A new study reveals a concerning decline in academic freedom across U.S. higher education, with more than one-third of faculty members reporting increased constraints on their ability to teach, conduct research, and speak freely compared to six or seven years ago.
The national survey, conducted by the American Association of Colleges and Universities (AAC&U) in partnership with the American Association of University Professors, found that 35% of faculty say they have less freedom to teach content without interference, while 36% report reduced freedom to speak as citizens. The study, which gathered responses from over 8,000 faculty members across public and private institutions, is one of the largest examinations of academic freedom in decades.
The findings highlight growing pressures from multiple directions. More than half of respondents (53%) worry about becoming targets of online harassment, and similar numbers report altering their language to avoid controversy. Faculty in states that have passed restrictive legislation on "divisive concepts" are significantly more likely to consider seeking employment elsewhere, with 16% actively looking to change institutions compared to 10% in states without such laws.
The study found that 40.7% of faculty believe their institution's administration is under increased pressure from trustees or regents to avoid negative publicity, while 38.6% note similar pressure from state legislatures. Additionally, more than half of faculty (52%) have altered their writing to avoid controversy, and many refrain from using terms they believe might be perceived as offensive by students (62%), administrators (57%), or other faculty members (57%).
The survey revealed concerning patterns of self-censorship, with about one-third of faculty feeling at least occasionally restricted in what they can say on social media or in faculty and department meetings. Approximately one-quarter report feeling limited in the content they can choose for their courses.
Despite these challenges, the survey found strong faculty support for open dialogue and diverse viewpoints in the classroom. Over 90% believe faculty should intentionally invite perspectives from all sides of an issue, and 70% say the level of respectful disagreement among their students is appropriate. More than half (53%) believe classroom discussion of controversial topics should be encouraged due to its educational value.
The research showed significant variations based on state legislative contexts. Faculty working in states with passed legislation restricting "divisive concepts" reported higher levels of concern and self-censorship. These faculty members were also more likely to report discussing such legislation "often" (19.8%) compared to colleagues in states where similar legislation had only been introduced or not introduced at all.
