Life in the Balance
The phrase “Life in the Balance” shows up frequently in Division II materials. It’s not just a mantra, but a way of life for Division II members who believe that a balanced approach is the best for the student-athlete college experience.
The motto emerged in the mid-2000s when the division – as a way to encourage membership growth – sought to better define itself among the menu of intercollegiate options for prospective student-athletes, as well as for current student-athletes and the thousands of administrators, coaches and staff at DII schools.
In 2006, Division II adopted a “strategic-positioning platform” after surveying stakeholders to determine the division’s unique qualities and characteristics. Institutional and conference administrators, student-athletes, and a sample of the general public recognized as college sports fans all were asked to respond to the question: “What makes Division II unique?”
Six key attributes emerged from that analysis: Learning, Service, Passion, Sportsmanship, Resourcefulness and Balance. And because of its six-sided shape, the hexagon was previously adopted to graphically represent the collection of attributes.
“Life in the Balance” defines the philosophical foundation that represents the Division II story. It captures multiple facets of the Division II student-athlete experience: comprehensive learning and academic development, high-level athletics competition, and community engagement.
Division II’s operating plan outlines the key initiatives to help sustain the platform as a critical element to its long-term success. Just as the platform development process in 2005-06 was driven by quantitative research, the ability of an institution to achieve the goals outlined in the plan is guided by standards of performance and metrics.
Membership survey results from 2013, 2018 and 2025 consistently indicate support for “Life in the Balance” as the right philosophy for intercollegiate athletics at the Division II level.
Division II Guiding Principles
In addition to the purposes and fundamental policy of the National Collegiate Athletic Association, as set forth in the Constitution, members of Division II believe that a well-conducted intercollegiate athletics program, based on sound educational principles and practices, is a proper part of the educational mission of a university or college and that the educational well-being and academic success of the participating student-athlete is of primary concern.
Higher education has lasting importance on an individual’s future success. As such, Division II supports the educational mission of college athletics by fostering a balanced approach in which student-athletes learn and develop through their desired academic pursuits, in civic engagement with their communities and in athletics competition. Division II athletics programs also are committed to establishing an inclusive culture in which persons of all backgrounds are respected and given the opportunity to provide input and to participate.
Division II members abide by the following principles that help define and distinguish the division:
a) Division II colleges and universities are expected to operate their athletics programs with integrity and in a welcoming manner that complies with conference and NCAA rules and regulations. Institutional control is a fundamental principle that supports the institution’s educational mission and assumes presidential involvement and oversight;
(b) Division II members fund their athletics programs in a manner that aligns with the institution’s budget and educational mission. This method of funding features a “partial scholarship” model that allows Division II schools to recognize student-athletes for their skills through athletics-based grants, but student-athletes can accept merit-based aid and academic scholarships as well;
(c) Division II believes in a balanced approach that integrates athletics into the college experience and allows students to focus on their academic pursuits and participate in other campus and community activities. This “Life in the Balance” emphasis facilitates learning through: