The Complete Guide to Bystander Intervention for College Campuses

College campuses are meant to be places of connection and discovery. Yet, troubling data reveals that campus harm extends beyond isolated incidents. Recent campus climate data found that 43.9% of respondents reported experiencing sexual harassment, while 7.8% reported stalking behavior, and 6.5% experienced interpersonal violence, with 22.2% experiencing two or more of these issues. This illustrates how frequently unsafe situations occur on campus, affecting a wide range of students.

Ignoring these issues doesn’t make them go away. That’s where bystander intervention becomes essential. Trained bystanders learn to recognize risk and take safe, informed action—whether subtly redirecting a tense situation or seeking help. This approach turns everyday observers into safeguards and helps shift campus culture toward responsibility and respect.

This guide offers a practical roadmap for every campus community member—students, faculty, and staff—to move from passive awareness to empowered action.

What Is Bystander Intervention On College Campuses?

Bystander intervention happens when a witness who isn’t directly involved in a situation chooses to step in and support the person at risk. Instead of staying silent or assuming someone else will act, bystanders make informed, safe choices to stop harm before it escalates.

Situations where intervention matters are often everyday moments, such as:

• A student overhears classmates making inappropriate jokes about race or gender.
• Someone noticed a visibly intoxicated student being led away alone at a party.
• A roommate disclosed that they feel unsafe after an uncomfortable encounter.
• Online harassment is breaking out in a class group chat.

Intervening doesn’t mean being confrontational or heroic. Often, it’s about small, thoughtful actions—checking in, distracting, or calling in support—that protect others and prevent bigger harm.

Why Bystander Intervention Is Essential in Higher Education

College campuses are vibrant, diverse communities, but are also transitional spaces where students are navigating independence, identity, and social pressures. Despite growing awareness efforts, issues like sexual misconduct, discrimination, power-based violence, and microaggressions continue to affect students’ well-being.

This is where bystander intervention plays a transformative role. When campuses intervene, training is a priority, and the benefits ripple across the community:

• Fostering a culture of respect and inclusion by showing that harmful behavior won’t be ignored.
• Empowering students to look out for each other, strengthening peer support networks.
• Reducing incidents of harassment and violence by interrupting situations before they escalate.
• Building trust between students, faculty, and leadership by making safety a shared responsibility.

Creating safer campuses requires more than policies; it demands collective action. Bystander intervention empowers every individual to take responsibility, ensuring no one feels isolated, unheard, or unsafe.

Recognizing When to Step In

Effective bystander intervention begins with situational awareness. On a busy campus, harmful situations rarely start as obvious emergencies — they often appear as small red flags that are easy to overlook. It could be someone being pressured to drink, a classmate enduring an uncomfortable joke, or a friend becoming unusually withdrawn. By learning to identify these early warning signs, students can step in thoughtfully and prevent situations from escalating.

Common Scenarios Where Intervention Matters:

• Harassment or bullying – This can include verbal abuse in class, exclusionary jokes in group settings, or online harassment in forums and chat groups.
• Sexual assault or unwanted advances – Recognizing predatory behaviors, such as isolating an intoxicated student at a party or repeated unwanted contact after being told “no.”
• Hate speech or discriminatory acts – Targeting someone’s race, religion, gender identity, sexual orientation, or disability with slurs, jokes, or exclusionary treatment. Prevention efforts often start with diversity training that helps the campus community recognize bias and respond respectfully.
• Substance misuse leading to risk – Intoxication impairing judgment, consent, or safety, which can place students in vulnerable situations.
• Physical altercations or escalation – Heated arguments that could result in violence or injury if not defused.

From the outside, these moments may seem “small” or ambiguous, so they’re easy to dismiss. But if left unchecked, they can escalate into real harm. Recognizing them early gives bystanders the chance to step in before things go too far.

Why Do Bystanders Hold Back? 

Even well-meaning people sometimes hesitate to act when they witness something troubling — whether it’s bullying, harassment, hazing, or someone being isolated. This hesitation is normal and often rooted in well-documented psychological and social barriers. Understanding these barriers is the first step toward overcoming them.

1. Inattentional Blindness – We Don’t See What We’re Not Looking For

When our attention is focused elsewhere, we can literally fail to notice significant events happening right in front of us — a phenomenon known as inattentional blindness.

• Example: A student might be scrolling through their phone while a heated argument escalates nearby, completely missing early warning signs.
• Why it matters: On campuses, noisy, crowded, or distracting environments can make subtle signs — like someone looking uncomfortable or excluded — harder to notice.
• Study: In a famous Harvard experiment, participants watching a basketball video failed to see a person in a gorilla suit walk across the screen — simply because they weren’t expecting i.

2. Diffusion of Responsibility – “Someone Else Will Step In”

When more people are present, individuals feel less personally responsible for taking action. This is called the bystander effect or diffusion of responsibility.

• Example: At a crowded party, if someone appears distressed, people often assume that someone else will intervene — so, ironically, no one does.
• Why it matters: On college campuses, where social settings often involve groups, this psychological trap is especially common.
• Study: Psychologists Bibb Latané and John Darley found that when people thought they were the only witnesses to an emergency, they helped 85% of the time. However, when they believed others were also watching, help dropped to 31%.

