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Tuesday, November 18, 2025

Why People Under 35 Are Not Afraid of Democratic Socialism

For Americans under 35, the term “democratic socialism” triggers neither fear nor Cold War reflexes. It represents something far simpler: a demand for a functioning society. Younger generations have grown up in a world where basic pillars of American life—higher education, medicine, economic mobility, and even life expectancy—have deteriorated while inequality has soared. Democratic socialism, in their view, is not a fringe ideology but a practical response to systems that have ceased to serve the common good.

Nowhere is this clearer than in higher education. Millennials and Gen Z entered adulthood as universities became corporate enterprises, expanding administrative layers, pushing adjunct labor to the brink, and relying on debt-financed tuition increases to keep the machine running. Public investment collapsed, predatory for-profit chains proliferated, and nonprofit universities acted like hedge funds with classrooms attached. Students saw institutions with billion-dollar endowments operate as landlords and asset managers, all while passing costs onto working families. When Bernie Sanders called for tuition-free public college, young people did not hear utopianism—they heard a plan grounded in global reality, a model that exists in Germany, Sweden, Finland, and other social democracies that treat education as a public good rather than a revenue stream.

Healthcare tells an even harsher story. Americans under 35 watched their parents and grandparents navigate a system more focused on billing codes than care, one where an ambulance ride costs a week’s wages and a bout of illness can mean bankruptcy. They experienced the rise of corporatized university medical centers, private equity–owned emergency rooms, and insurance bureaucracies that ration access more cruelly than any state. They saw life-saving drugs priced like luxury goods and mental health services pushed out of reach. Compare this to nations with universal healthcare: longer life expectancy, lower infant mortality, and far less medical debt. Again, Sanders’ Medicare for All resonated not because of ideology but because young people recognized it as a plausible path toward the kind of humane medical system described by scholars like Harriet Washington, Elisabeth Rosenthal, and Mahmud Mamdani, who all critique the structural violence embedded in systems of unequal care.

Life expectancy itself has become a generational indictment. For the first time in modern U.S. history, it has fallen, driven by overdose deaths, suicide, preventable illness, and worsening inequities. Younger Americans know that friends and peers have died far earlier than their counterparts abroad. They see that countries with strong public services—childcare, unemployment insurance, housing supports, universal healthcare—live longer, healthier lives. They also see how austerity and privatization have hollowed out public health infrastructure in the United States, leaving communities vulnerable to crises large and small. The message is clear: societies that invest in people live longer; societies that treat health as a commodity do not.

Quality of Life (QOL) ties all of this together. People under 35 face rent burdens unimaginable to previous generations, debts that prevent them from forming families, stagnant wages, and a labor market defined by precarity. They face the erosion of public space, public transit, libraries, and social supports—what Mamdani would describe as the slow unraveling of the civic realm under neoliberalism. When they look abroad, they see countries with social democratic frameworks offering guaranteed parental leave, subsidized childcare, free or nearly free college, universal healthcare, and robust worker protections. These are not distant fantasies; they are functioning models that produce higher happiness levels, stronger social trust, and more stable democracies.

Older generations often accuse young people of radicalism, but the reality is the reverse. Millennials and Gen Z are pragmatic. They have lived through the failures of unfettered capitalism: historic inequality, monopolistic industries, soaring costs of living, and a political class unresponsive to their material conditions. They have read Sanders’ critiques of oligarchy and Mamdani’s analyses of state power and structural violence, and they see themselves reflected in those diagnoses. Democratic socialism appeals because it is rooted in material improvements to daily life rather than in abstract political theory. It promises a society where income does not determine survival, where education does not require lifelong debt, where parents can afford to raise children, and where basic health is not a luxury good.

People under 35 are not afraid of democratic socialism because they have already seen what the absence of a social democratic framework produces. They are not seeking revolution for its own sake. They are seeking a livable future. And increasingly, they view democratic socialism not as a radical break but as the only realistic path toward rebuilding public institutions, revitalizing democracy, and ensuring that future generations inherit a country worth living in.

Sources
Sanders, Bernie. Our Revolution: A Future to Believe In.
Sanders, Bernie. Where We Go from Here: Two Years in the Resistance.
Mamdani, Mahmood. Define and Rule: Native as Political Identity.
Mamdani, Mahmood. Neither Settler nor Native: The Making and Unmaking of Permanent Minorities.
Washington, Harriet. Medical Apartheid.
Rosenthal, Elisabeth. An American Sickness.
Skloot, Rebecca. The Immortal Life of Henrietta Lacks.
Baldwin, Davarian. In the Shadow of the Ivory Tower.
Bousquet, Marc. How the University Works.

Friday, November 14, 2025

Generation Z and the Fractured American Dream: Class Divide, Debt, and the Search for a Future

For Generation Z, the old story of social mobility—study hard, go to college, work your way up—has lost its certainty. The class divide that once seemed bridgeable through education now feels entrenched, as debt, precarious work, and economic volatility blur the promise of progress.

The new economy—dominated by artificial intelligence, speculative assets like cryptocurrency, and inflated housing markets—has not delivered stability for most. Instead, it’s widened gaps between those who own and those who owe. Many young Americans feel locked out of wealth-building entirely. Some have turned to riskier bets—digital assets, gig work, or start-ups powered by AI tools—to chase opportunities that traditional institutions no longer provide. Others have succumbed to despair. Suicide rates among young adults have climbed sharply in recent years, correlating with financial stress, debt, and social isolation.

And echoing through this uncertain landscape is a song that first rose from the coalfields of Kentucky during the Great Depression—Florence Reece’s 1931 protest hymn, “Which Side Are You On?”

Come all you good workers,
Good news to you I’ll tell,
Of how the good old union
Has come in here to dwell.

Which side are you on?
Which side are you on?

Nearly a century later, those verses feel newly urgent—because Gen Z is again being forced to pick a side: between solidarity and survival, between reforming a broken system or resigning themselves to it.


The Class Divide and the Broken Ladder
Despite record levels of education, Gen Z faces limited social mobility. College remains a class marker, not an equalizer. Students from affluent families attend better-funded universities, graduate on time, and often receive help with housing or job placement. Working-class and first-generation students, meanwhile, navigate under-resourced campuses, heavier debt, and weaker professional networks.

The Pew Research Center found that first-generation college graduates have nearly $100,000 less in median wealth than peers whose parents also hold degrees. For many, the degree no longer guarantees a secure foothold in the middle class—it simply delays financial independence.

They say in Harlan County,
There are no neutrals there,
You’ll either be a union man,
Or a thug for J. H. Blair.

The metaphor still fits: there are no neutrals in the modern class struggle over debt, housing, and automation.


