements.
There are growing questions about how UK universities assess English proficiency, which tests are accepted, and what governance arrangements are in place to ensure that students have the level of English they need to succeed. These are valid and necessary discussions.
But it’s also true that much of the debate is happening without lived experience. Most contributors to this conversation — from media commentators to admissions professionals and policymakers — have never sat a high-stakes English language test themselves, certainly not as an entry requirement for studying in another country. That gap matters.
How Do International Students Currently Meet English Language Requirements?
UK universities have built robust and nuanced systems for assessing English proficiency, shaped by decades of global engagement. These typically fall into three broad categories:
Secondary school qualifications: Many countries offer high school-level English that meets UK university entry standards. For example, iGCSEs, the IB, Hong Kong’s HKDSE, or Germany’s Abitur are often accepted without additional testing.
Standardised English proficiency tests: Many international students – especially those from countries where English is not the primary language of instruction – take tests like IELTS, TOEFL, or the Duolingo English Test (DET) in addition to their school diplomas.
Evidence of prior study in English: If a student has completed at least three years of education in English at the tertiary level, this can meet requirements under a “Medium of Instruction” policy.
In countries like India and Nigeria, the situation is more complex. Both operate parallel education systems – some in English, others in regional languages. Students with strong English scores in the Indian Standard XII (CBSE, ISC) or the West African WAEC are often accepted without further testing. Graduates of other boards may need to take a test.
These frameworks are diverse by design – reflecting the deep, often country-specific, relationships and expertise UK universities have developed over time.
While the media sometimes focuses on the small minority of international students whose English may fall short, it’s worth remembering that perfection is not the benchmark. Most international students meet entry requirements – and universities have systems in place to support language development throughout the degree. After all, only a small percentage of UK students get a Grade 9 in GCSE English, and developing academic English skills is part of what universities train students to do. Language proficiency exists on a spectrum – the question isn’t whether students are fluent on entry, but whether they have the foundation to succeed.
What Happens When a New Test Enters the Market?
As a relatively new entrant to this space, the Duolingo English Test – now accepted by over 40 UK universities – has seen firsthand how institutions evaluate and onboard new tests.
Typically, the process reflects a practical need to expand the range of tests, paired with a careful scrutiny process – usually via committee:
Recruitment teams identify a test that meets student demand or addresses market access barriers.
Admissions teams assess delivery method, validity, and the external evidence base.
English-language colleagues evaluate whether the test provides evidence that students can succeed academically on campus.
Compliance teams consider immigration implications and policy compatibility – is the test secure?
Tests are often accepted provisionally, with performance tracked for one to two years, however long it takes to build up enough data to make an informed decision. Institutions benchmark outcomes against long-accepted credentials: Do the score thresholds align, and are there heightened compliance risks?
The process is rarely quick, but it is thorough.
What Does Good Governance Look Like?
While most UK universities use similar criteria for test evaluation, governance structures vary. In some institutions, decisions sit with dedicated English policy working groups; in others, with international admissions committees. Sometimes responsibility is split between professional services and academics. In others, it’s entirely devolved to professional services.
This variation isn’t necessarily a problem but it does mean there’s no single ‘sector-wide’ process for evaluating or monitoring English tests.
As an online test provider, one gap that has always seemed under-discussed is the practical reality of actually taking a test. If you’re a student in Afghanistan, where crossing borders is difficult and test centres don’t operate, how are you supposed to prove your English proficiency? If you’re a mobility-impaired test taker in a country without inclusive building regulations, how do you sit a test at all? The global distribution of test centres is far from comprehensive.
Join the Conversation — Enter the DET University Challenge
Here’s the challenge: put yourself in an international student’s shoes. Could you meet your own university’s English language entry requirements?
The DET University Challenge 2025 invites UK university staff – whether English is their first language or not – to sit an English proficiency test similar to those taken by millions of international students each year.
The Challenge offers a practical, engaging way for staff to experience a process usually reserved for students. It’s a prompt for reflection – and yes, maybe a little fun along the way.
At a time when English requirements are under increasing public, political, and policy scrutiny, there’s real value in taking a closer look at the systems we rely on – and at how they feel from the other side.
So: do you have what it takes to meet your university’s English language entry requirements?
The DET University Challenge is open until 31 May 2025 with participants able to win up to £5,000 in prize money for their university or a designated Higher Education access charity. Terms and conditions apply.
By knowing about and engaging with these key figures on campus, you can make the most of your college experience and set yourself up for success.
Kate Lehman, Ph.D.
Director, National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina
Katie Hopkins
Associate Director for Faculty Development and Resources, University 101 Programs, University of South Carolina
Congratulations! You’ve made it to your first day of classes! You are excited by the opportunities before you…and overwhelmed. Colleges and universities employ a host of staff and faculty whose primary role is to support your success. Part of your tuition and fees go to support these folks — you should use them! Meet the 10 people you need to maximize your college experience.
Faculty, instructors, and teaching assistants (TAs)
You’re surely familiar with the folks teaching your courses. Use office hours to get to know your instructors. Ask them how they got into their fields and why they love their work. You might be interested in a similar topic, land yourself a research opportunity, or find yourself a new mentor!
Academic advisers
Course registration should not be the last time you speak with your academic advisor! Academic advisers help anytime you are thinking about your course of study, whether you want to drop a class, change your major, add a minor, take a summer class, or figure out how to work a study abroad program into your plan.
Librarians
Librarians have magical skills to make your classwork so much easier. Okay, it’s not really magic, but they can help you find awesome sources for class papers and teach you about technical resources like citation management software to make your work a lot easier!
Student success and academic support staff
Is chemistry or calculus stressing you out? Your institution has a student success center or a tutoring center to help. Our advice: Get help as soon as you start feeling overwhelmed. Don’t wait until you’re really behind!
Financial aid team
You have probably already received your financial aid package, but life happens. If your financial situation changes, the financial aid office is your first call. They might adjust your aid package and/or connect you to additional financial resources.
Health center and counseling center staff
You probably know to go to the health center if you sprain an ankle or have a sinus infection, but the medical and counseling team can help with a lot more. If you are feeling overwhelmed or are struggling, schedule an appointment to gain access to counseling sessions, support groups, and workshops to help you feel your best (all things which are included in your tuition and fees).
First-year students at the University of South Carolina participate in a team-building activity in their first-year seminar course. | Photo by Logan White
Career center staff
Whether you have mapped out a career plan or have no clue what you want to do, your career center staff can help! It’s not just for seniors — career centers help with career exploration, internships, resume development, and interview skills. They might even be able to help you find an on-campus job so you can build career skills and start earning money while you’re a student.
Disability services staff
If you received accommodations in high school, be sure to register with disability services on your campus, as those do not automatically roll over. These may be related to dietary restrictions, learning disabilities, or mental health conditions. They can work with you to ensure you have what you need to be successful!
Student activities and recreation services staff
You didn’t just come to college to study and work, right? Join a student organization, attend fun events, play on an intramural sports team, or take a group exercise class! Besides having a good time, you’ll grow your leadership, teamwork, and communication skills and make friends.
Friends and peer mentors
Decades of research on college student success tell us that your fellow students, or your peers, are key to your success. Many of the campus offices employ student staff members, often called peer mentors. By getting involved on campus, you will make friends who support and encourage you.
The folks outlined here can help you get the most out of your college experience. Don’t ever hesitate to ask someone a question, introduce yourself, or try a new resource; it can only help! These amazing people will help find the opportunities that will shape your future. As you build connections with them, you will find friends and mentors to last a lifetime.
Food is more than just a necessity in college — it fuels academic success, well-being, and connection, making informed dining choices essential for thriving on campus.
Robert Nelson
President and CEO, The National Association of College & University Food Services
Preparing for college means choosing classes, housing, and campus activities — but what about food? While dining may not always be top of mind, what students eat has a profound impact on their academic performance, health, and overall well-being. Here’s what families should consider when planning for a successful — and well-fed — college experience.
