Academic Freedom
Geremy Grant, Alfred University
The American Association of University Professors (AAUP) purports that academic freedom is integral to the autonomy faculty need to develop their pedagogy and produce meaningful scholarship. The AAUP further acknowledges that academic freedom is an essential safeguard for faculty against unjustified institutional censorship or discipline, should they choose to share perspectives regarding practices, operations, or decisions made by their employer. Academic freedom is particularly relevant to the work of school psychology faculty, who are charged with designing and delivering programming that centers human diversity and social justice (e.g., Standard 1.5 for the Graduate Preparation of School Psychologists), topics which are currently under scrutiny in educational legislation (e.g., Pedota et al., 2026; Index of Educational Gag Orders, 2026).
To meet the expectations of the profession, school psychology faculty must be knowledgeable of threats to academic freedom and devise strategies to maintain their professional and personal well-being while navigating these challenges. Three school psychology faculty were interviewed to learn the importance academic freedom has in their roles and how they maintain their wellness: Dr. Kamontá Heidelburg (KH) from The Ohio State University, Dr. Rachel Stein (RS) from the University of Colorado Denver, and Dr. Caitlyn Weaver from Alfred University (CW).
How do you define “academic freedom" in your role as a school psychology faculty member? What importance do you believe academic freedom has for our field and the youth and families we serve?
KH: My ability to teach critical topics that impact children's well-being. This includes centering topics related to equity, liberation, social justice, and culturally responsive practices to ensure that all students have the supports they need in schools to succeed.
RS: My interpretation of academic freedom is that it means that I can follow the science and best practices of school psychology in my teaching and research, without repercussion. Within school psychology, this is important because it allows us to implement best practices for the youth and families we serve. While the science, and thus recommended practices, may change over time, this is driven by the science and discipline of school psychology.
CW: In my role, academic freedom means that I have the autonomy to teach and research topics that serve the best interest of children, regardless of the socio-political climate. Academic freedom critical in our field, especially as the current political administration has worked to scale back Diversity, Equity, and Inclusion (DEI) initiatives, because we are ethically obligated to provide high-quality services to our students.
How do you make decisions about course content and research topics, particularly when those areas may be considered “controversial" or "socially sensitive"?
KH: We must move at the pace our children need. With that in mind, I make decisions about course content and research to honor my professional commitment and legal obligation as a school psychologist. To successfully train the next generation of school psychologists and provide students with the psychological supports and services they need to succeed in school, I must address factors that impede student outcomes, regardless of whether they are deemed "controversial" or "socially sensitive."
RS: My teaching and research are guided by best practices and the research in school psychology. While I don’t think that is a controversial stance, I do believe in taking steps to create inclusive communities and classrooms where students can express diverse viewpoints without fear of retaliation. Creating environments where this is possible includes setting group norms, reminding students of why disagreement and discourse are important, and moderating the conversation as appropriate.
CW: Both local and national professional organizations release guidance on best practice for school psychologists. When I am unsure if course content relates to a necessary competency or if it should be covered in a certain manner, I consult the National Association of School Psychologists (2020) practice model. Furthermore, NASP has released position statements related to best practice for many vulnerable populations. I aim to choose course material and research topics that fit within the scope of expected school psychology practice, even if potentially controversial.
How do you maintain your personal and professional well-being when facing challenges to academic freedom?
KH: Maintaining a work-life balance. Refilling my cup with things that are important to me, such as staying in community with people who uplift, celebrate, and hold me accountable for the work I do around equity and inclusion for Black youth.
RS: We are living in a fear-based environment. Yet, I do not think that the science or best practices in support of children and families’ well-being has a role in controversy. I strive to be thoughtful about my research and teaching and ground my ideas in the available evidence. I also think that it is very important to have colleagues and individuals in my life whom I can talk to openly and honestly. There are also times when self-care means taking a break and stepping back for a few hours or perhaps a few days in order to care for my own well-being.
CW: Thus far, I have been fortunate to work for organizations that support my academic freedom. I have not felt that my research areas or ability to teach ethical practice have been limited. Should this come up, I would attempt to prioritize my well-being by making professional decisions that are rooted within my ethics.
What kinds of supports, policies, or professional norms have helped sustain your academic freedom, especially during in times of broader societal challenges?
KH: Professional organizations and accrediting bodies have been instrumental in ensuring that the profession's integrity is not undermined by policies that minimize psychologists' professional obligations.
RS: Over time I have come to realize how accreditation and policies can serve a protective function, in terms of upholding best practices within school psychology and academia. I also think that much of our training as school psychologists (such as legal and ethical considerations and having difficult conversations) make us well poised to navigate environments that may be tricky or contentious.