Debt, Doubt, and the New Normal
Gen Z borrowers owe an average of around $23,000 in student loans, a figure growing faster than any other generation’s debt load. Over half regret taking on those loans. Many delay buying homes, having children, or even seeking medical care. Those who drop out without degrees are burdened with debt and little to show for it.

The debt-based model has become a defining feature of American life—especially for the working class. The price of entry to a better future is borrowing against one’s own.

Don’t scab for the bosses,
Don’t listen to their lies,
Us poor folks haven’t got a chance
Unless we organize.

If Reece’s song once called miners to unionize against coal barons, its spirit now calls borrowers, renters, adjuncts, and gig workers to collective resistance against financial systems that profit from their precarity.


AI and the Erosion of Work
Artificial intelligence promises efficiency, but it also threatens to hollow out the entry-level job market Gen Z depends on. Automation in journalism, design, law, and customer service cuts off rungs of the career ladder just as young workers reach for them.

While elite graduates may move into roles that supervise or profit from AI, working-class Gen Zers are more likely to face displacement. AI amplifies the class divide: it rewards those who already have capital, coding skills, or connections—and sidelines those who don’t.


Crypto Dreams and Financial Desperation
Locked out of traditional wealth paths, many young people turned to cryptocurrency during the pandemic. Platforms like Robinhood and Coinbase promised quick gains and independence from the “rigged” economy. But when crypto markets crashed in 2022, billions in speculative wealth evaporated. Some who had borrowed or used student loan refunds to invest lost everything.

Online forums chronicled not only the financial losses but also the psychological fallout—stories of panic, shame, and in some tragic cases, suicide. The new “digital gold rush” became another mechanism for transferring wealth upward.


The Real Estate Wall
While digital markets rise and fall, real estate remains the ultimate symbol of exclusion. Home prices have climbed over 40 percent since 2020, while mortgage rates hover near 8 percent. For most of Gen Z, ownership is out of reach.

Older generations built equity through housing; Gen Z rents indefinitely, enriching landlords and institutional investors. Without intergenerational help, the “starter home” has become a myth. In America’s new class order, those who inherit property inherit mobility.


Despair and the Silent Crisis
Behind the data lies a mental health emergency. The CDC reports that suicide among Americans aged 10–24 has risen nearly 60 percent in the past decade. Economic precarity, debt, housing insecurity, and climate anxiety all contribute.

Therapists describe “financial trauma” as a defining condition for Gen Z—chronic anxiety rooted in systemic instability. Universities respond with mindfulness workshops, but few confront the deeper issue: a society that privatized risk and monetized hope.

They say in Harlan County,
There are no neutrals there—
Which side are you on, my people,
Which side are you on?

The question lingers like a challenge to policymakers, educators, and investors alike.


A Two-Tier Future
Today’s economy is splitting into two distinct realities:

  • The secure class, buffered by family wealth, education, AI-driven income, and real estate assets.

  • The precarious class, burdened by loans, high rents, unstable work, and psychological strain.

The supposed democratization of opportunity through technology and education has in practice entrenched a new feudalism—one coded in algorithms and contracts instead of coal and steel.


Repairing the System, Not the Student
For Generation Z, the American Dream has become a high-interest loan. Education, technology, and financial innovation—once tools of liberation—now function as instruments of control.

Reforming higher education is necessary, but not sufficient. The deeper work lies in redistributing power: capping predatory interest rates, investing in affordable housing, curbing speculative bubbles, ensuring that AI’s gains benefit labor as well as capital, and confronting the mental health crisis that shadows all of it.

Florence Reece’s song endures because its question has never been answered—only updated. As Gen Z stands at the intersection of debt and digital capitalism, that question rings louder than ever:

Which side are you on?


Sources

  • Florence Reece, “Which Side Are You On?” (1931).

  • Pew Research Center, “First-Generation College Graduates Lag Behind Their Peers on Key Economic Outcomes,” 2021.

  • DÄ“mos, The Debt Divide: How Student Debt Impacts Opportunities for Black and White Borrowers, 2016.

  • EducationData.org, “Student Loan Debt by Generation,” 2024.

  • Federal Reserve Bank of St. Louis, Gen Z Student Debt and Wealth Data Brief, 2022.

  • CNBC, “Gen Z vs. Their Parents: How the Generations Stack Up Financially,” 2024.

  • WUSF, “Generation Z’s Net Worth Is Being Undercut by College Debt,” 2024.

  • Newsweek, “Student Loan Update: Gen Z Hit with Highest Payments,” 2024.

  • The Kaplan Group, “How Student Debt Is Locking Millennials and Gen Z Out of Homeownership,” 2024.

  • CDC, Suicide Mortality in the United States, 2001–2022, National Center for Health Statistics, 2023.

  • Brookings Institution, “The Impact of AI on Labor Markets: Inequality and Automation,” 2024.

  • CNBC, “Crypto Crash Wipes Out Billions in Investor Wealth, Gen Z Most Exposed,” 2023.

  • Zillow, “U.S. Housing Affordability Reaches Lowest Point Since 1989,” 2024.

Monday, October 27, 2025

The College Meltdown: A Retrospective

[In 2017, we collaborated with Crush the Street on a video describing the College Meltdown.]  

“Education is not merely a credentialing system; it is a humanizing act that fosters connection, purpose, and community.”


Origins

The College Meltdown began in the mid-2010s as a blog chronicling the slow collapse of U.S. higher education. Rising tuition, mounting student debt, and corporatization were visible signs, but the deeper crisis was structural: the erosion of public accountability and mission.

By 2015, the warning signs were unmistakable to us. On some campuses, student spaces were closed to host corporate “best practices” conferences. At many schools, adjunct instructors carried the bulk of teaching responsibilities, often without benefits, while administrators celebrated innovation. Higher education was quietly being reshaped to benefit corporations over students and communities — a true meltdown.


Patterns of the Meltdown

Enrollment in U.S. colleges began declining as early as 2011, reflecting broader demographic shifts: fewer children entering the system and a growing population of older adults. Small colleges, community colleges, and regional public universities were hardest hit, while flagship institutions consolidated wealth and prestige.

Corporate intermediaries known as Online Program Managers (OPMs) managed recruitment, marketing, and course design, taking large portions of tuition while universities retained risk. Fully automated robocolleges emerged, relying on AI-driven templates, predictive analytics, and outsourced grading. While efficient, these systems dehumanized education: students became data points, faculty became monitors, and mentorship disappeared.

“Robocolleges and AI-driven systems reduce humans to data points — an education stripped of connection is no education at all.”