Food and academic success
Skipping meals may seem like a small sacrifice when juggling a packed schedule, but the effects on academic performance are significant. Studies show that students who eat regular, balanced meals — especially breakfast — perform better on tests, have stronger focus, and experience lower stress and anxiety.
Meal plans exist for a reason: They provide consistency, affordability, and easy access to nourishing meals that support learning, brain function, and students’ mental and physical health. Students should aim to create a meal schedule that aligns with their class and study habits, ensuring they have time to eat before long lectures or exams.
Know your options
Many students arrive on campus with food allergies, religious or cultural dietary preferences, or health-related nutrition needs, yet they may not realize that college dining services can accommodate them. Parents and students should take the time to explore:
Allergen-friendly options: Many dining halls have designated stations or innovative programs for accommodating top allergens like nuts, dairy, gluten, and more.
Registered dietitians: Some schools offer access to nutrition experts who can help students make informed choices.
Cultural and religious meals: If students keep kosher, halal, or vegetarian diets, understanding what’s available ahead of time can make the transition smoother.
Before move-in, students should visit the campus dining website, contact the dining team, and ask about meal options that fit their needs.
Making the most of your plan
A meal plan isn’t just about convenience — it’s also one of the most cost-effective ways to eat in college. Because of economies of scale, campus dining can offer a wide variety of meals at a lower cost than students would typically spend cooking for themselves or eating off-campus.
Students should consider:
Understanding their chosen meal plan: Are there unlimited swipes? A set number per week? Can unused meals roll over? What is the deadline to adjust plans if needed?
Knowing about alternative dining locations: In addition to dining halls, many campuses offer grab-and-go options, food trucks, or mobile ordering for busy days, included as part of the meal plan.
Making the most of cooking and nutrition programs: Some schools offer cooking classes, workshops, or healthy eating initiatives to help students develop lifelong food skills.
Food as connection
Beyond nutrition, food plays a vital role in helping students build relationships and feel a sense of belonging. Sitting down for a meal is one of the easiest ways for new students to make friends, unwind, and stay connected to campus life.
While technology has changed how students engage with their world, dining halls remain one of the most valued spaces for face-to-face interaction — not just with peers, but also with staff who become familiar, welcoming faces in a student’s daily routine.
A strong foundation
Students and families invest a great deal in higher education, and making informed choices about nutrition is part of that investment. Food is more than fuel; it’s a foundation for academic success, personal well-being, and lifelong habits. As students embark on this next chapter, taking the time to understand and prioritize their dining options can make all the difference.
Reaching today’s college and university students, most of whom belong to Generation Z, requires more than a digital presence. It requires cultural fluency, authenticity, and a deep understanding of how this generation engages with the world.
Gen Zs, typically identified as those born between 1997 and 2012, are the first true digital natives. They’ve grown up with smartphones, social media, and streaming content, not as novelties, but as fixtures of daily life. According to Pew Research, nearly 95% of teens have access to a smartphone, and more than half report being online almost constantly. These habits carry into their post-secondary years, where connectivity is an expectation, not a luxury.
But modern college and university-age students aren’t always just online. They’re also highly discerning. They value transparency, social impact, and personalization. They’re quick to recognize inauthentic messaging and even quicker to disengage from it. For colleges and universities, this creates both a challenge and an opportunity: traditional, one-dimensional advertising methods, such as flyers or general announcements, may not cut it anymore, but the right strategy can foster a lasting connection and institutional trust.
This blog post offers a comprehensive guide to understanding and effectively advertising to college students against this backdrop. From leveraging digital platforms to embracing values-driven storytelling, we’ll explore the strategies that resonate with Gen Z and how institutions can adapt to meet them with relevance and respect.
Let’s begin by exploring why this age group deserves special attention.
Why Marketing to College Students (18–24) Matters
Let’s start with a simple truth: the 18–24-year-old demographic is one of the most important audiences for higher education marketers today.
Why? Because this isn’t just the age when students choose a school. It’s when they start forming lasting opinions about the institutions they trust. The connections you build now can influence enrollment, but they also shape alumni engagement, word-of-mouth referrals, and long-term brand loyalty.
Here’s the part that matters: Gen Z is different.
They’re not just digitally connected, they’re digitally fluent. According to a study, young adults between 18 and 24 now spend an average of four hours per day online, much of it on platforms like TikTok, YouTube, and Instagram.
That means your message is competing with algorithmically curated, visually captivating, and instantly engaging content. If your campaign doesn’t speak their language, it likely won’t even register.
And here’s where it gets even more interesting: Gen Z is highly influenced by their peers. One study found that 44% of Gen Zers make purchasing or participation decisions based on influencer recommendations, not traditional ads.
What does that mean for your institution? If students don’t see your message reflected in the voices and platforms they already trust, you’re missing out. Not just on visibility, but on credibility.
We’ve already seen this in action. Consider how Lancaster University in the UK leveraged TikTok to promote its online open days. By collaborating with student ambassadors to create a series of in-feed ads, the campaign achieved over 10 million impressions and more than 90,000 clicks, significantly boosting engagement and interest in their programs.
Advertising to college students is not just about being seen. It’s about being relevant, responsive, and real. When you create campaigns that feel native to their world, not imposed on it, you don’t just attract attention. You build trust.
Where and How to Reach Students in 2025
Reaching college students today is as much about being present as it is about being present in the right places. To effectively connect with this digitally native audience, a multi-channel approach that blends online platforms with on-campus touchpoints is essential.
Where can I advertise to college students? Effective channels include social media platforms (Instagram, TikTok, YouTube, Snapchat), on-campus signage, email and SMS campaigns, and peer networks such as student clubs and organizations. Let’s explore the most impactful channels:
1. Social Media Platforms
Social media is the heartbeat of student communication. Platforms like TikTok, Instagram, Snapchat, and YouTube are where students spend a significant portion of their time. TikTok has become a vital recruiting tool, with two-thirds of teenagers using the platform, making it essential for colleges to have a presence there. Paid advertising and organic content (stories, reels, challenges) on these platforms can yield high engagement.
Example: Oxford University (UK) shared a series of TikTok videos featuring current students offering advice to incoming first-year “freshers,” creating authentic, peer-to-peer content that resonated strongly with its student audience.
When students are researching colleges or looking up information, they often turn to search engines and video platforms. Running targeted search ads ensures your college’s offerings appear when students are actively seeking information. On YouTube, short, engaging pre-roll ads can capture attention. Just remember to keep them concise and relevant.
Example: Randolph-Macon Academy (R-MA) launched an aggressive Google Search ad campaign targeting families seeking strong academics during the COVID-19 pandemic. The effort paid off, R-MA saw tremendous results, enrolling 115 new students from May to August 2020 (boosting overall enrollment) and even doubling their summer school enrollment despite the disruption.
Don’t underestimate the power of physical presence when advertising at colleges. Traditional channels like campus bulletin boards, posters in dorms or the student union, campus newspaper ads, and flyers still have value, especially for promoting campus events.
Modern twists on these include digital signage (screens around campus displaying announcements) and QR codes on posters that students can scan for more info or to RSVP. Being visible where students live and study helps keep your message top-of-mind.
4. Email and Text Alerts: Direct and Personal Communication
Email remains a staple for official communication, and when crafted well, it can be an effective tool for reaching students. Concise, visually appealing newsletters about upcoming opportunities can capture attention.
Additionally, SMS/text message alerts are highly effective for timely announcements, as most students will see a text immediately. Always ensure you have permission to text students and use this channel sparingly to avoid overcommunication.
Example: The University of Texas at Austin runs a program called HealthyhornsTXT through its wellness center, sending students 2–3 text messages per week with health tips, stress-management advice, notices of campus wellness events, and motivational reminders. The messages are written in a friendly, encouraging tone by health educators (e.g., nudging students to take a stretch break or stay hydrated in the Texas heat) and often include interactive elements like a monthly giveaway to sustain engagement.
