Back to School Tips on Addressing GBV

What is the most significant challenge campuses face when addressing gender-based violence?

Melissa Malone & Malcolm McGuire

One of the most significant challenges campuses face is the gap between what we know is happening and what gets reported. Gender-based violence is often underreported for a variety of reasons. Students may fear they will not be believed, worry about being blamed, be concerned about consequences for themselves or someone they know, or simply not know where to turn.  From a campus law enforcement perspective, our responsibility is to recognize that a student’s decision to report is influenced by their perception of the entire university, not just the police department. If students believe that coming forward will result in judgment, loss of control, or an unnecessarily complicated process, they may choose not to seek assistance at all.  That is why addressing gender-based violence requires more than having policies and procedures in place. It requires building a culture of trust, accessibility, accountability, and collaboration among police, student affairs, counseling services, victim advocates, Title IX professionals, faculty, staff, and students.

Brikitta Hairston

College campuses are a melting pot of individuals serving different roles, and are at various life stages. That of itself would be the most significant challenge campuses face when addressing gender-based violence but in reality, it is the needful fact that the average campus community member does not know what gender-based violence is and that there are rights and resources available to them should they be adversely impacted by gender-based violence. That alone is why campus communities suffer from the dark figure of reporting; the compliance offices tasked to respond to those incident types are not seeing accurate numbers. One attempt at a solution to this challenge is more prevention education efforts, so that individuals know their rights and resources, but there are logistical hurdles to cross for this to be possible at most institutions.

Kaiti Blackburn & Alex Kultgen

I believe the most significant challenge campuses face in addressing gender-based violence is the persistent lack of resources, both financial and staffing, that limits their ability to provide consistent, comprehensive support. Many of the institutions we work with are well aware of what effective response and prevention are, and they work extremely hard not to “just check the box.” But they frankly don’t have the funding or personnel to deliver it.

Financially, campuses typically rely on small budgets or short-term grants to support Title IX offices, prevention programs, and survivor services. This may lead to inconsistent programming, limited access to trauma-informed care, among other things. When lacking stable funding, even strong policies can be difficult to fully implement.

Small teams and staff shortages can compound this issue. On many campuses, specifically small campuses, the people who are responsible for gender-based violence prevention work often wear multiple hats – a Title IX coordinator who is also handling other compliance or HR matters, or faculty expected to support prevention efforts on top of teaching and advising. This role overload can lead to folks being stretched thin, burnout, and gaps in services. When resources are limited and constrained, effectively addressing gender-based violence, even when well-intentioned, can be filled with barriers.

What is one common misconception about gender-based violence that you regularly encounter on campus?

Melissa Malone & Malcolm McGuire

One misconception is that gender-based violence is primarily a problem involving strangers or dangerous individuals lurking outside the campus community. The reality is much more complicated. Many incidents involve people who know one another: friends, classmates, dating partners, former partners, coworkers, or acquaintances.  This is particularly important when we talk about stalking and relationship violence. The behaviors may begin in ways that seem relatively minor: a series of unwanted messages, repeated calls, monitoring someone’s social media, showing up unexpectedly, or attempting to maintain contact after a relationship has ended. But those behaviors can escalate, and they should not automatically be dismissed as simply a relationship problem or a misunderstanding.

Brikitta Hairston

I have been investigating Title IX, and incidents of gender-based violence at colleges and universities for a little over 5 years. The recurrent theme and common misconception is that males and those that identify as men cannot be adversely impacted by gender-based violence. Without opening the cacophony of gender bias, and the walk down mountains of anecdotal research into the effects of gender bias on how we come to understand these incidents, it is safe to say the misconception starts with believing that men cannot be impacted by gender-based violence simply because they are the most common gender to perpetrate it against others and intra-community as well.

Kaiti Blackburn & Alex Kultgen

A common misconception we encounter when working with campuses is the belief that gender-based violence is something that happens “elsewhere,” at other institutions, in different communities, or in environments perceived as “less safe.” Through our work partnering with universities, as well as secondary schools, we see administrators, faculty, and staff who are unaware that these issues are occurring on their campus. Sometimes this comes from a place of trust in their community, and other times it seems to stem from the assumption that a certain type of institution – small, private, faith-based, highly ranked – is somehow separated from these realities. This misconception is dangerous because it creates blind spots of what is really occurring on campuses. It creates an environment that can lead to underinvesting in prevention efforts and/or assume students don’t need robust support systems. It also discourages open dialogue amongst folks across campus.