Feeding the AI Beast

As part of our effort to reclaim knowledge and influence public discourse, we actively contributed to Wikipedia. Over the years, we made more than 12,000 edits on higher education topics, ensuring accurate documentation of predatory practices, adjunct labor, OPMs, and corporatization. These edits both informed the public and, inadvertently, fed the AI beast — large language models and AI systems that scrape Wikipedia for training data now reflect our work, amplifying it in ways we could never have predicted.

“By documenting higher education rigorously, we shaped both public knowledge and the datasets powering AI systems — turning transparency into a tool of influence.”


Anxiety, Anomie, and Alienation

The College Meltdown documented the mental health toll of these transformations. Rising anxiety, feelings of anomie, and widespread alienation were linked to AI reliance, dehumanized classrooms, insecure faculty labor, and societal pressures. Students felt like credential seekers; faculty suffered burnout.

“Addressing the psychological and social effects of dehumanized education is essential for ethical recovery.”


Trump, Anti-Intellectualism, and Fear in the Era of Neoliberalism

The project also addressed the broader political and social climate. The Trump era brought rising anti-intellectualism, skepticism toward expertise, and a celebration of market logic over civic and moral education. For many, it was an era of fear: fear of surveillance, fear of litigation, fear of being marginalized in a rapidly corporatized, AI-driven educational system. Neoliberal policies exacerbated these pressures, emphasizing privatization, metrics, and competition over community and care.

“Living under Trump-era neoliberalism, with AI monitoring, corporate oversight, and mass surveillance, education became a space of anxiety as much as learning.”


Quality of Life and the Call for Rehumanization

Education should serve human well-being, not just revenue. The blog emphasized Quality of Life and advocated for Rehumanization — restoring mentorship, personal connection, and ethical engagement.

“Rehumanization is not a luxury; it is the foundation of meaningful learning.”


FOIA Requests and Whistleblowers

From the start, The College Meltdown relied on evidence-based reporting. FOIA (Freedom of Information Act) requests were used to obtain internal communications, budgets, and regulatory filings, shining light on opaque practices. Whistleblowers, including adjunct faculty and staff at universities and OPMs, provided firsthand testimony of misconduct, financial malfeasance, and educational dehumanization. Their courage was central to the project’s mission of transparency and accountability.

“Insider testimony and public records revealed the hidden forces reshaping higher education, from corporate influence to predatory practices.”


Historical Sociology: Understanding the Systemic Collapse

The importance of historical sociology cannot be overstated in analyzing the decline of higher education. By examining the evolution of educational systems, we can identify patterns of inequality, the concentration of power, and the commodification of knowledge. Historical sociology provides the tools to understand how past decisions and structures have led to the current crisis.

“Historical sociology reveals, defines, and formulates patterns of social development, helping us understand the systemic forces at play in education.”


Naming Bad Actors: Accountability and Reform

A critical aspect of The College Meltdown was the emphasis on naming bad actors — identifying and holding accountable those responsible for the exploitation and degradation of higher education. This included:

  • University Administrators: Prioritizing profit over pedagogy.

  • Corporate Entities: Robocolleges and OPMs profiting at the expense of educational quality.

  • Political Figures and Ultraconservatives: Promoting policies that undermined public education and anti-intellectualism.

“Holding bad actors accountable is essential for meaningful reform and the restoration of education's ethical purpose.”


[In 2016, we called out several bad actors in for-profit higher education, including CEOs Jack Massimino, Kevin Modany, and Todd Nelson.] 

Existential Aspects of Climate Change

The blog also examined the existential dimensions of climate change. Students and faculty face a dual challenge: preparing for uncertain futures while witnessing environmental degradation accelerate. Higher education itself is implicated, both as a contributor through consumption and as a forum for solutions. The looming climate crisis intensifies anxiety, alienation, and the urgency for ethical, human-centered education.

“Climate change makes the stakes of education existential: our survival, our knowledge, and our moral responsibility are intertwined.”


Mass Speculation and Financialization

Another critical theme explored was mass speculation and financialization. The expansion of student debt markets, tuition-backed bonds, and corporate investments in higher education transformed students into financial instruments. These speculative dynamics mirrored broader economic instability, creating both a moral and systemic crisis for the educational sector.

“When education becomes a commodity for speculation, learning, mentorship, and ethical development are subordinated to profit and risk metrics.”


Coverage of Protests and Nonviolent Resistance

The College Meltdown documented student and faculty resistance: tuition protests, adjunct labor actions, and campaigns against predatory OPM arrangements. Nonviolent action was central: teach-ins, sit-ins, and organized campaigns demonstrated moral authority and communal solidarity in the face of systemic pressures, litigation, and corporate intimidation.


Collaboration and Resistance

Glen McGhee provided exceptional guidance, connecting insights on systemic collapse, inequality, and credential inflation. Guest authors contributed across disciplines and movements, making the blog a living archive of accountability and solidarity:

Guest Contributors:
Bryan Alexander, Ann Bowers, James Michael Brodie, Randall Collins, Garrett Fitzgerald, Erica Gallagher, Henry Giroux, David Halperin, Bill Harrington, Phil Hill, Robert Jensen, Hank Kalet, Neil Kraus, the LACCD Whistleblower, Wendy Lynne Lee, Annelise Orleck, Robert Kelchen, Debbi Potts, Jack Metzger, Derek Newton, Gary Roth, Mark Salisbury, Gary Stocker, Harry Targ, Heidi Weber, Richard Wolff, and Helena Worthen.


Lessons from the Meltdown

The crisis was systemic. Technology amplified inequality. Corporate higher education rebranded rather than reformed. Adjunctification and labor precarity became normalized. Communities of color and working-class students suffered disproportionately.

Dehumanization emerged as a central theme. AI, automation, and robocolleges prioritized efficiency over mentorship, data over dialogue, and systems over human relationships. Rising anxiety, anomie, and alienation reflected the human toll.

“Rehumanization, mentorship, community, transparency, ethical accountability, and ecological awareness are essential to restore meaningful higher education.”


Looking Forward

As higher education entered the Trump era, its future remained uncertain. Students, faculty, and communities faced fear under neoliberal policies, AI-driven monitoring, mass surveillance, litigation pressures, ultraconservative influence, climate crises, and financial speculation. Will universities reclaim their role as public goods, or continue as commodified services? The College Meltdown stands as a testament to those who resisted dehumanization and anti-intellectualism. It also calls for Quality of Life, ethical practice, mental well-being, environmental responsibility, and Rehumanization, ensuring education serves the whole person, not just the bottom line. 


Sources and References

  • Washington, Harriet A. Medical Apartheid. Doubleday, 2006.

  • Rosenthal, Elisabeth. An American Sickness. Penguin, 2017.

  • Skloot, Rebecca. The Immortal Life of Henrietta Lacks. Crown, 2010.