5. Student Organizations and Influencers: Leveraging Peer Networks
Peer influence is powerful. Partnering with student organizations, clubs, or Greek life groups can amplify your message. Engaging student ambassadors or micro-influencers, students with a following in specific niches, can promote your message authentically among their peers.
Example: John Cabot University (JCU) in Rome, Italy has a robust student ambassador program: current students are heavily involved in orientation, campus tours, event planning, and peer mentoring, serving as friendly points of contact for prospects. JCU’s website even features profiles and contact info for each ambassador, portraying an approachable, relatable face to prospective students.
By integrating these channels, your advertising efforts can effectively surround students in multiple contexts: online, in class, around campus, and on their phones. The key is to maintain cohesive messaging across platforms, ensuring that whether a student sees a flyer in the cafeteria or a story on Instagram, the campaign feels unified and relevant.
Current Trends in Digital and Social Media Marketing
To reach today’s college students effectively, your digital marketing must evolve as quickly as their online habits. Trends shift fast; what worked last semester might be outdated today. Here are the top strategies driving real engagement right now:
1. Short-Form Video & Challenges
TikTok and Instagram Reels continue to dominate student attention. Quick, relatable videos, like day-in-the-life clips or student-led challenges, are easy to share and resonate with Gen Z’s short attention span. Schools that lean into this format are seeing higher reach and better engagement.
2. Authentic Influencer Content
Students trust peers over polished promotions. That’s why institutions are turning to student ambassadors for social takeovers, Q&As, or vlog-style content. These collaborations feel more like honest advice than advertising, and they build credibility.
3. Interactive & User-Generated Campaigns
Interactive content invites students to participate rather than just consume. Polls, quizzes, and contests on social media are very effective. For example, using Instagram Stories to let students vote on a homecoming theme engages them in decision-making.
User-generated content campaigns are also trending. A classic approach is to encourage students to post with a specific hashtag (perhaps showcasing school spirit or their favourite study spot) and then reshare those posts. These social media campaign examples for students turn your audience into content creators, which increases engagement and provides authentic material to repost on official channels.
4. Personalized, Geotargeted Ads
Digital tools now allow you to tailor messages by interest, location, or academic background. For example, promoting a coding event to computer science majors or a concert to students living on campus ensures your outreach hits the right audience at the right time.
5. Ephemeral & Live Content
Instagram Stories, Snapchat updates, and livestreams offer real-time, behind-the-scenes access to campus life. Their temporary nature creates urgency, while the live format allows two-way interaction that deepens student connection.
Example: Randolph-Macon Academy (RMA) hosts live virtual campus tour webinars to reach prospective families who cannot visit in person. RMA’s admissions team leads a live-streamed 360° campus tour followed by an in-depth Q&A presentation. This event is promoted through the school’s website and communications, allowing attendees worldwide to experience the campus in real time and ask questions, effectively extending the open-house experience beyond geographic limits.
Gen Z students care about social impact. Campaigns that highlight sustainability efforts, diversity, or local community involvement often outperform generic promotions, so long as the message is genuine. Authenticity matters.
Example: Loughborough University (UK) provides a strong example with its “War on Waste” campaign – a bespoke sustainability initiative aimed at reducing waste and increasing recycling across campus buildings. Branded messaging around “Reduce, Re-use, Recycle” and visual prompts appeared throughout Loughborough’s facilities, encouraging students to adopt greener habits as part of campus life.
Staying on top of these trends ensures your message feels relevant, not recycled. Institutions that tap into these behaviours, without straying from their core identity, tend to gain more trust, attention, and traction from the student audience.
On-Campus Advertising Strategies That Still Work
While digital platforms dominate student attention, on-campus advertising still holds power, especially when promoting local events or building community awareness. The key is in making it modern, visible, and relevant. Here are five effective ways to do it:
1. Posters & Digital Billboards
Traditional posters still work, but now they come with upgrades. Many campuses feature rotating digital billboards in high-traffic spots like cafeterias or libraries. These can display videos, animations, and even repurposed TikToks. For printed posters, bold visuals and a QR code make it easy for students to scan and act instantly.
Example: San Diego State University (SDSU) employs a range of on-campus media to reach students: from digital signage screens in student centers to pole banners along walkways, and even a large marquee visible from a nearby freeway, all broadcasting campus events and messages
By strategically placing dynamic content in high-traffic areas, SDSU ensures students are constantly aware of upcoming activities and campus news.
Setting up a table in the student center or quad is a direct way to interact with students. Staff it with friendly student volunteers or staff, and have a clear call-to-action: whether it’s to promote a new program, a survey, or an event. Freebies (swag like T-shirts, stickers, snacks) are a timeless tactic; students love free stuff, and a branded item keeps your college or event in mind later. This face-to-face engagement can complement your online ads for colleges by giving a personal touch.
3. Campus Media Channels
Student-run newspapers, newsletters, and radio stations offer trusted, student-authored spaces to advertise. Sponsoring a segment or placing a well-designed ad in a campus magazine ensures your message lands where students are already tuned in.
4. Residence & Academic Buildings
Bring advertising into the spaces students frequent daily. Many residence halls allow posting on community boards or digital displays in lobbies. Similarly, academic buildings often have screens or boards for department-related notices; work with different departments to promote relevant opportunities (like a speaker event hosted by the business school should be advertised in the business building). Tailoring your message to the location can increase its relevance
5. Guerrilla Campaigns
Some of the most memorable campaign examples for students have been unconventional. Think flash mobs, chalk art on sidewalks, or pop-up experiences. A college could organize a quick flash mob dance in the dining hall to draw attention to an upcoming cultural festival, for example. Or use sidewalk chalk to create a path of clues leading to a secret prize location as part of a scavenger hunt campaign.
These fun stunts naturally get students talking (and posting on social media) because they break the monotony of campus life. Just be sure to get any necessary permissions from campus authorities beforehand.
When done right, on-campus efforts amplify your digital campaigns. If, for instance, a student sees a poster in the dorm, gets a text reminder, and then spots a student-led story on Instagram, it all clicks. That kind of message reinforcement is what turns curiosity into action.
How to Advertise Events to College Students
Promoting student events, whether it’s a club meeting or a major campus concert, requires clear, timely outreach across multiple channels. The goal isn’t just awareness; it’s attendance.
A pertinent question for education administrators then is: How can I market to 18 – 24-year-olds effectively? Utilize mobile-first, interactive, and values-aligned content. Focus on authenticity, relevance, and peer-driven engagement. Short-form video and tailored messaging yield the highest response.
Here’s how to get students to show up and spread the word.
1. Use a Multi-Channel Strategy
Start with a Facebook or event page, then promote it on Instagram, TikTok, Twitter, and email. Post countdown teasers, behind-the-scenes clips, and physical flyers across campus at least 1–2 weeks in advance. Repetition across platforms helps the message stick.
2. Lead with a Strong Hook
What makes the event worth attending? Free food? A headline performer? Networking opportunities? Whatever it is, make that the focal point on posters, email subject lines, and social captions. Students need a clear reason to care.
3. Tap Into Peer Networks
Encourage club members and student leaders to promote the event on their socials. Authentic, peer-shared content builds trust. Add a campaign hashtag and invite early adopters to post excitement-building previews like setup photos or teaser videos.
4. Leverage Campus Infrastructure
Ask professors to announce the event in relevant classes. Use the school’s app, email newsletter, events calendar, and even push notifications if available. A well-placed promo video from a student government leader can go a long way.
5. Simplify Signups
Use one-click links, QR codes on posters, and RSVP buttons that send reminders. Don’t make students dig for info; friction lowers turnout. Keep access to details and registration as effortless as possible.
