Student Whistleblower Resource Guide

The first conversation you should have is with your parents or other family members who serve as your main support system.

Whistleblowers of America (WoA) is primarily focused on employment related whistleblower matters. However, over the last few years, we have increasingly heard from students who have faced retaliation from their university and from parents dealing with the school that their minor child attends. We have created this resource page to help you and your family navigate dealing with potential fraud, waste, and abuse to include discrimination and harassment by professors or other faculty at your institution that is impacting your ability to complete your education. We know that this can have an impact on your future career pathway.

Why Student-Focused Policies Matter

A recent study found that when professors directly communicate reporting expectations and protections, students feel safer and more responsible to speak up about misconduct, far more than when the guidance only appears in university policy documents (DeZoort, 2023). However, at Whistleblowers of America we know that there are many challenges in disclosing wrongdoing in schools or universities because college students and parents of minor children have come to us for guidance. We have primarily been an employment focus but see the value in addressing educational issues that can potentially become blocks to a successful career later in line. We have developed this tool kit to share our insights, lessons learned and options for addressing corruption, retaliation, discrimination, harassment and bullying within a school system.

When a professor clearly states expectations, reporting options, and protections, students feel more responsible, supported, and empowered to speak up.

To Improve & Encourage Reports of Wrongdoing, Schools Should:

Offer course- and department-level reporting guidance to increase disclosures
Ensure students and their parents understand reporting as a shared responsibility, not merely an option
Establish clear and consistent language about confidentiality and privacy protections that builds trust
Address conflicts over peer loyalty, power dynamics, and fear of retaliation that can suppress reporting
Maintain ongoing, visible reminders (not one-time syllabus statements) are essential

This reinforces a Culture of Safety:

Students speak up more often when the school environment feels safe, clear, and personal, not impersonal, institutional, and distant.

School officials must be prepared to listen and solve problems in a non-adversarial manner in collaboration with teachers, coaches, administrators and students and their parents/guardians.

What Helps Students Report Wrongdoing

Creating a culture where emerging professionals feel safe to report concerns is vital. Organizations that clearly define reporting pathways and reinforce trainee advocacy help cultivate ethical leadership and long-term safety improvements (Fleming et al., 2018). Schools need:

Professors/teachers who visibly support ethical behavior and fairness
Policies that are clearly explained in class and revisited throughout the semester
Information is accessible and available on bulletin boards and on websites
Anonymous or confidential reporting options are provided
Students know retaliation will not be tolerated
Culture emphasizes collective responsibility, not “snitching”

Using friendly, “cute” avatars in a whistleblowing platform can reduce fear and increase student willingness to report misconduct, especially when students trust the reporting system

(Van FC L.L. et al., 2025).

Retaliation can happen when students are pressured into “monitoring” or remedial programs

Some students who raise concerns, report misconduct, or experience stress during training or external field placement internships may find themselves pushed into institutional monitoring programs, student conduct processes, or mandated “fitness” evaluations. Make sure these actions are not in response to a student’s disclosure. These can be helpful tools if a student is struggling, but make sure that they are properly convened, confidential, independent, and covered by insurance or other means.

Any required monitoring or evaluation should be:

Clinically appropriate and individualized
Confidential and independent from disciplinary decision-makers
Clearly explained in writing, including purpose, duration, and exit criteria along with the rights the student has within a monitoring process
Financially accessible (covered by insurance, student health plans, or institutional support)

Students should have the right to ask:

What policy authorizes this requirement?
How will this information be used and who will have access?
What are my rights to appeal or grievance options?

Institutions have a responsibility to ensure that supportive interventions remain supportive, and are not used to silence, deter, or penalize students for speaking up.

Examples of programs or processes that students may be referred to include:

“Wellness” or mental-health monitoring programs
Mandatory counseling or behavioral contracts
Fitness-for-duty evaluations
“Professionalism remediation” plans
Required participation in Title IX/Conduct-office mediation
Psychiatric clearance before returning to coursework or rotations

Signs of Pressure or Coercion

A support program may be being used improperly if you hear:

“If you don’t sign this agreement, you’ll be dismissed.”
“This is voluntary, but you must comply.”
“Consultation is confidential” (but it’s not)
“This isn’t disciplinary; it’s just supportive” (but it's punitive)
“We’re doing this for your own good” used as justification for surveillance or forced treatment

“Support programs must not become tools of coercion. When participation is tied to professional survival, the line between help and control disappears — and trust in the system erodes.”

— Adapted from Candilis (2016), AMA Journal of Ethics

Grooming

Grooming can occur at all levels of education when individuals in positions of authority or influence, such as a teacher, coach, or guidance counselor gradually build trust, dependency, or special access to a student in order to cross boundaries, exploit vulnerabilities, or silence concerns. This can also include involving other students or alumni to bully or coerce a student into illegal or illicit activities.This may involve excessive mentoring, private communications, special favors, isolation from peers, or framing inappropriate behavior as “normal,” “supportive,” or necessary for professional success.

Grooming is often subtle and can escalate over time. Students may feel confused, indebted, fearful of consequences, threatened, or unsure whether what they are experiencing is misconduct.