  • Nelson, Alondra. Body and Soul. University of Minnesota Press, 2011.

  • Paucek, Chip. “2U and the Growth of OPMs.” EdSurge, 2021. link

  • Ravitch, Diane. The Death and Life of the Great American School System. Basic Books, 2010.

  • Alexander, Bryan. Academia Next. Johns Hopkins University Press, 2020.

  • U.S. Department of Education. “Closed School Information.” 2016–2020. link

  • Federal Reserve Bank of New York. Student Debt Statistics, 2024. link

  • Wayback Machine Archive of College Meltdown Blog: link

Friday, September 26, 2025

The Grand Irony of Nursing Education and Burnout in U.S. Health Care

Nursing has long been romanticized as both a “calling” and a profession—an occupation where devotion to patients is assumed to be limitless. Nursing schools, hospitals, and media narratives often reinforce this ideal, framing the nurse as a tireless caregiver who sacrifices for the greater good. But behind the cultural image is a system that normalizes exhaustion, accepts overwork, and relies on the quiet suffering of an increasingly strained workforce.

The cultural expectation that nurses should sacrifice their own well-being has deep historical roots. Florence Nightingale’s legacy in the mid-19th century portrayed nursing as a noble vocation, tied as much to moral virtue as to medical skill. During World War I and World War II, nurses were celebrated as patriotic servants, enduring brutal conditions without complaint. By the late 20th century, popular culture reinforced the idea of the nurse as both saintly and stoic—expected to carry on through fatigue, trauma, and loss. This framing has carried into the 21st century. During the COVID-19 pandemic, nurses were lauded as “heroes” in speeches, advertisements, and nightly news coverage. But the rhetoric of heroism masked a harsher reality: nurses were sent into hospitals without adequate protective equipment, with overwhelming patient loads, and with little institutional support. The language of devotion was used as a shield against criticism, even as nurses themselves broke down from exhaustion.

The problem begins in nursing education. Students are taught the technical skills of patient care, but they are also socialized into a culture that emphasizes resilience, self-sacrifice, and “doing whatever it takes.” Clinical rotations often expose nursing students to chronic understaffing and unsafe patient loads, but instead of treating this as structural failure, students are told it is simply “the reality of nursing.” In effect, they are trained to adapt to dysfunction rather than challenge it.

Once in the workforce, the pressures intensify. Hospitals and clinics operate under tight staffing budgets, pushing nurses to manage far more patients than recommended. Shifts stretch from 12 to 16 hours, and mandatory overtime is not uncommon. Documentation demands, electronic medical record systems, and administrative oversight add layers of clerical work that take time away from direct patient care. The emotional toll of constantly navigating life-and-death decisions, combined with lack of rest, creates a perfect storm of burnout. The grand irony is that the profession celebrates devotion while neglecting the well-being of the devoted. Nurses are praised as “heroes” during crises, but when they ask for better staffing ratios, safer conditions, or mental health support, they are often dismissed as “not team players.” In non-unionized hospitals, the risks are magnified: nurses have little leverage to negotiate schedules, resist unsafe assignments, or push back against retaliation. Instead, they are expected to remain loyal, even as stress erodes their health and shortens their careers.

Recent years have shown that nurses are increasingly unwilling to accept this reality. In Oregon in 2025, nearly 5,000 unionized nurses, physicians, and midwives staged the largest health care worker strike in the state’s history, demanding higher wages, better staffing levels, and workload adjustments that reflect patient severity rather than just patient numbers. After six weeks, they secured a contract with substantial pay raises, penalty pay for missed breaks, and staffing reforms. In New Orleans, nurses at University Medical Center have launched repeated strikes as negotiations stall, citing unsafe staffing that puts both their health and their patients at risk. These actions are not isolated. In 2022, approximately 15,000 Minnesota nurses launched the largest private-sector nurses’ strike in U.S. history, and since 2020 the number of nurse strikes nationwide has more than tripled.

Alongside strikes, nurses are pushing for legislative solutions. At the federal level, the Nurse Staffing Standards for Hospital Patient Safety and Quality Care Act has been introduced, which would mandate minimum nurse-to-patient ratios and provide whistleblower protections. In New York, the Safe Staffing for Hospital Care Act seeks to set legally enforceable staffing levels and ban most mandatory overtime. Even California, long considered a leader in nurse staffing ratios, has faced crises in psychiatric hospitals so severe that Governor Gavin Newsom introduced emergency rules to address chronic understaffing linked to patient harm. Enforcement remains uneven, however. At Albany Medical Center in New York, chronic understaffing violations led to hundreds of thousands of dollars in fines, a reminder that without strong oversight, even well-crafted laws can be ignored.

The United States’ piecemeal and adversarial approach contrasts sharply with other countries. In Canada, provinces like British Columbia have legislated nurse-to-patient ratios similar to those in California, and in Quebec, unions won agreements that legally cap workloads for certain units. In the United Kingdom, the National Health Service has long recognized safe staffing as a matter of public accountability, and while austerity policies have strained the system, England, Wales, and Scotland all employ government-set nurse-to-patient standards to protect both patients and staff. Nordic countries go further, with Sweden and Norway integrating nurse well-being into health policy; short shifts, strong union protections, and publicly funded healthcare systems reduce the risk of burnout by design. While no system is perfect, these models show that burnout is not inevitable—it is a political and policy choice.

Union presence consistently makes a difference. Studies show that unionized nurses are more successful at securing safe staffing ratios, resisting exploitative scheduling, and advocating for patient safety. But unionization rates in nursing remain uneven, and in many states nurses are discouraged or even legally restricted from organizing. Without collective power, individual nurses are forced to rely on personal endurance, which is precisely what the system counts on.

The outcome is devastating not only for nurses but for patients. Burnout leads to higher turnover, staffing shortages, and medical errors—all while nursing schools continue to churn out new graduates to replace those driven from the profession. It is a cycle sustained by institutional denial and the myth of infinite devotion.

If U.S. higher education is serious about preparing nurses for the future, nursing programs must move beyond the rhetoric of sacrifice. They need to teach students not only how to care for patients but also how to advocate for themselves and their colleagues. They need to expose the structural causes of burnout and prepare nurses to demand better conditions, not simply endure them. Until then, the irony remains: a profession that celebrates care while sacrificing its caregivers.


Sources

  • American Nurses Association (ANA). “Workplace Stress & Burnout.” ANA Enterprise, 2023.

  • National Nurses United. Nursing Staffing Crisis in the United States, 2022.

  • Bae, S. “Nurse Staffing and Patient Outcomes: A Literature Review.” Nursing Outlook, Vol. 64, No. 3 (2016): 322-333.