On the day of the event, keep the buzz going. Add a selfie booth or branded hashtag display to encourage attendees to share their experience. When others see the fun they missed, they’ll be more inclined to show up next time. The right event marketing doesn’t just boost attendance, it builds momentum.
Creative Campaign Ideas to Spark Student Engagement in 2025
The best campaigns tap into real student life, encourage participation, and reflect your campus culture. Here are five proven and adaptable campaign ideas to consider:
1. ‘Day in the Life’ Video Series
Feature different students taking over your social channels, athletes, international students, first-years, to show authentic campus life. Promote each one in advance, save them to highlights, and repurpose the content for YouTube or digital signage. It’s both engaging and a valuable tool for prospective students.
2. Hashtag Challenge
Launch a branded hashtag (e.g., #MyCampusStory or #[Mascot]Pride) and invite students to post around a fun theme like favourite study spots or campus traditions. Offer prizes, reshare standout entries, and build a content library that feels both organic and community-driven.
3. Scavenger Hunt Campaign
Blend physical and digital by hiding QR codes or clues across campus during orientation or homecoming. Ask students to share their progress on social media using your hashtag. Offer swag for completion and a grand prize for added excitement, great for both visibility and participation.
4. Student Spotlight Series
Celebrate students with weekly features, short videos, or graphics showcasing their achievements, hobbies, or contributions to campus life. Share these across platforms to boost morale internally and show prospective students the real impact of your community.
In a nutshell, what’s the best way to promote events to college students? Use a multi-channel approach, emphasize the event’s value, and simplify registration. Build excitement through social proof, timely reminders, and on-site digital engagement strategies.
Example: The Academy of Applied Pharmaceutical Sciences (AAPS) in Toronto leverages student voices on social media by regularly sharing student and alumni success stories. This allows prospective students to envision themselves achieving similar goals, essentially seeing “people like me” thriving at the school.
Host timely, student-friendly events like a “Puppy Zone” during finals or a “Throwback Thursday” music party in the quad. Pair each with a livestream and pre-event polls or trivia to boost anticipation and extend reach to virtual audiences.
Keep it student-led, authentic, and relevant. Bring students into the planning process, they know what’s trending and what will spark interest. These ideas promote as well as create memorable experiences that students want to share.
Best Practices for Student Advertising
To ensure your marketing is both effective and respectful, consider these key principles:
Prioritize authenticity: Use real student voices and visuals. Avoid overpromising or overly polished messaging.
Optimize for mobile: Assume your content will be viewed on smartphones. Use vertical video, fast-loading pages, and concise layouts.
Maintain consistency: Align visual identity and messaging across platforms to reinforce recognition.
Respect timing: Be mindful of academic calendars and daily student rhythms. Avoid campaign launches during exam periods.
Gather feedback: Use polls or post-event surveys to measure effectiveness and refine future campaigns.
Adhere to campus policies: Ensure you comply with posting rules, privacy regulations, and student consent protocols.
Do you want to master the nuances of marketing to college students?
Contact Higher Education Marketing for more information.
Twitter: Reaching college students today requires more than visibility; it demands relevance. Learn how modern higher ed marketing leverages short-form video, student influencers, and personalized campaigns to make a lasting impact.
Facebook: Higher education advertising is evolving. Discover how to engage Gen Z through integrated campaigns that reflect their values, prioritize authenticity, and foster connection, both online and on campus.
LinkedIn: From social media to digital signage, today’s institutions are reimagining how to connect with students. Explore the most effective strategies for student-centred marketing in 2025.
Frequently Asked Questions
Question: Where can I advertise to college students?
Answer: Effective channels include social media platforms (Instagram, TikTok, YouTube, Snapchat), on-campus signage, email and SMS campaigns, and peer networks such as student clubs and organizations.
Question: How can I market to 18 – 24-year-olds effectively?
Answer: Utilize mobile-first, interactive, and values-aligned content. Focus on authenticity, relevance, and peer-driven engagement. Short-form video and tailored messaging yield the highest response.
Question: What’s the best way to promote events to college students?
Answer: Use a multi-channel approach, emphasize the event’s value, and simplify registration. Build excitement through social proof, timely reminders, and on-site digital engagement strategies.
The image of the suffering artist is a cliché that faculty and staff who work with students in the performing and visual arts are trying to dispel. They believe that creative inspiration doesn’t have to come at the expense of health and well-being.
“You definitely have to be able to connect on some level to that artistry. But that doesn’t mean necessarily that you have to suffer mental health issues to be able to access this,” said Frank M. Diaz, professor in the Indiana University Jacobs School of Music.
A growing awareness of young people’s mental health and the challenges depression and anxiety pose to student retention and college completion has inspired services for students of underrepresented minority backgrounds, student athletes and other populations on campuses.
More performing arts programs have also begun embracing education on emotional and physical well-being to equip students to succeed in college and beyond.
Under pressure: Performing arts students, like many college attendees, face academic pressures—as well as financial responsibilities to pay for college—that can put them under immense stress. A 2024 survey by Inside Higher Ed and Generation Lab found that just under half of respondents indicated their top stressor while enrolled was balancing academics with personal, family or financial responsibilities.
Performers also juggle rehearsals, whether individual training or as part of an ensemble, that can require several hours of work outside of regularly scheduled classes. Musicians are often in practice rooms for hours each day, causing them to deprioritize their well-being.
“Some of them practice for six hours,” Diaz said. “That does not include their academic courses, their music courses, their ensembles that they’re in, their lessons and their studio classes. While you pile all that on, it’s a lot.”
Young people in general are more open to talking about mental health compared to previous generations, but performing arts students often feel cultural pressures to maintain certain appearances.
“There’s a lot of stigma around the arts and mental health,” Diaz said. “Music students—we also have ballet here—don’t like to admit that they have issues. It’s seen as a weakness, so it’s been traditionally not talked about in our field.”
Additionally, the performing arts can put pressure on students’ physical health if they’re not trained or properly supported. A research study of music schools in Switzerland and the U.K. found music students had lower levels of physical and psychological health compared to the general population.
This unique combination of factors has pushed some colleges and universities to invest in specialized resources dedicated to students studying music.
Institutional change: Members of the National Association of Schools of Music, the accrediting body for most music programs, are required to provide music students with information about physical and mental health. Most institutions meet this requirement through a dedicated webpage where students can browse campus and external services. If you ask James Brody, director of the Musicians’ Wellness Program (MWP) at the University of Colorado, Boulder, College of Music, that’s just the tip of the iceberg.
Brody and his colleagues have been engaging in this work informally for over a decade. In 2020 the university rolled out an embedded counseling program, which provided the College of Music with a dedicated mental health clinician, Matthew Tomatz, to lead outreach and deliver services to music students. Tomatz, a former musician himself, receives referrals from faculty and staff to meet with students and provides regular group therapy for student musicians to engage with peers and talk about their struggles.
MWP was officially established in 2021, providing physical and social wellness education to learners across CU Boulder’s school of music to prevent and recover from injuries for long-term thriving.
Approximately 160 students participate in MWP offerings each year, and more than 130 music students accessed counseling and psychiatric services in the 2022–23 academic year, according to a university press release.
The Office of Wellness and Arts Health Initiative (OWAHI) at the Jacobs School of Music was established in 2023 as a way to increase student access to supports. The school is home to 1,600 students, making it one of the largest music schools in the U.S. The size can make music students more isolated from the larger campus community of Indiana University, because “everything [within the music school] is in one place and our students never go out and venture into this Big Ten campus that we have,” Diaz said.
Instead of making students seek out resources, the school centralized offerings into the OWAHI, creating a one-stop shop for a variety of support services that are student-centered and student-led.
Social wellness: One of the undertones of performing arts programs is competition; students fought hard to win a spot at an accredited music program, which can create feelings of rivalry and isolation from their peers.
Jacobs School of Music students enjoy a holiday party thrown by the Office of Wellness and Arts Health Initiatives in partnership with the Jacobs School’s Health and Wellness Committee.