Institutions have a responsibility to:

Maintain clear professional boundary policies
Train faculty, staff, and students to recognize grooming behaviors
Provide confidential reporting and support options
Protect students from retaliation

Who to report to?

Universities

Public Universities

In the United States, students of public universities are to report to the Office for Civil Rights. The Office for Civil Rights (OCR) enforces federal laws that prohibit discrimination in education programs and activities receiving federal funds. Its role includes investigating complaints, enforcing civil rights laws like Title IX (sex discrimination) and Section 504 (disability discrimination), and promoting equal access to education through enforcement, guidance, and data collection.

OCR Complaint Form: Complaint Form | OCR
→ Make sure you sign the release or they will not open your complaint.

Graduate-Level Training & Practicum Experiences (Interns • Residents • Fellows)

As a graduate student, you’re navigating publishing, peer review, academic integrity, and ethical challenges that can touch on whistleblowing, reporting misconduct, or defending research integrity. The Center for Scientific Integrity (CSI) is an invaluable ally in understanding these issues. Their work supports transparency in scientific publishing, helps document and analyze retractions/misconduct, and provides tools and resources you can draw on when you’re exploring or encountering integrity-related questions.

The Center for Scientific Integrity

The Liaison Committee on Medical Education (LCME) is the nationally recognized accrediting authority for medical education programs leading to the MD degree in the United States and Canada. LCME accreditation ensures that medical schools meet standards for curriculum quality, student support, learning environment, professionalism, and patient-safety practices.

Health professions often see parallels in physician health programs (PHPs), where some trainees and doctors report coercive treatment models, lack of due process, and potential misuse against whistleblowers. A weaponized diagnosis instead of proper care can be avoided by asking questions about the provider and their relationship to the school. Insist that you select the provider who will conduct the evaluation independently. Treatment can be beneficial if properly diagnosed or compliant with prescribed medication to manage symptoms.

LCME Standards: Standards, Publications, & Notification Forms | LCME

Reporting & mistreatment guidelines: Mistreatment | LCME

Private Universities

Private universities are still subject to federal and state oversight, even though they are not run by the state. Students have the right to report serious concerns to outside agencies. Issues like discrimination, harassment, or retaliation can be reported to the U.S. Department of Education’s Office for Civil Rights (OCR). Disability-related violations may go to OCR or the Department of Justice. Campus safety concerns and failures to report campus crime fall under the Department of Education through the Clery Act. Employment-related discrimination or retaliation can be reported to the Equal Employment Opportunity Commission (EEOC). Problems with program quality, unethical treatment of students, or violations of educational standards can be brought to an accrediting body. Financial misconduct, fraud, or misuse of funds can be reported to the State Attorney General or the IRS. Finally, consumer protection concerns, predatory practices, or other unethical behaviors in higher education may be handled by the state’s higher-education authority.

Oversight agency:
U.S. Department of Education, Office for Civil Rights (OCR)
→ For discrimination, retaliation, harassment, accessibility, etc.

Students with Disabilities

What a Student Should Do:

Register with the Disability/Accessibility Services Office
Submit documentation and request accommodations early.
Request Accommodations in Writing
Clearly state what you need and how it relates to your disability.
Communicate With Professors
Share your accommodation letter and discuss implementation.
Document Everything
Save emails, letters, and meeting notes.
Escalate If Needed
Department Chair → Dean → Provost → University ADA/Compliance Office.
File a Formal Grievance if Unresolved
Use the university’s disability grievance process.
External Complaint (Last Resort)
Students may file with the U.S. Department of Education Office for Civil Rights.

Wrightslaw is a Special Education Law and Advocacy Group that many parents find helpful when navigating the laws that pertain to special education eligibility and service delivery for their minor children. https://www.wrightslaw.com/

Student Journalists

Most schools and universities have their own newspapers or newsletters that students can be editors and contributors for content. Students should know what professional liability they have and insurance coverage offered by the school in the event of litigation - what is known as a SLAPP - Strategic Litigation Against Public Participation that can be used to silence journalists.

Student Athletes & Artists

Sports, music and art can be an important aspect of education, socialization, and scholarships. School sports teams make the news and can share headlines with major leagues so the financial incentives for advancement are great. While music, dance and visual artists are participating in other types of competitions and award ceremonies. Since most athletes and artists travel to compete out of town, there is also the potential for grooming and manipulation into illegal or illicit behavior or trafficking of students who get to go home after the game/show.

College Student Support Services and Campus Resources

When students face challenges that can make education success difficult, there are resources on or near campus to assist students.

Food Pantries - students can avoid food insecurity by using the pantries on campus
Counseling Centers - some schools have mental health support available for little or no cost
Lending Closets - clothes and other items are made available to students from the community
Student Veterans of America (SVA) - a peer led program to help veterans transition from the military to college life
Commuter Clubs - like SVA, there are other clubs on campus that help students with various interests find each other
The Office for Civil Rights: Civil Rights Protections Against Retaliation Resource
OCR Complaint Form: Office for Civil Rights Discrimination Complaint Form | OCR

How To Talk To Your Local Government

University-Level Advocacy (Higher Education)

Parents, students, and community members play a critical role in shaping the future of higher education. Advocating for education change at the university level means engaging with policymakers to promote equitable access, affordability, mental health supports, academic freedom, student safety, and workforce-aligned programs. By sharing lived experiences and data-driven concerns, families can influence policies related to tuition costs, financial aid, campus safety, disability accommodations, and student success initiatives. Your voice helps ensure that colleges and universities remain accessible, inclusive, and responsive to the evolving needs of students and society.

