By Victoria Pope, Manager of Membership & Programming, DA Global Access Network

Introduction

DA Global convened a panel of prominent leaders in higher education in a virtual discussion titled “Resilience in Action: Advancing Global Opportunities for All Students Amid Uncertainty”  to examine the immediate impacts of executive orders and policy changes enacted by the second Trump administration. These policies target initiatives related to diversity, equity, inclusion, and accessibility (DEIA) as well as immigration policies affecting student populations. The abrupt enactment of these orders has created a rapidly evolving environment, necessitating innovative strategies to uphold inclusive practices while complying with new regulations.

The panelists, representing both public and private universities, shared strategies their institutions have adopted to navigate executive orders affecting DEIA, immigration, and federal funding. This article explores key challenges and institutional strategies, emphasizing resilience, adaptability, and the core mission of international education: serving all students and expanding global opportunities.

DA Global acknowledges that the panel discussion and this summary do not constitute legal guidance. Institutions should conduct due diligence in assessing the best approaches for their specific needs. Readers may also find a brief timeline of events leading up to and following this article with links.

Key Challenges and Current Concerns

Disruption of Government Services

Concern: The closure of government departments and layoffs of personnel who support essential student services, such as visa processing, may create significant obstacles for students entering or remaining in the United States for their studies.

Suggested Strategies:

• Establish clear internal communication channels to ensure timely updates on policy changes.
• Encourage staff to subscribe to relevant email listservs, news alerts, and government notifications.
  • Leadership might consider designating specific information sources to specific team members to help mitigate the labor or anxiety of news overload. Staying informed is a balance of receiving correct information in the right amounts that allow for accurate dissemination of facts. 
• Form working groups focused on legal policies surrounding immigration, study abroad, and research to facilitate proactive planning.

Impact on International & Undocumented Students

Concern: New policies raise concerns about maintaining safe environments for international and undocumented students and securing funding for programs supporting underrepresented student groups.

Suggested Strategies:

• Provide students with clear and accessible information regarding their legal rights on and off campus.
• Encourage students to carry updated identification and maintain current institutional records.
• Offer specialized guidance to DACA and TPS students regarding potential travel risks.
• Train staff on their role when engaging with immigration officers and designate a knowledgeable spokesperson for such situations.

Reorganization of Departments & Initiatives

Concern: Federal funding cuts and restrictions on DEI practices have forced institutions to reassign staff, seek alternative funding sources, and ensure continued student support.

Suggested Strategies:

• Align initiatives with institutional mission statements to comply with policy shifts while preserving inclusion efforts.
• Highlight the benefits of global education as it directly relates to career readiness, building transferable skills, and high-impact practices (HIPs) (AACU, High Impact Practices) to prepare students for global careers.
• Utilize frameworks such as the UN Sustainable Development Goals to shape global education  programs.
• Build alliances across departments to integrate inclusion efforts into broader institutional goals.
• Student identities are composed of a variety of parts that influence their access to opportunities. Institutions may consider strategies that further highlight how intersectionality of identities are influential as students pursue opportunities to further their educational goals.

Prohibition of Equity-Focused Practices

Concern: Executive orders banning race-based policies in hiring, promotion, and admissions have led to the dismantling of DEI offices, which previously addressed disparities in study abroad participation.

Suggested Strategies:

• Reframe identity guides as health and safety resources to provide essential support for students of all backgrounds.
• Emphasize the importance of equitable access to resources in international education.
• Develop creative approaches, within the bounds of institutional policies, to ensure students receive inclusive  guidance and support for their global education experiences.

Gender Identity and Documentation Challenges

Concern: The revocation of the gender marker “X” on U.S. passports has created barriers for nonbinary and transgender students, impacting their ability to travel abroad and access legal documentation that aligns with their identity.

Suggested Strategies:

• Inform students that existing “X” gender marker passports remain valid until expiration but cannot be renewed under the same designation.
• Provide guidance on alternative documentation options, including legal name and gender marker changes, where applicable.
• Work with education abroad programs to ensure students understand gender-related legal and cultural considerations in host countries.
• Establish institutional support networks,to assist students in navigating these challenges.
• Advocate for continued dialogue with federal agencies and policymakers to address the impact of these policy changes on gender-diverse students.

Faculty and Staff Retention Challenges

Concern: The policy shifts have created an uncertain environment, affecting faculty and staff morale and recruitment, particularly for professionals committed to DEIA efforts.

Suggested Strategies:

• Enhance staff engagement through professional development opportunities and mentorship programs.
• Promote flexible work arrangements to accommodate staff well-being and retention.
• Strengthen cross-campus collaborations to integrate inclusive practices into broader institutional objectives.
• Providing clear communications regularly to staff so that they have updated information on a regular basis.

Reframing Goals Around Belonging

Concern: With DEIA initiatives facing increased scrutiny, institutions must find new ways to foster belonging among students while ensuring compliance with evolving policies.