What are the most important factors in building trust with students who may need support or resources?

Melissa Malone & Malcolm McGuire

We teach our officers that trust begins with listening before responding.  When a student comes to us after experiencing violence, harassment, stalking, or another traumatic event, they may already feel that they have lost control over what is happening to them. The last thing we should do is take even more control away from them.  We need to listen without judgment, explain what we can and cannot do, be transparent about available options, and avoid making promises we cannot keep. We also need to recognize that not every student will want the same response. One student may want to make a police report immediately. Another may want counseling or advocacy. Someone else may want to understand their options before deciding what to do.  Trust is built when we respect that decision-making process.

Brikitta Hairston

When I began designing prevention education curriculum four years ago, I quickly realized that college-aged students cannot identify with something that they do not relate to. Just short of trying to relate to the ‘youth’ in a cringe-worthy way, I found what was currently trending for them and tailored my approach to that. For example, when I wanted to deliver more education on the policy violation of stalking, I took to Tiktok and Instagram, and Twitter at the time, to see what situations they engaged in discourse over. A common experience I saw were students using the term “applying pressure” to describe what very well could escalate to stalking behaviors: incessant calls, texts, and even emails after blocking someone’s number, showing up at their dorm room or where they knew they had class, or communal areas that they frequented on campus. Meeting a student where they are is more than a surface level understanding of the societal pressures and norms that they face. This is especially true for alternative dispute resolution and mediation where appropriate, to address reported behaviors without the punitive investigatory process.

Kaiti Blackburn & Alex Kultgen

Developing a space where students feel genuinely safe, heard, and free from judgment is key. For many, trust isn’t built through one conversation, it is built through steady and consistent behaviors that indicate empathy, respect, and reliability. A true safe space starts with no judgment. Students need to know they can share their experiences without being questioned, blamed, or pressured. Another important factor is active listening, which means slowing down, paying attention, and not jumping to conclusions or solutions. It’s about making space for students to share and letting them set the pace.

Trust also grows through trauma-informed, survivor-centered practices. This consists of recognizing how traumatic experiences affect memory, communication, and decision making. It requires offering choices and valuing students’ autonomy. When students recognize that their needs are being put first and their boundaries are respected, they are more likely to reach out for support and stay engaged in the available resources.

What proactive steps can campuses take at the start of this academic year to foster a safer campus culture?

Melissa Malone & Malcolm McGuire

The beginning of an academic year is the best opportunity to establish expectations around safety and respect before problems occur.  Campuses should make sure students know where to go and who to contact if they experience sexual assault, dating violence, domestic violence, stalking, harassment, or another safety concern. Those resources should be visible, accessible, and communicated repeatedly, not buried somewhere on a university website.  Additionally, they should invest in prevention education that goes beyond a single orientation presentation. Students should have ongoing opportunities to learn about consent, healthy relationships, bystander intervention, stalking behaviors, digital safety, and how to support a friend who may be experiencing violence.   Campus professionals need to communicate with one another. Police, victim advocates, counseling professionals, student affairs personnel, Title IX professionals, residence life staff, and others all see different pieces of the campus safety picture. Finally, we need to create a culture in which students look out for one another. Campus safety cannot belong exclusively to the police department. A safer campus is one where students, faculty, staff, administrators, and law enforcement understand that they all have a role in recognizing concerning behavior, supporting victims, and intervening when appropriate.

Brikitta Hairston

A couple of years ago, I noticed a shift in the climate of incoming freshmen. I realized that tracing back the incoming class to where they were when COVID first happened enlightened the questions that arose regarding their conflict resolution style. The stifling of interpersonal communication and face to face interaction left a lasting impact. Many incidents that came across my desk from campus partner referrals like Housing and Athletics were explained by a lack of conflict resolution skills that would have been built had it not been for a gaping hole in face-to-face interaction. That is only a small explanation and just one reason for what I believe is occurring today. Students are more often than not ill-equipped to communicate their boundaries and their intent. While intent is not an element of any policy violation under Title VI, Title VII, or Title IX, it is what many students fall to in order to explain themselves. I didn’t mean to make them uncomfortable, I just wanted to talk…I didn’t realize, I didn’t know, it didn’t seem like… ETC.