  • Bureau of Labor Statistics. “Union Members Summary.” U.S. Department of Labor, 2024.

  • Shah, M.K., Gandrakota, N., Cimiotti, J.P., Ghose, N., Moore, M., Ali, M.K. “Prevalence of and Factors Associated With Nurse Burnout in the US.” JAMA Network Open, Vol. 4, No. 2 (2021): e2036469.

  • Nelson, Sioban. Say Little, Do Much: Nursing, Nuns, and Hospitals in the Nineteenth Century. University of Pennsylvania Press, 2001.

  • Kalisch, Philip A. & Kalisch, Beatrice J. The Advance of American Nursing. Little, Brown, 1986.

  • Oregon Capital Chronicle, “Governor Kotek Criticizes Providence Over Largest Strike of Health Care Workers in State History,” January 2025.

  • Associated Press, “Oregon Health Care Strike Ends After Six Weeks,” February 2025.

  • National Nurses United, “New Orleans Nurses Deliver Notice for Third Strike at UMC,” 2025.

  • NurseTogether, “Nurse Strikes: An Increasing Trend in the U.S.,” 2024.

  • New York State Senate Bill S4003, “Safe Staffing for Hospital Care Act,” 2025.

  • San Francisco Chronicle, “Newsom Imposes Emergency Staffing Rules at State Psychiatric Hospitals,” 2025.

  • Times Union, “Editorial: Hospital’s Staffing Violations Show Need for Enforcement,” 2025.

  • Oulton, J.A. “The Global Nursing Shortage: An Overview of Issues and Actions.” Policy, Politics, & Nursing Practice, Vol. 7, No. 3 (2006): 34S–39S.

  • Rafferty, Anne Marie et al. “Outcomes of Variation in Hospital Nurse Staffing in English Hospitals.” BMJ Quality & Safety, 2007.

  • Aiken, Linda H. et al. “Nurse Staffing and Education and Hospital Mortality in Nine European Countries.” The Lancet, Vol. 383, No. 9931 (2014): 1824–1830.


Wednesday, September 17, 2025

Defunded and Targeted: The 2025 Crisis Facing Minority-Serving Institutions

In a move that has rattled institutions, students, and advocates, the U.S. Department of Education under the Trump administration has announced it will eliminate approximately $350 million in discretionary grant funding for dozens of minority-serving institutions (MSIs) nationwide. The cuts affect seven major grant programs that support Hispanic-Serving Institutions, Predominantly Black Institutions, Alaska Native and Native Hawaiian-Serving Institutions, and Asian American, Native American, and Pacific Islander-Serving Institutions.

The administration’s stated rationale is that these programs violate constitutional equal protection principles by limiting eligibility based on race and ethnicity. A Solicitor General determination in July argued that some of these programs run afoul of the Fifth Amendment’s Equal Protection Clause. As a result, the Department of Education says it must terminate these discretionary funds and “reprogram” them into initiatives without race or ethnicity as eligibility criteria.

These grants have been essential for many MSIs: they have financed academic support services, facility improvements, staffing, mentoring and advising programs, and Science, Technology, Engineering, and Mathematics pathways aimed at underrepresented students. They have also helped institutions meet accreditation requirements and federal compliance demands. In the California State University system, for instance, 21 of its 22 campuses qualify as Hispanic-Serving Institutions. CSU Chancellor Mildred García has warned that the loss of funding will cause “immediate impact and irreparable harm” across the system, with many of those campuses having Hispanic students constituting nearly half of their enrollment.

Legally, the Department of Justice has declined to defend several of these MSI programs in litigation filed by Tennessee and Students for Fair Admissions. The core legal claim is that race- or ethnicity-based eligibility constitutes an unconstitutional preference not sufficiently justified under strict scrutiny. The administration has portrayed its actions not only as legal necessities but as aligning with broader priorities that avoid what it sees as constitutionally weak race-based criteria.

The consequences are likely to be broad. Without this discretionary funding, many MSIs will struggle to maintain programs focused on student persistence, remedial education, and equity‐oriented innovation. Services and supports for students who already face systemic barriers risk being cut. For students, this could translate into higher dropout rates, longer time to degree, and fewer resources. More broadly, institutions serve as engines of social mobility; removing a key source of institutional support may disproportionately harm communities of color and rural or underserved areas.

These changes arrive amid growing concerns about campus safety and the psychological toll inflicted by fear and disruption. In recent days several Historically Black Colleges and Universities (HBCUs) have been forced into lockdown or canceled classes following hoax threat calls—“swatting” incidents—that mimic real violence but are ultimately false. Schools including Virginia State University, Hampton University, Alabama State University, Bethune-Cookman University, Spelman College, Morehouse, Clark Atlanta, Southern University & A&M College, and others faced terroristic threat letters or hoax calls that led to shelter-in-place orders, lockdowns, and heightened security measures. Though the FBI confirms that as of now no credible threat has been identified in many cases, the disruption has been real and traumatic for students, faculty, and administrators. These events underscore how fragile promises of safety can be, especially in institutions that already contend with systemic underfunding and inequity.

Administrations of affected universities have responded with caution. Some campuses suspended operations entirely, others canceled classes for multiple days, and many restricted access and tightened identification requirements. There are also broader legal and psychological costs: the stress, fear, and interruption to learning can exacerbate existing inequities in mental health and academic performance.

Even congressionally mandated funding—approximately $132 million that cannot immediately be reprogrammed—is under review for constitutionality. If more funding is cut or reallocated, more programs that target underrepresented populations by race or ethnicity may be dismantled.

Reaction from campus leaders, student advocates, and civil rights organizations has been swift. Many insist that these MSI programs are essential for closing equity gaps and forging institutional capacity that benefits all students. They argue that the cuts and these swatting-style threats combine to send a message: that institutions serving marginalized communities are especially vulnerable, legally and physically. The administration holds that it is compelled by constitutional law to end programs it deems indefensible, and that reprogramming funds to race-neutral programs is the correct path forward.

Looking ahead, legal challenges are almost certain. Questions include: what justifications are required under constitutional scrutiny; whether socioeconomic, geographic, or first-generation status metrics can be substituted for race or ethnicity eligibility; how institutions will respond financially and operationally; and what role Congress might play in defending or restructuring funding mandates. Meanwhile, ensuring physical and psychological safety on campuses—especially HBCUs—will remain a pressing concern in a climate where hoaxes and threats have become disturbingly frequent.

The elimination of $350 million in discretionary grants to minority-serving institutions marks a major shift in federal higher education policy. For MSIs, their students, and the communities they serve, the immediate effects may be devastating. But the broader questions raised—about constitutional limits, equity, race as public policy, and the safety of marginalized communities—are likely to echo well beyond this administration.