Wendi Chitwood/Indiana University
To combat this narrative, Diaz created events centered on relationships. “Our data basically indicates that people are seeking community. They don’t know how to find it; they don’t know how to build good relationships. They know they want them. So, to me, that’s the basis of everything we do.”
OWAHI offers drop-in office hours for students to get snacks, talk with their peers and engage in destressing activities, including mindfulness training, massage, games and yoga. In addition, the office partners with the School of Social Work to provide student-led wellness coaching, which both connects learners with peers and gives social work students needed supervised practicum hours.
Jacobs students participate in a meditation session provided by the Office of Wellness and Arts Health Initiatives.
Jacobs School of Music/Indiana University
OWAHI offered about 70 coaching sessions in 2023–24 and an estimated 300 sessions during this academic year, which Diaz attributes to increased engagement on campus, student-led marketing and positive partnerships. Students who participate in services are also demographically representative of the school’s population, and Diaz has been pleased to see high participation rates among male students (41 percent of participants), given perceived barriers to engagement in mental health supports for men.
At New York Film Academy in Los Angeles, acting professor Victor Verhaeghe noted that his students tended to arrive with fewer socio-emotional skills, making it harder for them to engage. Verhaeghe has started using class time to lead meditation and shared affirmations, allowing students to become more vulnerable and connected to each other, as well as create self-love.
“I say, ‘Let’s start with sharing who you are; let’s open up to discussion,’” Verhaeghe said. “Some people are not ready to share, but I’ll share my story … It’s all about rewiring, it’s about changing the programming. As an artist, vulnerability is essential. You have to be able to tap into that.”
Physical wellness: Injuries among college students often come from late-night recklessness, sports, accidents or overwork. Less common is the physical strain improper musical technique can have on musicians.
“People don’t understand that musicians get injured, and the injury rate is high—as high as 80 percent of college students,” Brody of CU Boulder said.
Brody offers one-on-one consultations and lessons with students to help them recover from injury, misuse, anxiety or physical tension, helping them connect music and the body to ensure they can continue playing for many years. “I am continually amazed at how anatomically illiterate most musicians are,” he said.
Professor James Brody, director of the Musicians Wellness Program, instructs a student musician on clarinet.
University of Colorado, Boulder
He’s passionate about physical wellness education for musicians, and admits he sometimes has to pull back from overloading students with anatomy lessons.
“Some people say, ‘No pain, no gain,’” Brody added. “I say, ‘No pain, no pain.’ It really shouldn’t hurt.”
CU Boulder music students can also receive free hearing tests, a common practice for music schools to ward against noise-induced hearing loss.
The University of North Carolina at Greensboro offers two elective courses within the school of music that connect physical health to performance, encouraging students to move strategically and reduce tension.
In the future, Brody would love to see donor support for more resources to support musician well-being, including specially designed hearing protection and vocal health support from a laryngologist.
Occupational wellness: College students in general are anxious about their careers—71 percent of students say they feel at least somewhat stressed thinking about life after college—but the performing arts has always been an especially challenging field. Recent data from the Bureau of Labor Statistics found that only about 20 percent of students with a fine arts degree actually work in arts, design, entertainment or media occupations.
“Every single student is terrified right upon getting out because of the complete unpredictable nature of this business,” Verhaeghe said.
Brody noted student musicians’ anxiety levels are high regarding their future plans, particularly due to a shrinking number of symphony orchestras and full-time opportunities. “Still, folks line up to do it,” he said. “We don’t have any lack of talent and motivation.”
In class, Verhaeghe talks about the challenging elements of being an actor, from not having work to playing demanding roles with long hours. “I think it’s important that we talk about the next phase,” he said. “I believe this is a calling to do this work, and not everybody’s called … if you really want to have a craft, then you will invest.”
Performing arts students also often live with the tension of trying to balance passion and work. Many people consider art to be a healing or soothing experience, allowing them to engage in mindfulness or relaxation. “The evidence is pretty clear that musicians and artists in general are the exception to the, ‘I do art and I feel good’ thing, like, we don’t experience that because it’s vocational,” Diaz said.
There’s one exception to this work, Diaz noted: when art becomes a service. At IU, students can participate in performances at senior centers through the Senior Outreach Program.
“Instead of going as ‘I’m going to perform this awesome thing with you,’ [it’s] ‘I’m going to connect with you, I’m going to go learn your name and learn what you like and perform for you at these senior community centers,’” Diaz said.
Faculty members agreed there’s a need to encourage students not to burn out or overexert themselves for the sake of their art, because it’s not sustainable in the long term and reduces their career potential.
“The culture is gradually changing because it has to,” Brody said. “If it doesn’t, it’s like feeding people into a wood chipper.”
A week does not pass without my hearing about the apparently sorry state of the current crop of students. They are lazy, disengaged, clueless and so on. It is the dusty trope that the old do not appreciate the young.
In a trip through the literature and news of the past, you will find Generation X described as underachieving, angry, psychologically damaged slackers who were indifferent to learning, brazenly rude, entitled, unprofessionalwhiners. Millennials were called “Generation Whine” and described as self-centered, unmotivated, disrespectful, depressed, anxious, disloyal, entitled cynics who were so overindulged and protected by their parents that they were incapable of working without constant hand holding.
If this all sounds familiar, it should. Professors now bemoan the current crop of Gen Z students who will not read, cannot handle stress, procrastinate, lack basic academic skills, refuse to engage in class, are psychologically needy and are more interested in preparation for a career than appreciating knowledge.
Meanwhile, every generation is described as being both skilled in and ruined by new technology. Boomers complained that Generation X could not write a proper formal letter and that Millennials expected email communication. Generation X now complains about Generation Z not attending to their email communication and lacking proper email etiquette. It is an ongoing cycle.
Much of the educational discourse seems to assume that each new generation of students differs from the last to such a degree that many accommodations will need to be made. Every generation is indeed affected by the events of their time. The educational disruption of the COVID-19 pandemic likely widened the already existing achievement gaps among different groups of Generation Z learners. However, learning is learning. Decades of research across multiple fields of psychology have shaped our understanding of the human mind and how we best learn. Teaching is hard work, and we make teaching harder when we remain fixated on stereotypes, tech temptations and societal trends.
Let’s refocus on what our trade is—learning. From my experience as a professor of more than 20 years specializing in educational psychology, and as a researcher and department chair, I offer these principles:
Engage in your discipline. Maintain your expertise over time and share the developments of your field. If you are bored with your discipline, it will show. And if your knowledge is out of date and students find out, you lose all credibility. As a professor, few things are as awkward as when a student shares incorrect information they learned in another course and you must contradict it with up-to-date, accurate information.
Figure out what type of teaching suits you and then master that type. If you are a lecturer, then study what makes someone the best lecturer. If you use PowerPoints, study best practices in their design. If you embrace group work, explore what types of assignments and student groupings are most effective. What pedagogy you use is less important than doing that pedagogy well. By all means, learn new techniques. But new does not always mean better, and not all techniques are going to fit with your content and style. I will be the first to admit that I am not the most dynamic speaker. I am, however, good at reading the room, pacing the delivery of knowledge and explaining ideas in many different ways. Lean into your strengths.
Create opportunities for multiple types of learning. Humans learn best by engaging different areas of their brain: their auditory and visual systems, their logic and expressive capabilities, and their abilities to apply and build personal connections to new knowledge. Research shows that students do not have unitary learning styles: However, everyone learns better when they engage multiple processing modes. You do not need to do everything all at once. But across your design of homework, class time and assessment, remember: Variety is key. My own action research in my measurement and statistics course bears this out. Concerted effort to allow students to use analytic, practical and creative means to express their knowledge resulted in a productive experience in a class that many students dreaded.
