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Tuesday, January 28, 2025

FAFSA Update (US Department of Education)

In preparation for another High School Senior 2025-26 Free Application for Federal Student Aid (FAFSA®) Week of Action (Jan. 13-17), the U.S. Department of Education (Department) is encouraging high school counselors, principals, and other school leaders; superintendents; parent and community groups; and local and state education organizations to take action raising awareness about the FAFSA, especially focusing on helping students complete the FAFSA application.

In support of critical student and family outreach, the Federal Student Aid (FSA) office is publishing a set of FAFSA guides for non-English speakers in the 10 most spoken languages in the U.S. outside of English and Spanish, as well as making interpretive services available in these languages. Users may access the guides from the FAFSA Support in Other Languages page. Some guides (in Cantonese, Mandarin, Tagalog, Vietnamese, French, Korean, and Russian) are available now, and remaining guides (in German, Arabic, and French Creole) will be published in the coming months.

In addition, FSA shared updated resources, including:

Pro Tips for Completing the FAFSA Form -- information for preparing to complete and submit the FAFSA form.
Federal Student Aid YouTube Channel: FAFSA Videos -- videos to help students and families understand the importance of the FAFSA form, who is a FAFSA contributor, and what happens after submitting the form.
2025-26 Counselor Resource for Completing the FAFSA Form -- a tool for counselors and other advisors with information and resources to help guide students and families through the FAFSA form.

The Department published a new report, The Impact: Fighting for Public Education, demonstrating what can be accomplished by investing wisely in public education. If leaders at every level of government continue to embrace what works for students, we won’t just continue to raise the bar in education—we will create prosperity and lead the world for generations to come.

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