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Professor Emeritus of Education Law & Labor–Department of Education & the Justice Studies Program

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University of New Hampshire

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Durham, NH

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Todd DeMitchell was named the John & H. Irene Peters Professor of Education, Lamberton Professor of Justice Studies, Distinguished University Professor at the University of New Hampshire, and Kimball Faculty Fellow in the Department of Education. In addition, he received the College of Liberal Arts Excellence in Teaching award and the University Graduate Faculty Mentor award. Professor DeMitchell studies the impact of court cases and other legal mechanisms on schools and colleges. His publications have appeared in the Education Law Reporter, Southern California Interdisciplinary Law Journal, Connecticut Public Interest Law Journal, Journal of College and University Law, University of Florida Journal of Law & Public Policy, Labor Law Journal, and the Boston University Public Interest Law Journal. In addition, Rowman & Littlefield recently published the following books:


Raising a Cautionary Flag: Educational Malpractice and the Professional Teacher (2022)  with Richard Fossey, M.A.,  J.D., Ed.D. and Terri A. DeMitchell, J.D., M.A., M.Ed.

Teachers and Their Unions: Labor Relations in Uncertain Times (2020).

Threading the Evaluation Needle: The Documentation of Teacher Unprofessional Conduct (2019) with Mark A. Paige, J.D., Ph.D.

In addition, the Education Law Association published Sexual Orientation, Public Schools, and the Law (2007) co-authored with ELA members Richard Fossey, J.D., Ed.D. & Suzanne E. Eckes, J.D., Ph.D.

Professor DeMitchell, prior to joining the faculty at UNH, spent 18 years in the public schools holding such positions as elementary school teacher (grades 4-6), principal (K-8), director of personnel & labor relations (K-12), and superintendent (K-8).

B.A. (History), La Verne College

M.A.T. (History), University of La Verne

Ed.D. (Education Law & Policy), University of Southern California

M.A. (Philosophy of Education), University of California, Davis

Post-Doctoral Study, Harvard Graduate School of Education

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