Do not let new technology pass you by. What is new in instructional technology now may become the norm tomorrow. Try new things and stay knowledgeable, but also consider how and why you would use the technology to improve teaching or other aspects of your course. For example, clickers did not work well for me, but many professors make great use of them. A useful strategy is to turn to your students and ask them how they would improve one of your assignments by integrating new technology. Guides such as the one here are available to help you make these decisions.
Express a genuine interest in your students. You are not their friend, but you can be courteous and friendly. It is good manners, after all. Be a human being. As students gather before class begins, you might consider asking how the semester is going. Perhaps reference an event that has taken place on campus. Do not be afraid to mention your own experiences if they are directly relevant to the course. There is continuing lore related to my courses that if you find a way to include cats while also demonstrating the content and skills of the course you will receive extra credit (true). Do not be afraid to be real.
Fulfilling these principles in your teaching career is not easy. It takes time, energy and a lifelong commitment to self-improvement—the same traits we wish for in our students. If you find that you are unwilling to strive to meet these principles, and then find the students are not living up to expectations, know that it is not them: It’s you.
Erin Morris Miller is an associate professor of psychology at Bridgewater College.
Peer-to-peer conversations can help students to make connections with each other and course content. In a course that requires out-of-class reading, that conversation is highly reliant on students doing their part and completing the assigned reading. However, in recent semesters, students engaging in focused reading in which they annotate text is dwindling. There has been a noticeable decline in students’ engagement with course materials, evidenced by reduced annotations and superficial reading habits (Deale & Hyun, 2021; Mizrachi & Salaz, 2022). It seems as if a quick scan of one of the assigned pages is the best effort. Without adequate reading, students will be reluctant, or unable, to participate in class discussions and conversations for lack of understanding and fear of not ‘measuring-up’ to peers (Severe, E., Stalnaker, J., Hubbard, A., Hafen, C. H., & Bailey, E. G., 2024). Subsequently, instructor facilitated classroom conversations intended to enhance understanding of course content may stagnate and falter. Naturally, to maximize student engagement with course content, students must have a degree of self-awareness and desire to do the work assigned to meet the goal of understanding, and mastering, course content.
The frame of content engagement can look different based on course, instructor and level of student. In this case, engagement is on the ‘micro’ level as it offers ideas on what can happen before, during, and after class (Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, 2005). While engagement can be observed in many forms, this piece focuses on transactional engagement in which students interact with each other and with the instructor (Zepke & Leach, 2010). As instructors, we can provide the tools to help students engage with content and meaningfully participate in conversation to develop a more robust understanding of coursework.
Course Context
I teach a required, writing-intensive course for students in their junior year of their undergraduate studies. In addition to a heavy writing component, there is also a heavy reading component. While students enjoy the subject matter, they are not terribly thrilled by the amount of reading they are expected to complete. Generally, students start the semester strong, by keeping up with reading, sharing key points and participating in organic content-based conversations. By week four, they hit a wall. There is a notable drop off in the reading and conversations. In an ongoing effort to support students, I altered the clarified expectations and gave more support to students, both in class and beyond.
Choices
Students are busy with layers of competing obligations including classes, work, university organizations and athletics that may impact their time to prepare for class. They may also feel underprepared for reading focused non-fiction, informational texts that require more attention than a casual fiction novel. Being mindful of some students’ sensitivity to what they perceive as inadequate skills, the strategies listed below were shared in class. The whole group presentation and in-class practice encouraged students to try all the tools and self-determine which was most helpful for the time and abilities.
Before Class
Students were introduced to three strategies to use to capture the key points of the assigned reading. The activities provide multiple entry points that allow students to utilize the tool right away.
SQ3R. Although this is not a new strategy, I was surprised at how few students had experience working with it. Preparing to join classroom discussions requires intentional preparation. Some students may feel underprepared and think a simple scan of the assigned readings will enable them to join a conversation. While that may work on a superficial level, robust, and meaningful conversation requires proactive work. For students unsure of how to read for maximum understanding a review of the SQ3R strategy is helpful. After a class introduction to the strategy, all students are given a handout with the students so they can utilize as they see fit.
SQ3R
Launchpad. For some students, the formulaic nature of a guided strategy, like the SQ3R, may be too limiting. For the student that wants to prepare for in-class conversation, preparing and providing a few open-ended reading reflection questions (launchpad ideas) may be useful. The questions are intentional few in nature so students can focus on responding to one or two and reading to find solid text evidence to support responses.
Launchpad Example 1Launchpad Example 2
Sketchnoting. For students that best express their understanding visually, sketchnoting is a wonderful tool (Parks, 2022). Sketchnoting involves using images, words, and colors to make thinking visible on paper (or a device). When introduced in class as a worthwhile way to capture understating, students may be more likely to try the method rather than just trying to remember what they read.
Sketchnote
The First 10 Minutes of Class
Even with adequate preparation and readings, students get busy with other obligations between assigned coursework and class time. To help students feel prepared, the first 10 minutes (no more) of class is provided as a focused reflection.
Focused Reflection. During the 10-minute reflection, students may review their SQ3R notes, add to their reading reflections or sketchnotes. Students may also reread (or, for some, read) the assigned pages. For students that have done it all, they are tasked with doodle time. It’s not as unstructured as it seems.
Doodle Time. If a student is reluctant to participate in any of the focused reflections, they are given a doodle paper and three colored pencils. The expectation is to keep the pencils moving during the entire 10-minute period. Some students may start by drawing squiggles or lines, but they do transition into drawing sketches of things they’ve read. Once students believe there is no judgment on their artistic ability and that the focus time is really intended to help them think about the course content, they respond positively to the task. Some have even transitioned from doodling to sketchnoting because, as shared by one student, “it matches the way I think.”
By allowing this 10-minute period to capture thoughts, students have to ability to organize their thoughts and feel confident in their classroom conversation contributions. While it doesn’t level the field completely, and there are still students that do not read, those that do have shared they appreciate the time to refocus their attention on the coursework.
There are only two rules for focused reflection time. The rules are aimed at keeping the classroom distraction free.
No talking (to me or each other). The quiet period allows think-time for all students.
No devices. The device free period encourages students to independently think about the assigned readings without supporting- or competing- interests. Students are told candidly, I care about their input, not a generative AI summary of the reading.
Building a Safe Space for Conversations
Even with adequate preparation, sharing connections to coursework can be daunting. To support students in the process, a small to big approach is beneficial. First, students are assigned, by the instructor, into conversation corner groups. These groups are intentionally small to promote equitable opportunities to speak. With small classes, I create the groups and intentionally separate any groups of friends to provide opportunities for students to interact with others that may bring new perspectives to the conversation. For larger groups, a random group generator such as https://www.randomlists.com/team-generator can be used. After allowing small group conversation, the students are transitioned into whole group discussions in which they share understanding or respond to instructor posed questions as a group.
Getting the Conversation Going
Students may need help starting content-based conversations. Using a ‘fun’ tool engages students and allows all to have a chance to contribute.
Spinning Questions. Pickerwheel (https://pickerwheel.com) or Spin the Wheel (https://spinthewheel.io/#google_vignette) are sites that allow the instructor to enter questions into a spinning wheel. Students spin the wheel and respond to questions in small groups. Students can also create a discussion wheel in their instructor assigned small groups using the questions they created for their SQ3R notes.
Conversation Cards. The use of Conversation Cards can help students engage in focused conversation about course content. Students can either draw random card or review all cards and choose the one that is most appealing to them.
Conversation Card Example 1Conversation Card Example 2Conversation Card Example 3Conversation Card Example 4Conversation Card Example 5
Ending Class
Ending class with an individual account of progress toward mastering course content helps students self-determine their next steps.
Accountability Audits. As a ticket out the door, students can complete an exit slip capturing their efforts for the day. Instructors may use the exit tickets as participation grades or as formative assessments to determine how students are understanding content. With larger courses, the instructor may elect to review a random sample of the work, telling students the work is about personal reflection and accountability. Exit slips may be handwritten or they may be done electronically.