CW: My academic institution has an academic freedom policy, indicating that faculty have the right to discuss information so long that it is related to the subject matter and respectfully communicated. Further, the NASP position statements related to social justice issues provide strong professional backing in times of uncertainty. Specifically, policies related to safe and supportive schools for racial, ethnic, and gender-diverse populations continue to set the expectation that school psychologists will hold a social justice framework.
What advice do you have for new faculty navigating challenges related to academic freedom at the institutional, community, and/or broader societal levels?
RS: Find your supportive people! Know who you can turn to with questions, concerns, or for support.
CW: My advice to others would be to seek social support related to academic freedom. Colleagues and professional organizations can be a huge asset during times of turbulence. When in doubt, refer back to both your professional and personal ethics to ensure that decisions you make are a product of your values, rather than the current climate.
Concluding Thoughts and Related Resources
There are several takeaways from the meaningful insights shared by the interviewees. I summarize a few of these points below:
1) School psychology faculty are obligated to teach best practices and produce scholarship based on the most rigorous research available, regardless of the institutional or sociopolitical climate. Barriers to engaging in such work must be viewed as targets for advocacy, rather than as reasons to avoid discussions or course content, given the significant benefits DEI initiatives have for children, families, schools, and the communities we serve.
A) Awareness is the first step in identifying threats to academic freedom. This requires faculty to understand how academic freedom is conceptualized. It is important to note that the specific definition of academic freedom may vary by institution; as such, faculty should first consult their respective institution’s faculty handbook and other relevant documentation.
■ The AAUP also offers several resources to orient faculty more broadly to the topic of academic freedom, and the scope of the threats faculty may face. See their frequently asked questions, policy statements, and reports.
B) It is important to acknowledge that scholars may be working in localities where legal restrictions impede their ability to explicitly center DEI in their courses and research.
■ If you are serving as faculty in a locality that prohibits DEI in curricula or scholarship, work with your co-faculty, departmental administration, and institutional leadership to thoroughly investigate ways you can continue to train students and conduct scholarship in accordance with the standards of the profession.
■ Engage with state and national organizations that govern our profession to advocate for changes to legislation. NASP offers several resources and professional development opportunities to further school psychologists’ development of ethical knowledge and advocacy skills, including the NASP Public Policy Institute and NASP Policy Matters Blog. NASP also has several position statements, which are official policy documents approved by the organization’s leadership. These documents can be used to advocate for evidence-based practices across institutional, community, state, and federal levels, and can also be used to facilitate trainees’ understanding of NASP’s policies by integrating them into coursework.
■ Given the ever-changing nature of the sociopolitical landscape, faculty must commit themselves to remaining knowledgeable regarding laws and regulations to ensure their actions remain legally compliant. As part of a plan to stay up to date on these matters, faculty can consider reviewing material published by higher education media outlets, civil rights advocacy organizations, and professional education organizations. Examples of relevant resources include:
● The Chronicle of Higher Education: Tracking Higher Ed’s Dismantling of DEI
● The Education Trust (EdTrust): Protecting Students Amid Federal Attacks on Higher Education Opportunities
● American Civil Liberties Union (ACLU): Diversity and Inclusion in Higher Education
● National Education Association (NEA): Promoting Inclusive Education
2. Navigating threats to academic freedom can impact a faculty member’s well-being. It is important to identify personal and professional sources of social support, maintain a healthy work-life balance, and commit to holistic self-care.
A) An earlier SSSP ECF blog post, “What is Work-Life Balance in Academia?” provides guidance on creating a healthy work-life balance. Additional tips specifically for parents are shared in this post, “Academic Parenthood: How Family Life Has Shaped Our Professional Life”.
B) The SSSP ECF also provides various outlets for social support, including regularly scheduled writing groups and an annual social hour scheduled during the NASP convention.
3. School psychology faculty must devise strategies to create inclusive learning communities to promote constructive conversations, especially related to content that may be deemed “controversial” in mainstream contexts. Some considerations are as follows:
A) Faculty must engage in critical self-reflection, which is crucial to developing and maintaining inclusive learning spaces:
■ Commit to ongoing and honest examination of personal factors (e.g., biases, discomfort, and/or level of expertise and competence related to cultural diversity and social justice) that may impact your ability to serve as an effective role model for trainees.
■ Analyze your power and privilege (including benefits from being a faculty member, and those derived from other social identities) with the goal of disrupting perceived hierarchies which may impact marginalized colleagues and students’ feelings of being valued and respected.
■ Reflect on how you demonstrate cultural humility in your relationships with students, staff, and colleagues.
How does academic freedom relate to the work you do as a school psychology faculty member? What resources do you find most useful in navigating challenges to academic freedom? Comment below!