Suggested Strategies:

• Utilizing the UN Sustainable Development Goals (SDGs): Aligning global engagement initiatives with SDGs allows institutions to promote belonging through universally accepted frameworks like quality education, gender equality, and reduced inequalities.
• Shifting to Career Readiness and High-Impact Practices (HIPs): Positioning global education as a tool for career success ensures inclusivity and belonging by framing study abroad as an essential professional development opportunity.
• Expanding Cross-Departmental Collaborations: Integrating belonging-focused initiatives into student success, mental health, and career services broadens institutional support and embeds inclusivity into the campus culture.
• Embedding Global Education in First-Year Experiences: Introducing study abroad and global learning opportunities early in students’ academic journeys increases accessibility and helps normalize participation across diverse student populations.
• Reframing Student Support Resources: Rather than categorizing resources under DEI, institutions can frame relevant support services around student well-being, health and safety, and success outcomes to maintain inclusivity while ensuring compliance.

Audience Questions & Expert Insights

During the panel discussion, audience members raised critical questions about the long-term impact of policy shifts on international education programs. Below are some key questions and expert responses:

1. How will programs like Fulbright and Gilman be affected?
   • While unclear at the moment how federally funded programs such as these that are aimed at strengthening relations with diverse cultures will be affected, it is possible that federal funding for international exchange programs could be reduced or funding temporarily paused for review. Institutions should closely monitor developments and seek alternative funding sources where possible. The need to collaborate with each institution’s government relations team is imperative in order to ensure these concerns are reaching representatives of each state.
2. What legal guidance is available for institutions navigating anti-DEI laws?
   • Institutions should consult legal counsel to ensure compliance while preserving student support initiatives within legal frameworks.
3. What steps should institutions take to safeguard international students’ legal status?
   • Institutions should proactively inform students of changes, provide legal resources, and collaborate with advocacy organizations.
4. How can universities continue promoting inclusive education despite DEI restrictions?
   • By reframing initiatives to focus on universal student success, career readiness, and global engagement, universities may be able to maintain inclusive practices without violating policy mandates.
5. How do these executive orders impact institutional funding for diversity scholarships?
   • Many race-conscious scholarships may be deemed discriminatory under new policies, requiring institutions to explore alternative merit-based or need-based funding models.
6. How should faculty and staff handle potential ICE interactions on campus?
   • Institutions should establish clear protocols and designate legal representatives to manage interactions with immigration authorities, ensuring student and staff rights are protected.

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Conclusion

The evolving policy landscape presents a complex challenge for higher education institutions. It requires not only compliance with new regulations but also a commitment to sustaining meaningful global learning opportunities. As institutions navigate these shifts, they must balance adaptation with maintaining their core values of access, inclusion, and student success.

DA Global remains committed to supporting institutions through innovative solutions, actionable insights, and a collaborative network of educators, policymakers, and employers. In alignment with this mission, we have attached a worksheet to help institutions begin brainstorming and developing actionable strategies. This resource provides guiding questions to assist teams in evaluating their institutional landscape, strengthening current practices, and identifying sustainable approaches to inclusive global education. This tool serves as a potential starting point for deeper reflection and strategic planning, aiming to leverage global education as a tool for student success so that institutions can ensure inclusive international opportunities remain available for all students despite shifting policy landscapes.

DA Global reiterates that this article summarizes a panel discussion that took place shortly after President Trump issued executive orders in late January and the Department of Education released a Dear Colleague letter on February 14, 2025. Below, you may find a general timeline of events as they have occurred and continue to develop.

Timeline:

• January 20, 2025: President Trump issues Executive Order 14151, aiming to end diversity, equity, and inclusion (DEI) programs in the federal government.
• January 31, 2025: A group of state attorneys general, including those from issue a joint statement titled “Multi-State Guidance Concerning
• Diversity, Equity, Inclusion, and Accessibility Employment Initiatives”  opposing the executive orders related to diversity, equity, and inclusion (DEI) initiatives
• February 3, 2025: Various DEI advocates, in conjunction with the National Association of Diversity Officers in Higher Education (NADHOE), released a statement and filed a lawsuit challenging EO 14151 and EO 14173 in federal court in Maryland.
• February 14, 2025: The Department of Education’s Office for Civil Rights issues a Dear Colleague letter clarifying nondiscrimination obligations under Title VI.
• February 19, 2025: A hearing is held in the Maryland federal court regarding the lawsuit challenging the executive orders.
• February 21, 2025: A federal district court in Maryland issues a preliminary injunction, partially halting the implementation and enforcement of EO 14151 and EO 14173.
• March 1, 2025: The Department of Education releases Frequently Asked Questions (FAQs) to provide additional guidance related to the February 14th Dear Colleague letter.

As the landscape and circumstances continue to evolve, we encourage each institution to conduct due diligence by researching the most current policies and keeping their student and staff populations informed. DA Global reminds readers that this article summarizes a panel discussion where institutional leaders shared opinions and strategies their institutions are pursuing. This article does not provide direct guidelines for action. DA Global welcomes comments, concerns, and feedback regarding strategies institutions are implementing as they navigate these complexities.