Campus Level – Professor, Advisor, Department Chair
College/University Leadership – Dean, Provost, President
Governing Board – Board of Trustees / Regents
State Higher Education Agency – System Office or Higher Education Commission
State & Federal Officials – State Representative/Senator, U.S. Representative/Senator

Tip: Start with campus leadership and move upward if the issue is not resolved.

Public Schools (Minor Children)

For discrimination and retaliation issues contact the State’s' Legal Department for the state.

In Alabama retaliation is a federal issue so The OCR should be contacted.

You will have to research this within each district. According to my school district the Superintendent is the title IX coordinator.

Office for Civil Rights Discrimination Complaint Form | OCR

Private/Charter Schools

Private or charter schools may receive some federal monies, but operate independently. However, when it comes to reporting wrongdoing, they have the same process as public schools with the addition of a parent company who investigate every complaint and follow up with parents. Depending on the severity of the situation, their administration will involve child services and/or the police if necessary. It would help to learn more about the parent company and who to involve. If state or federal government funding is involved then reports can be made to state education authorities.

Religious School Students

If your child is enrolled in or participates in extracurricular activities with a faith based organization, contact the denomination oversight or governing board. Otherwise, the process is similar to other private or charter schools.

Home School Students (Minor Children)

If your child is homeschooled and participates in extracurricular activities, contact the coach or the organizer of the activity working your way up the chain of command.

You may also contact the Office of Civil Rights and submit a Complaint Form.

K–12 (Primary & Secondary Education) Advocacy Blurb

Parents are powerful advocates for improving K–12 education. Engaging with local and state leaders allows families to push for well-funded schools, safe learning environments, strong mental health supports, inclusive special education services, and evidence-based teaching practices. Advocacy at this level focuses on ensuring that every child, regardless of background or ability, has access to high-quality instruction, supportive staff, and the resources needed to thrive academically and emotionally. When parents speak up, they help shape policies that directly impact classrooms, teachers, and students’ daily experiences.

School Level – Teacher, Counselor/Social Worker, Principal, Advisor
District Level – Superintendent or District Leadership
School Board – Elected Board Members
Local Government – City Council or County Commissioners
State Officials – State Representative/Senator or State Department of Education

Tip: Start at the school level and move up only if the issue is not resolved.

What Parents Need to Know

Suicide Risk Factors

For young people school environments play a major role in emotional development and social identity. Stress, isolation, bullying, academic pressure, and retaliation or exclusion can create psychosocial strain that increases suicide risk.

Suicide is now the eighth leading cause of death in children aged 5–11.
Suicide is the second-leading cause of death among people aged 15–24.
Nearly 20% of high school students report serious thoughts of suicide.
9% have made an attempt to take their lives.
25.5% of adults ages 18–24 reported having seriously considered suicide in the past month. This is a higher percentage than any other adult age group (CDC, 2020).
Among U.S. adolescents aged 12–17 in 2021, 12.7% (or 3.3 million people) had serious thoughts of suicide, 5.9% (or 1.5 million people) made a suicide plan, and 3.4% (or 892,000 people) attempted suicide in the past year (SAMSHA, 2021).
White and Native American males and the LGBTQA+ population have higher rates of suicide.

If your child is at risk for suicide, you can watch for warning signs, which include:

Talking about being a burden or being a disappointment, bad grades, poor performance, failure, suspended or expelled
Feeling isolated, does not have a lot of friends, being bullied at school or online, breakups
Increased anxiety, real or perceived fears, threats
Talking about feeling trapped or in unbearable pain
Taking risks, aggressive play, self harming behaviors (cutting) or hurting animals
Increased substance use or food-related problems
Looking for a way to access lethal means
Suicide pact with a friend
Increased anger or rage, radicalized ideology online or in schools (gangs) that promotes hate, discontent, and violence against others.
Extreme mood swings (shame, guilt, sadness, etc.) or euphoria can be a sign of having made a plan and feeling at peace.
Expressing hopelessness
Change of interest in religion, especially concerns of afterlife
Sleeping too little or too much - daytime fatigue or malaise
Talking or posting about wanting to die
Making plans for suicide (i.e. giving away possessions) or history of suicide in the family or at the school.
Diagnosis of neurodiversity or a serious injury that can be perceived as life-changing
Major life events such as the death of a family member or loved one

Research shows that early recognition of warning signs, supportive school environments, and connected relationships significantly reduce suicide risk in children and adolescents by strengthening resilience, emotional safety, and access to help (Whitlock et al., 2022).

Bullying - Online resources and information about bullying within the school system can be found at Facts About Bullying.

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