Accountability Audit
One Last Word. Sometimes extra paper and written work just won’t work. An alternative is to ask individuals, or small groups of students, to suggest one word that sums up the main points of class. The main caveat is no word may be repeated. This one is fun, quick and pushes students to categorize their learning. Please consider a note of caution—this one can quickly turn into a small competition with individuals or groups trying to go first so “their” word is not shared by another group. Don’t worry—it’s all in good fun.
While engaging with content cannot be forced, finding tools that are interesting for students, focused enough for instructors to feel confident valuable class time is used productively and reinforces key points can make learning accessible to all.
Melissa Parks, PhD, is an associate professor of education at Stetson University in Deland, FL. Dr. Parks is an active member of the National Science Teaching Association (NSTA) and is currently a member of the NSTA Early Childhood- Elementary Science Teaching Committee. Her research interests include elementary pedagogies and environmental stewardship.
References
Deale, C. S., & Lee, S. H. (2021). To read or not to read? Exploring the reading habits of hospitality management students. Journal of Hospitality & Tourism Education, 34(1), 45–56. https://doi.org/10.1080/10963758.2020.1868317
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192. https://doi.org/10.3200/JOER.98.3.184-192
Mizrachi, D., & Salaz, A. M. (2022). Reading format attitudes in the time of COVID. Journal of Academic Librarianship, 48(4), 102552. https://doi.org/10.1016/j.acalib.2022.102552
Parks, M. (2022). Drawing in college: Using sketchnoting to support student engagement. Faculty Focus. Magna Publications.
Severe, E., Stalnaker, J., Hubbard, A., Hafen, C. H., & Bailey, E. G. (2024). To participate or not to participate? A qualitative investigation of students’ complex motivations for verbal classroom participation. PloS one, 19(2), e0297771. https://doi.org/10.1371/journal.pone.0297771
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11, 167-177. doi:10.1177/1469787410379680
Recently, some colleagues and I released a paper about the experiences of neurodivergent PhD students. It’s a systematic review of the literature to date, which is currently under review, but available via pre-print here.
But reading each and every paper published about neurodivergent PhD students provoked strong feelings of rage and frustration. (These feelings only increased, with a tinge of fear added in, when I read of plans for the US health department to make a ‘list’ of autistic people?! Reading what is going on there is frankly terrifying – solidarity to all.) We all know what needs to be done to make research degrees more accessible. Make expectations explicit. Create flexible policies. Value diverse thinking styles. Implement Universal Design Principles… These suggestions appear in report after report, I’ve ranted on the blog here and here, yet real change remains frustratingly elusive. So why don’t these great ideas become reality? Here’s some thoughts on barriers that keep neurodivergent-friendly changes from taking hold.
The myth of meritocracy
Academia clings to the fiction that the current system rewards pure intellectual merit. Acknowledging the need for accessibility requires admitting that the playing field isn’t level. Many senior academics succeeded in the current system and genuinely believe “if I could do it, anyone can… if they work hard enough”. They are either 1) failing to recognise their neurotypical privilege, or 2) not acknowledging the cost of masking their own neurodivergence (I’ll get to this in a moment).
I’ve talked to many academics about things we could do – like getting rid of the dissertation – but too many of us are secretly proud of our own trauma. The harshness of the PhD has been compared to a badge of honour that we wear proudly – and expect others to earn.
Resource scarcity (real and perceived)
Universities often respond to suggestions about increased accessibility measures with budget concerns. The vibe is often: “We’d love to offer more support, but who will pay for it?”. However, many accommodations (like flexible deadlines or allowing students to work remotely) cost little, or even nothing. Frequently, the real issue isn’t resources but priorities of the powerful. There’s no denying universities (in Australia, and elsewhere) are often cash strapped. The academic hunger games are real. However, in the fight for resources, power dynamics dictate who gets fed and who goes without.
I wish we would just be honest about our choices – some people in universities still have huge travel budgets. The catering at some events is still pretty good. Some people seem to avoid every hiring freeze. There are consistent patterns in how resources are distributed. It’s the gaslighting that makes me angry. If we really want to, we can do most things. We have to want to do something about this.
Administrative inertia
Changing established processes in a university is like turning a battleship with a canoe paddle. Approval pathways are long and winding. For example, altering a single line in the research award rules at ANU requires approval from parliament (yes – the politicians actually have to get together and vote. Luckily we are not as dysfunctional in Australia as other places… yet). By the time a solution is implemented, the student who needed it has likely graduated – or dropped out. This creates a vicious cycle where the support staff, who see multiple generations of students suffer the same way, can get burned out and stop pushing for change.
The individualisation of disability
Universities tend to treat neurodivergence as an individual problem requiring individual accommodations rather than recognising systemic barriers. This puts the burden on students to disclose, request support, and advocate for themselves – precisely the executive function and communication challenges many neurodivergent students struggle with.
It’s akin to building a university with only stairs, then offering individual students a piggyback ride instead of installing ramps. I’ve met plenty of people who simply get so exhausted they don’t bother applying for the accommodations they desperately need, and then end up dropping out anyway.
Fear of lowering ‘standards’
Perhaps the most insidious barrier is the mistaken belief that accommodations somehow “lower standards.” I’ve heard academics worrying that flexible deadlines will “give some students an unfair advantage” or that making expectations explicit somehow “spoon-feeds” students.
The fear of “lowering standards” becomes even more puzzling when you look at how PhD requirements have inflated over time. Anyone who’s spent time in university archives knows that doctoral standards aren’t fixed – they’re constantly evolving. Pull a dissertation from the 1950s or 60s off the shelf and you’ll likely find something remarkably slim compared to today’s tomes. Many were essentially extended literature reviews with modest empirical components. Today, we expect multiple studies, theoretical innovations, methodological sophistication, and immediate publishability – all while completing within strict time limits on ever-shrinking funding.
The standards haven’t just increased; they’ve multiplied. So when universities resist accommodations that might “compromise standards,” we should ask: which era’s standards are we protecting? Certainly not the ones under which most people supervising today had to meet. The irony is that by making the PhD more accessible to neurodivergent thinkers, we might actually be raising standards – allowing truly innovative minds to contribute rather than filtering them out through irrelevant barriers like arbitrary deadlines or neurotypical communication expectations. The real threat to academic standards isn’t accommodation – it’s the loss of brilliant, unconventional thinkers who could push knowledge boundaries in ways we haven’t yet imagined.
Unexamined neurodiversity among supervisors
Perhaps one of the most overlooked barriers is that many supervisors are themselves neurodivergent but don’t recognise it or acknowledge what’s going on with them! In fact, since starting this research, I’ve formed a private view that you almost can’t succeed in this profession without at least a little neurospicey.
Academia tends to attract deep thinkers with intense focus on specific topics – traits often associated with autism (‘special interests’ anyone?). The contemporary university is constantly in crisis, which some people with ADHD can find provides the stimulation they need to get things done! Yet many supervisors have succeeded through decades of masking and compensating, often at great personal cost.
The problem is not the neurodivergence or the supervisor – it’s how the unexamined neurodivergence becomes embedded in practice, underpinned by an expectation that their students should function exactly as they do, complete with the same struggles they’ve internalised as “normal.”
I want to hold on to this idea for a moment, because maybe you recognise some of these supervisors:
The Hyperfocuser: Expects students to match their pattern of intense, extended work sessions. This supervisor regularly works through weekends on research “when inspiration strikes,” sending emails at 2am and expecting quick responses. They struggle to understand when students need breaks or maintain strict work boundaries, viewing it as “lack of passion.” Conveniently, they have ignored those couple of episodes of burn out, never considering their own work pattern might reflect ADHD or autistic hyper-focus, rather than superior work ethic.