Campus practitioners who play any role in training and welcoming students to campus should take a moment if possible to discuss just a few conflict resolution skills. That does not mean policy violations will immediately go away, but it will provide for a clearer timeline and course of action and give the impacted party the opportunity to feel they’ve gotten their autonomy back as they navigate the resolution process that they choose.

Kaiti Blackburn & Alex Kultgen

Campuses have the opportunity to set the tone for a safe and accountable community. We believe that one of the most effective ways is to move beyond “check-the-box” compliance and to invest in meaningful and ongoing engagement with students focused on prevention. One way to begin this work is to provide robust training for faculty, staff, administrators, and students. Not just required modules, but interactive learning that helps everyone recognize warning signs and understand their roles. When everyone on a campus is equipped with shared language and expectations, prevention becomes a collective responsibility.

Campuses should continue to engage in difficult conversations throughout the school year (not just when students arrive on campus in the fall) where folks can openly discuss consent, boundaries, campus culture, and the realities of gender-based violence. Additionally, campuses should be creative in how they engage their community. Programming like peer-led workshops, innovative, interactive, and engaging events, and partnerships with local advocacy organizations can make prevention efforts accessible and relevant, increasing student participation.

What key advice would you share with students returning to campus this fall?

Melissa Malone & Malcolm McGuire

Simply this: trust your instincts, respect boundaries, and don’t wait until something becomes an emergency to ask for help.  If something does not feel right- a relationship, repeated unwanted contact, someone monitoring your movements or social media, a friend who suddenly seems fearful, or behavior that makes you uncomfortable- please take it seriously. You do not have to determine whether it meets a particular legal definition before reaching out for assistance.  I would also encourage students to know their resources before they need them. Save the campus police number in your phone. Know where the counseling center, victim advocacy resources, and other support services are located. Talk with your friends about how you will look out for one another.  And most importantly, don’t underestimate the importance of boundaries. Respect other people’s boundaries, communicate yours clearly, and understand that consent and healthy relationships require both communication and respect.  If you or someone you know experiences gender-based violence, you don’t have to go it alone. Reach out to someone you trust and learn what options are available. Asking for help is not a sign of weakness. It is an act of self-advocacy, and sometimes, it can be the first step toward safety.

Brikitta Hairston

To all students, I would say engage with your resources. Whether that is through a resource fair, club tabling, or however your campus showcases their resources for students, figure out where to go for immediate needs should something arise. Think of compliance offices like insurance policies; you never want to need it but they are there if you do. My motto behind prevention education and the proactive work that I did was that I wanted people to see me before they needed me, and so I would say to students know what is there for you in case you need it.

Kaiti Blackburn & Alex Kultgen

One of the most important pieces of advice is quite simple: if you see something, say something. Whether it’s a friend who seems uncomfortable, a situation that does not feel right, or you see a behavior that crosses a line, speaking up can de-escalate situations and prevent harmful outcomes. Students don’t have to have all the answers; checking in or getting help from others can help keep someone safe.

Another important piece of advice is to stay open-minded. The environments you grew up in may have shaped your beliefs about and understanding of relationships, boundaries, and consent, but college is a chance to reflect on those beliefs and experiences. Sometimes we carry harmful assumptions or behaviors without realizing it. Being willing to listen, learn, and grow helps create a campus culture that is respectful and safe.

 

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The advice from the experts points in the same direction: don’t wait for a crisis to learn what’s available to you. Find out now how to report a concern on your campus and who handles it. Treat your school’s Title IX or compliance office as a resource to check in with early, not a last resort.

And if you notice something like a boundary being crossed or a student who seems uneasy, say something. Early, small interventions are what keep incidents from escalating. As Malone and McGuire put it, “Trust your instincts, respect boundaries, and don’t wait until something becomes an emergency to ask for help.”