Sources

  • Diverse: Issues in Higher Education, “Trump Administration Cuts $350 Million in Grants to Minority-Serving Colleges,” September 2025.

  • AP News, “Historically Black Colleges Issue Lockdown Orders, Cancel Classes After Receiving Threats,” September 2025. apnews.com

  • Washington Post, “Multiple Historically Black Colleges Launch Lockdowns After ‘Terroristic’ Threat,” September 2025. washingtonpost.com

  • Axios, “’Terroristic threats’ disrupt life at HBCUs across the U.S.” axios.com

  • People Magazine, “Threats Force Multiple HBCUs Across Southern U.S. to Lock Down, Cancel Classes.” people.com

  • The Guardian, “Black students and colleges across US targeted with racist threats day after Charlie Kirk killing.” theguardian.com

Tuesday, September 16, 2025

The Higher Education Inquirer: Six Hundred Thousand Views, and Still Digging

The Higher Education Inquirer has crossed another milestone, reaching more than 600,000 views over the past quarter. For a niche publication without corporate backing, this is a significant achievement. But the real measure of success is not in page views—it is in the stories that matter, the investigations that refuse to die even when the higher education establishment would rather they disappear.

Since its inception, HEI has taken the long view on the crises and contradictions shaping U.S. colleges and universities. We continue to probe the issues that mainstream media outlets often skim or ignore. These are not passing headlines; they are structural problems, many of them decades in the making, that affect millions of students, faculty, staff, and communities.

Among the stories we continue to pursue:

  • Charlie Kirk and Neofascism on Campus: Tracing how right-wing movements use higher education as a recruiting ground, and how student martyrdom narratives fuel a dangerous cycle.

  • Academic Labor and Adjunctification: Investigating the systemic exploitation of contingent faculty, who now make up the majority of the academic workforce.

  • Higher Education and Underemployment: Examining how rising tuition, debt, and credentials collide with a labor market that cannot absorb the graduates it produces.

  • EdTech, Robocolleges, and the University of Phoenix: Following the money as education technology corporations replace faculty with algorithms and marketing schemes.

  • Student Loan Debt and Borrower Defense to Repayment: Tracking litigation, regulatory shifts, and the human toll of a $1.7 trillion debt system.

  • U.S. Department of Education Oversight: Analyzing how federal enforcement waxes and wanes with political cycles, often leaving students exposed.

  • Online Program Managers and Higher Ed Privatization: Investigating the outsourcing of core academic functions to companies driven by profit, not pedagogy.

  • Edugrift and Bad Actors in Higher Education: Naming the profiteers who siphon billions from public trust.

  • Medugrift and University Medicine Oligopolies: Connecting elite medical centers to systemic inequality in U.S. healthcare.

  • Student Protests: Documenting student resistance to injustice on campus and beyond.

  • University Endowments and Opaque Funding Sources: Pulling back the curtain on how universities build wealth while raising tuition.

  • Universities and Gentrification: Exposing the displacement of working-class communities in the name of “campus expansion.”

  • Ambow Education as a Potential National Security Threat: Tracking foreign-controlled for-profit education companies and their entanglements.

  • Accreditation: Examining the gatekeepers of legitimacy and their failure to protect students.

  • International Students: Covering the precarity of students navigating U.S. immigration and education systems.

  • Student Health and Welfare: Looking at how universities fail to provide adequate physical and mental health support.

  • Hypercredentialism: Interrogating the endless inflation of degrees and certificates that drain students’ time and money.

  • Veritas: Pursuing truth in higher education, no matter how uncomfortable.

These are the stories that make HEI more than just a blog—they make it a watchdog. As higher education drifts deeper into corporatization and inequality, we will keep asking difficult questions, exposing contradictions, and documenting resistance.

The numbers are gratifying. But the truth is what matters.

Monday, September 8, 2025

Campus Cops, A Critical History

Campus policing in the United States has a long and complicated history, one that cannot be understood apart from the larger culture of violence in the nation. Colleges and universities, far from being sanctuaries of peace, have mirrored the broader society’s struggles with crime, inequality, and abuse of power. The development of campus police forces is both a symptom of these realities and a contributor to them.

From Watchmen to Armed Police

In the early 20th century, many colleges relied on night watchmen or unarmed security guards to keep order. Their duties were limited: locking buildings, checking IDs, and responding to minor incidents. But as campuses expanded in size and complexity—particularly after the GI Bill opened higher education to millions—colleges began to formalize security forces. By the 1960s and 1970s, during an era of political unrest and rising crime rates, many institutions established their own sworn police departments with full arrest powers.

The rationale was simple: the surrounding society was becoming more violent, and colleges were not immune. Campus shootings, from the University of Texas tower massacre in 1966 to Virginia Tech in 2007, underscored the vulnerability of universities to extreme violence. Administrators and legislators justified campus policing as a necessary protection against a culture of guns, crime, and fear.

The Expansion of Campus Policing

Today, more than 90 percent of U.S. colleges and universities with 2,500 or more students have some form of armed campus police. Many operate as fully accredited police departments, indistinguishable from municipal counterparts. They are tasked with preventing theft, responding to assaults, and increasingly, preparing for mass shootings. This expansion reflects the broader American decision to deal with social breakdown through policing and incarceration rather than through prevention, education, or healthcare.

Yet the rise of campus police also brings deep contradictions. If colleges are supposed to be places of learning and community, what does it mean that they are patrolled by officers trained in the same punitive logics as city police? What does it say about the United States that students—especially students of color—often feel surveilled rather than protected?

Campus Coverups and the Protection of Institutions

Beyond concerns about over-policing, there is another side to the story: under-policing and coverups. Colleges have long been criticized for minimizing reports of sexual assault, hazing, hate crimes, and other misconduct in order to protect their reputations. Title IX litigation, Department of Education investigations, and journalism have revealed systemic patterns of universities failing to report crimes or discouraging survivors from coming forward.

Campus police departments have sometimes been complicit in these coverups. Because they report to university administrations rather than independent city governments, their accountability is compromised. The incentive to “keep the numbers down” and maintain the appearance of a safe, prestigious campus can lead to the suppression of reports. Survivors of sexual violence often describe being dismissed, ignored, or retraumatized by campus police who appeared more concerned about institutional liability than student well-being.

The Contradictions of Campus Safety

The dual role of campus police—protecting students from external dangers while shielding institutions from internal accountability—illustrates the contradictions of higher education in a violent society. Universities are expected to provide safety in a nation awash with firearms, misogyny, racism, and economic desperation. But instead of challenging these conditions, many campuses rely on armed policing, surveillance technologies, and public relations strategies.