The Process Pedant: Requires students to submit written work in highly specific formats with rigid attachment to particular reference styles, document formatting, and organisational structures. Gets disproportionately distressed by minor variations from their preferred system, focusing on these details over content, such that their feedback primarily addresses structural issues rather than ideas. I get more complaints about this than almost any other kind of supervision style – it’s so demoralising to be constantly corrected and not have someone genuinely engage with your work.
The Talker: Excels in spontaneous verbal feedback but rarely provides written comments. Expects students to take notes during rapid-fire conversational feedback, remembering all key points. They tend to tell you to do the same thing over and over, or forget what they have said and recommend something completely different next time. Can get mad when questioned over inconsistencies – suggesting you have a problem with listening. This supervisor never considers that their preference for verbal communication might reflect their own neurodivergent processing style, which isn’t universal. Couple this with a poor memory and the frustration of students reaches critical. (I confess, being a Talker is definitely my weakness as a supervisor – I warn my students in advance and make an effort to be open to criticism about it!).
The Context-Switching Avoider: Schedules all student meetings on a single day of the week, keeping other days “sacred” for uninterrupted research. Becomes noticeably agitated when asked to accommodate a meeting outside this structure, even for urgent matters. Instead of recognising their own need for predictable routines and difficulty with transitions (common in many forms of neurodivergence), they frame this as “proper time management” that students should always emulate. Students who have caring responsibilities suffer the most with this kind of inflexible relationship.
The Novelty-Chaser: Constantly introduces new theories, methodologies, or research directions in supervision meetings. Gets visibly excited about fresh perspectives and encourages students to incorporate them into already-developed projects. May send students a stream of articles or ideas completely tangential to their core research, expecting them to pivot accordingly. Never recognises that their difficulty maintaining focus on a single pathway to completion might reflect ADHD-related novelty-seeking. Students learn either 1) to chase butterflies and make little progress or 2) to nod politely at new suggestions while quietly continuing on their original track. The first kind of reaction can lead to a dangerous lack of progress, the second reaction can lead to real friction because, from the supervisor’s point of view, the student ‘never listens’. NO one is happy in these set ups, believe me.
The Theoretical Purist: Has devoted their career to a particular theoretical framework or methodology and expects all their students to work strictly within these boundaries. Dismisses alternative approaches as “methodologically unsound” or “lacking theoretical rigour” without substantive engagement. Becomes noticeably uncomfortable when students bring in cross-disciplinary perspectives, responding with increasingly rigid defences of their preferred approach. Fails to recognise their intense attachment to specific knowledge systems and resistance to integrating new perspectives may reflect autistic patterns of specialised interests, or even difficulty with cognitive flexibility. Students learn to frame all their ideas within the supervisor’s preferred language, even when doing so limits their research potential.
Now that I know what I am looking for, I see these supervisory dynamics ALL THE TIME. Add in whatever dash of neuro-spiciness is going on with you and all kinds of misunderstandings and hurt feelings result … Again – the problem is not the neurodivergence of any one person – it’s the lack of self reflection, coupled with the power dynamics that can make things toxic.
These barriers aren’t insurmountable, but honestly, after decades in this profession, I’m not holding my breath for institutional enlightenment. Universities move at the pace of bureaucracy after all.
So what do we do? If you’re neurodivergent, find your people – that informal network who “get it” will save your sanity more than any official university policy. If you’re a supervisor, maybe take a good hard look at your own quirky work habits before deciding your student is “difficult.” And if you’re in university management, please, for the love of research, let’s work on not making neurodivergent students jump through flaming bureaucratic hoops to get basic support.
The PhD doesn’t need to be a traumatic hazing ritual we inflict because “that’s how it was in my day.” It’s 2025. Time to admit that diverse brains make for better research. And for goodness sake, don’t put anyone on a damn list, ok?
AI disclaimer: This post was developed with Claude from Anthropic because I’m so busy with the burning trash fire that is 2025 it would not have happened otherwise. I provided the concept, core ideas, detailed content, and personal viewpoint while Claude helped organise and refine the text. We iteratively revised the content together to ensure it maintained my voice and perspective. The final post represents my authentic thoughts and experiences, with Claude serving as an editorial assistant and sounding board.
This blog was first published on Inger Mewburn’s legendary website The Thesis Whisperer on 1 May 2025. It is reproduced with permission here.
Professor Inger Mewburn is the Director of Researcher Development at The Australian National University where she oversees professional development workshops and programs for all ANU researchers. Aside from creating new posts on the Thesis Whisperer blog (www.thesiswhisperer.com), she writes scholarly papers and books about research education, with a special interest in post PhD employability, research communications and neurodivergence.
In recent years and months, the UK has seen considerable debate over immigration policy, with proposed changes that could make studying here less attractive for prospective students.
The report’s findings present a striking varied picture. On one hand, it reaffirms the UK’s position as a leading global study destination, with one in seven respondents stating the UK’s high-quality education and globally recognised universities were their main motivations for studying here. For three in four students, the UK was their first-choice destination. Students are also attracted by the shorter course lengths, multicultural environments and post-study work opportunities offered through the Graduate Route.
Alongside this positive narrative, the report reveals a deeply challenging reality for many students once they arrive. Half of the international students we surveyed reported struggling with poor mental health during their time here, a statistic that will resonate with academic and professional services staff who see students day in, day out.
Living costs are also having a direct impact on student wellbeing, with monthly expenses (excluding tuition fees) averaging £1,402 and rising to £1,635 for students in London. For many, studying in the UK means short- and medium-term financial hardship and consignment to long-term debt. Over 30 per cent of postgraduate taught students rely on bank loans or credit cards. One in five worries about money all the time. Those most affected by financial stress are also more likely to report poor mental health.
Despite these pressures, current visa rules prevent international students from pursuing freelance work or self-employment, even in areas where their skills are in high demand. These restrictions are not only impractical but risk undermining both the student experience and the UK’s wider economic priorities.
Barriers to belonging
Just as concerning are the social barriers many students face. One in three international students reported they had experienced racism while in the UK. While 94% reported feeling safe and welcome on campus, that sense of belonging often didn’t extend to the wider community, with only 73% stating they feel safe and welcome in the UK more generally. These experiences can leave lasting impacts and send the wrong message to future students weighing up their study options against other international destinations.
Ultimately, these findings highlight a simple reality: the UK remains a top choice, but we cannot take that status for granted. Negative public rhetoric, which sometimes labels international students as a ‘problem’, ignores evidence that they contribute billions to our economy, volunteer in our local communities and improve our universities’ teaching and contribute to our world-leading research. International students are our peers, colleagues and future leaders. Therefore, it’s important we balance any concerns about immigration with the fact that international students are part of our future.
A roadmap for reform
This report centres students’ experience of studying here and sets out a roadmap for meaningful change. At a national level, we are calling on the Government to:
Freeze visa application fees and the Immigration Health Surcharge;
Allow greater flexibility in term-time work and permit self-employment and freelance work during study; and
Conduct a cross-departmental impact assessment on how immigration policies and public messaging affect the international student experience.
These policies are essential if we want to keep the UK globally competitive.
Shared responsibility across the sector
But change cannot come from Westminster alone. Universities and higher education sector bodies must also act. We’re asking universities to consider:
Fixing international students’ tuition fees at the point of entry;
Providing equitable access to hardship funds with clear eligibility criteria;
Delivering culturally competent mental health support that truly meets students’ needs;
Call on employers and careers services to better understand the Graduate Route and provide more tailored advice and job opportunities for international students; and
Adopt UKCISA’s #WeAreInternational Student Charter as a framework to improve the international student experience.
Working together for a welcoming UK
Our report is a call to action. We invite government ministers, MPs and Peers, and university leaders to work with their students’ unions to engage with the report’s findings and work collaboratively on solutions. The APPG for International Students and UKCISA have helped amplify the student voice; now we ask on all stakeholders to join the conversation and implement evidence-based policies.
