Background on Making Caring Common and the Turning the Tide Series

Making Caring Common, a project based at the Harvard Graduate School of Education, has long focused on helping families, educators, and communities raise children who prioritize empathy, ethical behavior, and concern for the common good. The organization released its latest report, Turning the Tide in 2026: Preparing Students for Lives of Caring and Purpose, on June 17, 2026. This marks the fourth installment in the Turning the Tide series, which began in 2016 with a call to reshape college admissions to value meaningful ethical engagement alongside academic achievement.

The 2026 report responds to deepening divisions in American society, rising mental health challenges among young people, and a widespread sense of purposelessness. It draws on extensive conversations with college admissions leaders and collaboration with the National Association for College Admission Counseling Center for Innovation in College Admission. The central message is clear: college admissions processes must evolve to better assess and reward ethical and civic capacities that prepare students to contribute constructively to their communities and the nation.

The Six Key Moral and Civic Capacities

The report identifies six interconnected capacities essential for young people today. Caring across differences encourages students to engage compassionately with individuals from varied racial, cultural, socioeconomic, and political backgrounds. Humility involves recognizing the limits of one's own knowledge and remaining open to learning from others. Curiosity drives genuine inquiry and a willingness to explore multiple perspectives rather than seeking confirmation of preconceived views.

Valuing the truth emphasizes the ability to discern facts amid misinformation and to build shared understanding based on evidence. Upholding principles of human rights calls for consistent commitment to dignity, fairness, and justice for all. Finally, a sense of collective responsibility highlights the importance of contributing to the well-being of one's community and society as a whole, moving beyond individual success.

These capacities are presented not as optional add-ons but as foundational to repairing social fractures, strengthening democracy, and fostering personal fulfillment. The report stresses that colleges are uniquely positioned to signal what society values by incorporating these traits into admissions decisions.

Current Challenges in College Admissions and Student Well-Being

American higher education admissions have long emphasized grades, test scores, and extracurricular achievements, sometimes at the expense of character development. This focus has contributed to intense achievement pressure, which the report links to spikes in anxiety, depression, and a lack of meaning among teens and young adults. Data cited in the report indicates that 34 percent of teens and 51 percent of young adults ages 19 to 25 report experiencing little or no meaning or purpose in their lives.

Broader societal trends exacerbate these issues. Polarization has made constructive dialogue across differences increasingly rare, with many retreating into echo chambers. The admissions process itself can amplify self-interest and performative activities rather than authentic ethical growth. The report notes that expecting students to articulate a single, fixed passion or purpose can add unnecessary stress; instead, it advocates helping students clarify their values and how those values connect to their educational choices.

Recommendations for College Admissions Offices

Admissions leaders receive concrete action steps to integrate ethical character assessment. One suggestion involves adding or emphasizing essay prompts focused on ethical attributes and constructive dialogue across differences. Offices are encouraged to adopt research-informed methods for evaluating these traits consistently and fairly.

Training is highlighted as essential. Admissions staff should participate in character assessment programs, such as those offered by Making Caring Common, to build expertise. Updating student-facing materials, including websites and information sessions, to explicitly value these capacities can also shift applicant behavior toward more meaningful engagement.

These changes aim to level the playing field, particularly for students from economically disadvantaged backgrounds who may not have access to the same resume-building opportunities. By prioritizing ethical capacities, colleges can attract students who will contribute positively to campus communities and beyond.

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The Role of High Schools and Parents in Supporting Character Development

While the report targets colleges, it underscores the shared responsibility of high schools and families. High schools can redesign programs to foster ethical engagement through service learning, discussions on current events, and opportunities for cross-difference collaboration. Reducing excessive pressure around standardized testing and achievement metrics allows students more space for genuine growth.

Parents and caregivers are urged to model ethical behavior, encourage curiosity about differing viewpoints, and de-emphasize admissions as the sole measure of success. The report provides guidance on helping teens connect personal values to future educational paths without forcing a singular narrative of passion.

Examples from innovative high schools and colleges already implementing these approaches demonstrate feasibility and positive outcomes for student well-being and community involvement.

Implications for Equity, Access, and Diversity in Higher Education

Elevating ethical character in admissions has significant potential to advance equity. Traditional metrics often disadvantage students from under-resourced schools or those balancing family responsibilities with academics. Character-focused evaluation can recognize contributions such as community leadership, caregiving, or navigating systemic barriers—qualities frequently demonstrated by students from diverse backgrounds.

The report aligns with broader efforts in U.S. higher education to promote inclusive practices. By signaling that caring across differences and collective responsibility matter, colleges can build more cohesive campus environments and prepare graduates for leadership in a pluralistic society.

Expert Perspectives and Stakeholder Reactions

Dr. Richard Weissbourd, Faculty Director of Making Caring Common, describes the current moment as a moral free fall, noting Americans' struggles to engage constructively across divides. He emphasizes that admissions leaders, schools, and parents can collectively address this by prioritizing the identified capacities.

Angel B. Pérez, CEO of NACAC, highlights the report's alignment with preparing students not only for careers but also as engaged community members and compassionate leaders. Admissions professionals interviewed for the report express support for more holistic approaches that value ethical development alongside academic preparation.

Practical Steps for Higher Education Professionals

University administrators and admissions teams can begin by auditing current practices for opportunities to incorporate character assessment. Professional development on ethical evaluation methods represents a high-impact starting point. Collaboration with organizations like Making Caring Common or NACAC can provide resources and training.

Faculty and student affairs staff also play roles in reinforcing these values once students arrive on campus, through curriculum design, co-curricular programs, and campus culture initiatives that reward civic engagement and respectful dialogue.

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Future Outlook for Admissions Reform

The 2026 report arrives at a pivotal time for U.S. higher education, amid ongoing debates about testing policies, access, and the purpose of college. If widely adopted, its recommendations could accelerate a shift toward admissions processes that produce graduates better equipped to address national challenges.

Long-term success will depend on sustained commitment from colleges, consistent messaging to applicants and families, and ongoing research to refine assessment tools. The report positions these changes as urgent and achievable, offering a pathway to healthier, more purpose-driven educational experiences.

How This Affects Job Seekers and Administrators in Higher Education

For those pursuing careers in university admissions, student affairs, or academic leadership, familiarity with ethical character frameworks is becoming increasingly valuable. Institutions seeking to implement the report's recommendations will look for professionals skilled in holistic review processes and character assessment.

Administrators can position their institutions as leaders in this area by publicly committing to the six capacities and sharing progress. This not only enhances reputation but also attracts students and faculty aligned with these values.