The result is a paradox: campuses are policed as if they are dangerous cities, yet when crimes happen within their walls, especially those involving sexual violence or elite fraternities and athletes, those same crimes are often hidden from public view.

Toward a Different Model of Safety

Critics argue that true campus safety requires moving beyond reliance on police alone. Investments in mental health services, consent education, community accountability processes, and structural reforms to address gender violence and racial inequities are essential. Some advocates push for independent oversight of campus police, ensuring they are accountable not just to administrators but to students, staff, and the broader public.

If campus policing has grown because America has normalized violence, then reimagining campus safety requires confronting the roots of that violence. As long as universities remain more committed to protecting their brands than their students, campus cops will embody the contradictions of American higher education—part shield, part coverup, and part reflection of a society unable to address its deeper wounds.


Sources

  • Sloan, John J. and Fisher, Bonnie S. The Dark Side of the Ivory Tower: Campus Crime as a Social Problem. Cambridge University Press, 2011.

  • Karjane, Heather M., Fisher, Bonnie S., and Cullen, Francis T. Campus Sexual Assault: How America’s Institutions of Higher Education Respond. National Institute of Justice, 2002.

  • U.S. Department of Education, Clery Act Reports.

  • Armstrong, Elizabeth A. and Hamilton, Laura. Paying for the Party: How College Maintains Inequality. Harvard University Press, 2013.

Friday, August 29, 2025

Why Dating/Hooking Up Is Not a Good Idea for College Students and New Grads

In an era marked by rising tuition costs, crushing student loan debt, mental health crises, and economic uncertainty, college students and new graduates face mounting pressures from all directions. Amid this storm, the expectation to date—or participate in hookup culture—can seem like a rite of passage. But for many young adults, especially those without privilege or financial safety nets, dating and hooking up can distract from more urgent priorities, expose them to emotional and physical risks, and reinforce the same systems of inequality that exploit them.

It’s time we rethink the glorified image of the college romance and the casual hookup as liberating experiences.

Emotional Labor with Little Return

Dating and especially hooking up are often sold as part of the “college experience.” But what’s rarely discussed is the emotional cost: the anxiety, confusion, and heartbreak that often follow. For young people navigating their identities, finances, and future, romantic entanglements can amplify insecurities and derail emotional stability. Rather than providing intimacy or connection, dating in college often reinforces performative behavior and emotional detachment.

This is especially true in environments dominated by hookup culture, where emotional vulnerability is stigmatized and communication is shallow. A culture of disposability encourages people to use each other for attention or sex, often under the illusion of freedom, when in fact it's a distraction from deeper needs—like belonging, purpose, and healing.

Financial and Time Costs in a Precarious Economy

College students and new graduates are already financially strapped. A “cheap date” may still mean a $40 night out—money that could go toward groceries, transit, or student loan interest. For many working-class students, romantic relationships can add financial burdens they can't afford. Some even take on extra jobs or credit card debt just to impress a partner or maintain appearances.

Time is another critical resource. Hours spent chasing love or sex are hours not spent studying, building networks, applying for jobs, or sleeping. In the high-stakes reality of a declining job market and disappearing middle class, time and energy are luxuries. Romantic distractions can delay career paths, lower GPAs, or worsen burnout.

Exploitation, Power Imbalances, and Gendered Harms

In practice, dating and hooking up are rarely egalitarian. Women, nonbinary students, LGBTQ+ individuals, and students of color often face higher risks of exploitation, coercion, and assault. The Title IX system is overwhelmed and unevenly enforced, and many survivors are left unsupported, retraumatized, or silenced. The cultural normalization of hookup culture—facilitated by dating apps and alcohol-fueled party scenes—often masks deeply entrenched power dynamics.

For young men, toxic masculinity pressures them into performative sexuality and emotional suppression. For women and gender minorities, the stakes can be even higher, involving bodily autonomy, safety, and self-worth.

And while some college relationships are supportive and healthy, many are not. They may involve manipulation, codependence, or even intimate partner violence. At a time when mental health services are underfunded and stigmatized, these dynamics can go unnoticed and untreated.

The Illusion of Liberation Through Dating Apps

Tinder, Bumble, Hinge, and other apps promise connection and empowerment. In reality, they are profit-driven platforms that thrive on superficiality and dissatisfaction. Their algorithms commodify users, pushing us toward endless swiping rather than meaningful interaction. For many students, these apps become addictive distractions—dopamine hits that erode real-world social skills and deepen loneliness.

Moreover, dating apps collect massive amounts of personal data and monetize insecurity. Like the student loan system or the for-profit college industry, they prey on vulnerability and sell back false hope.

Post-Graduation Drift and Relationship Fallout

New graduates face enough instability: uncertain housing, job searches, cross-country moves, and identity crises. Romantic relationships often buckle under this pressure. What seemed like a connection during college may not survive the chaos of adult life. Graduates may find themselves navigating breakups while unemployed, uninsured, or thousands of miles from their support networks.

In worst-case scenarios, toxic relationships extend into early adulthood, delaying independence, or entrenching cycles of emotional or financial dependence. This is especially dangerous for those without parental safety nets or stable careers.


Focus on Solidarity, Not Distraction

College students and new graduates don’t need romance or hookups to feel validated. They need community, purpose, and protection in a hostile economy. They need peer networks, mentorship, paid internships, unionized jobs, and access to affordable mental healthcare—not more heartbreak, ghosting, or gaslighting.

The myth of carefree college romance serves the same system that sells the dream of the American meritocracy. It diverts attention from the real structural challenges young people face and seduces them with fantasies that rarely play out as promised.

Rather than chasing validation through dating, young people might be better served investing in themselves, building collective power, and reimagining what intimacy and care can look like outside the logic of profit and performance.

Sources:

  • The End of Love by Eva Illouz

  • Trick Mirror by Jia Tolentino

  • American College Health Association reports

  • Pew Research Center on Gen Z dating and loneliness

  • CDC: Sexual Violence on College Campuses

  • Student Loan Hero: Average student loan debt statistics

  • National Center for Education Statistics

  • Data from Hookup culture studies, Lisa Wade (Occidental College)

Let the Higher Education Inquirer know your thoughts: contact us at gmcghee@aya.yale.edu.

Tuesday, August 26, 2025

Brutal and Beautiful: Advice for Incoming Freshmen on Navigating Life Mindfully

Starting college is a moment filled with excitement, hope, and a sense of possibility. It’s a time when many young people step into new independence, meet people from different walks of life, and discover passions that can shape their future. Yet, alongside the promise and energy, college life is often brutally challenging.

As an incoming freshman, it’s important to approach these years with mindfulness—aware that your experience will be a mix of hardship and beauty, setbacks and breakthroughs, confusion and clarity. The journey through higher education rarely follows a simple or linear path.

The Brutal Side
College can be harsh. The academic demands are intense, and the pressure to succeed weighs heavily. Many students face mental health struggles, financial strain, social isolation, and systemic barriers that can feel overwhelming. For some, the cost of tuition and living expenses leads to debt that will shadow their lives for years. For others, the classroom and campus culture can reveal inequalities and injustices that challenge ideals of fairness and opportunity.

You might encounter moments of self-doubt, exhaustion, or even failure. These experiences are part of the process—not signs of personal inadequacy. Recognizing the difficulties without sugarcoating them prepares you to face challenges without being crushed by them.

The Beautiful Side
Despite the hardships, college also offers moments of profound growth and connection. You’ll find friendships that change you, mentors who inspire you, and ideas that ignite your imagination. College can be a space to explore your identity, challenge assumptions, and develop a clearer sense of purpose.

The beauty of this experience is often found in resilience: how you respond to setbacks, how you carve out community, and how you claim your voice in academic and social spaces. It’s in the small victories—a paper well-written, a difficult conversation that leads to understanding, or the realization that you belong.

Being Mindful
Mindfulness means paying attention to your experiences as they come, without judgment or avoidance. It means acknowledging pain and joy alike and understanding that both are temporary, fluid parts of your college life. Cultivating this awareness can help you maintain balance and perspective.

Some ways to practice mindfulness during college include:

  • Taking time to reflect regularly, through journaling or quiet moments.

  • Seeking support when needed, whether through campus counseling, peer groups, or trusted adults.

  • Staying aware of your physical health, as body and mind are deeply connected.

  • Setting realistic expectations and celebrating progress, not just outcomes.

Chapter 1

Your college years will not be perfect or painless. They will be a complex mix of brutal and beautiful moments. Embracing that truth equips you with resilience and compassion—both for yourself and for others navigating this journey.

Approach your freshman year with open eyes and an open heart. The experiences you gather, both difficult and inspiring, will shape who you become—not just as a student, but as a person ready to engage with the world.

Welcome to this chapter of your life. It’s as challenging as it is transformative, and your mindful presence in it will make all the difference.

Saturday, August 23, 2025

Throwing the Flag for the Fourth Time: U.S. College Students Are Still Gambling with Student Aid

In this fourth installment of our continuing investigation into student gambling, one issue looms larger than ever: the misuse of student financial aid to fund risky betting behavior. This is not an isolated anomaly or a cautionary footnote. It is a widespread and worsening crisis that reveals the vulnerabilities in a higher education system increasingly entangled with digital addiction and financial exploitation.

An estimated one in five U.S. college students has used student aid—whether federal loans, Pell Grants, or other education funds—to place bets, often through mobile sports betting platforms. These findings, confirmed in recent surveys by Intelligent.com and state gambling councils, expose a troubling truth: higher education is not just failing to prevent this behavior; it may be silently enabling it.

Since the 2018 Supreme Court decision that overturned the federal ban on sports betting, online gambling has exploded in popularity. Students can now place bets with a few taps on their phones, often encouraged by targeted promotions, social media ads, and campus culture. A 2023 NCAA survey showed that nearly 60 percent of 18- to 22-year-olds had engaged in sports betting, with as many as 41 percent betting on their own school’s teams. What was once considered deviant is now normalized.

Financial aid, originally intended to help students pay for tuition, housing, and books, has become a silent reservoir for gambling losses. Students who misuse these funds often do so quietly, making it easy for the behavior to go undetected until academic or financial disaster strikes. This is not only a matter of personal irresponsibility but of systemic neglect. With little oversight of how aid money is spent after disbursement, students can easily divert those funds toward high-risk activities without triggering institutional red flags.

The consequences are severe. Students who gamble with loan money frequently fall behind on rent and tuition. Some accumulate additional credit card debt. Many report heightened levels of anxiety, depression, and academic disengagement. A subset drops out entirely—often with thousands of dollars in nondischargeable debt and no degree to show for it. What we’re witnessing is the transformation of long-term educational debt into a form of speculative entertainment, with young people bearing the cost and the state underwriting the risk.

Colleges and universities, for the most part, have done little to stop this. Fewer than a quarter have any formal gambling policy in place. Counseling centers are often underfunded and untrained in gambling-specific treatment. Awareness campaigns are limited and usually reactive. Meanwhile, the gambling industry continues to rake in profits and expand its reach on college campuses, sometimes through sponsorship deals or targeted advertisements that blur the lines between athletics, student identity, and wagering.

The NFL Foundation’s $600,000 commitment to gambling awareness may be well-intentioned, but it’s woefully insufficient when compared to the scale of the problem and the profits at stake. While a handful of schools have taken steps to limit advertising or incorporate gambling risk into financial literacy programs, these measures remain the exception rather than the rule.

This is not a moral panic. It is a public health crisis driven by the same factors that have fueled other digital addictions: rapid technological change, corporate lobbying, student precarity, and institutional inaction. It is part of a broader shift toward what we’ve described in previous articles as “digital dope”—a system in which tech companies engineer compulsive behaviors for profit, and colleges quietly adjust to a reality where student attention, money, and mental health are fair game.

The normalization of gambling, especially among male students, mirrors other troubling trends we’ve reported: rising alcohol abuse, declining classroom engagement, and growing alienation from educational institutions. Many of these students are not just gambling because it’s fun—they are using it to escape a deeper sense of disconnection, uncertainty, and despair.

To meaningfully address this crisis, institutions must confront the uncomfortable truth that financial aid is being used to subsidize digital addiction. That means enforcing clear restrictions on gambling app promotions, integrating gambling screening into student health protocols, rethinking how aid is distributed and monitored, and establishing formal policies that treat gambling risk with the same urgency as alcohol or drug abuse.

In publishing our fourth report on student gambling, The Higher Education Inquirer again asks: how many warnings are needed before the problem is acknowledged at scale? How many more students must drop out, spiral into debt, or fall into addiction before administrators, lawmakers, and the Department of Education take this seriously?

The answers are not hard to find. What’s missing is the will to act.

Sources:
Intelligent.com (2022, 2023), College Student Gambling Surveys
NCAA (2023), Sports Betting Participation Data
Nevada Council on Problem Gambling (2024)
Florida Council on Compulsive Gambling (2023)
CollegeGambling.org
Time Magazine (2024), “An Explosion in Sports Betting Is Driving Gambling Addiction Among College Students”
Kindbridge (2025), “Is America in the Middle of a College Student Gambling Addiction Crisis?”
Addiction.Rutgers.edu (2024), “The Rise of Sports Betting Among College Students”
HigherEducationInquirer.org (2025), “Student Aid and Student Gambling: Risky Connection”