3. Normalization of Risky Behavior – “This Is Just How Things Are”

When certain problematic behaviors occur frequently, they can start to feel “normal,” reducing our likelihood of recognizing them as red flags.

• Example: On many campuses, heavy drinking, hazing rituals, or inappropriate jokes can become so commonplace that students stop questioning them.
• Why it matters: This desensitization makes it harder to notice when a line has been crossed, allowing harmful behaviors to escalate unchecked.
• Study: A 2022 report on campus culture found that 73% of students said they had witnessed behavior they believed was problematic but didn’t intervene because they thought it was “typical” or “not a big deal”.

4. Fear of Misreading the Situation

Another common barrier is uncertainty — people often worry they might overreact or misinterpret what’s happening.

• Example: A student might hesitate to step in during an argument, unsure whether it’s a playful exchange or a serious conflict.
• Why it matters: This self-doubt often delays intervention, sometimes until it’s too late.
• Study: Research on real–life incidents indicates that relative clarity and perceived urgency—or lack thereof—play a pivotal role in whether people step in or stay silent.

5. Fear of Social Backlash

Finally, many hesitate to act because they fear embarrassment, retaliation, or social rejection.

• Example: A freshman might notice a senior making someone uncomfortable but worry that speaking up could affect their social standing or safety.
• Why it matters: These fears are valid — but training and support systems can empower students to act safely without escalating conflict.
• Study: The RAINN organization notes that perceived social consequences are among the strongest predictors of inaction in campus harassment cases.

These barriers are deeply human and very common. But here’s the good news: with the right awareness, tools, and training, students can learn to recognize early warning signs and intervene safely and effectively.

The Role of Campus Community

Creating a safer, more inclusive campus is not the responsibility of one group alone. Every member of the campus community—students, faculty, staff, and external partners—has a role to play in preventing harm. When each group takes ownership, intervention becomes a shared norm rather than an exception.

Students & Peers

Students are often the first to notice when something feels off—whether it’s a friend being pressured at a party or harassment in a group chat. Peer-to-peer strategies like the buddy system, using code words for safety, or simply stepping in to check on someone can make all the difference. When students support each other, they create a protective network that helps everyone feel safer.

Faculty & Academic Staff

Professors, advisors, and teaching assistants interact with students daily and are often in a position to notice when something is wrong—whether it’s a sudden drop in attendance, visible stress, or disengagement. When faculty emphasize open communication and provide safe, private channels for reporting concerns, students feel more comfortable reaching out. To better support these efforts, many institutions are modernizing their prevention training with online learning platforms, ensuring that safety resources are accessible and more relevant for students and staff.

Campus Safety Officers & Residence Hall Staff

Campus safety officers and resident assistants (RAs) are often the first responders when conflict or risky behavior escalates. Many are trained in conflict de-escalation and emergency response, but ongoing training is key to staying prepared. Professional development resources from the IACLEA help ensure that safety teams and residence life staff are equipped to handle emergencies quickly and effectively.

Student Organizations & Leaders

Leaders in fraternities, sororities, athletic teams, and student clubs set the tone for group behavior. When safety and respect are built into group culture, students are less likely to tolerate harassment or exclusion. National initiatives like It’s On Us offer powerful campaign resources for embedding bystander training into orientations, leadership programs, and campus events.

Nonprofits & Campus Partners

No campus operates in isolation. Local nonprofits and national advocacy organizations provide workshops, counseling, and survivor support that strengthen a school’s prevention efforts. Partnerships with groups like End Rape on Campus and Love is Respect connect students to resources and expand prevention beyond campus walls.

Tools & Tactics for Effective Bystander Intervention

Bystander intervention is most effective when people feel equipped with clear, practical methods. Instead of relying on gut instinct alone, structured approaches give students, staff, and community members confidence in how to act.

The 5D Framework for Bystander Intervention

The 5Ds are five distinct strategies anyone can use to safely intervene when they witness harassment or harmful behavior. This framework empowers people to step in based on what feels safest and most effective in the moment. 

The five approaches—Direct, Distract, Delegate, Document, and Delay—offer flexible options depending on the setting, your comfort level, and the urgency of the situation. Each “D” helps counter harassment in its own way, and even small interventions can make a powerful difference.

1. Direct – Speak Up Clearly & Respectfully

Direct intervention involves addressing the harmful behavior as it happens. This means speaking up to challenge inappropriate words or actions without being aggressive or confrontational.

When to Use It: Use this method only if the environment feels safe and you believe your words won’t escalate the situation. It’s most effective when the harm is verbal and the person doing it may not realize the impact.

Examples:

• Scenario 1: A student makes a sexist or racist joke in the cafeteria. → “That comment isn’t okay.” 

  Why It Works: This immediately signals that the behavior is unacceptable. It centers the harm done without attacking the person, which can help reduce defensiveness and encourage accountability.

• Scenario 2: A classmate posts something offensive on social media related to another student. → “Hey, I don’t think this post is appropriate. Can we talk about it?”

  Why It Works: It invites reflection while keeping the tone respectful, potentially opening space for a productive conversation.

  Note: Focus on the behavior, not the person. Keep your tone calm and your message short to avoid escalation.

2. Distract – Interrupt the Situation Indirectly

Distraction offers a non-confrontational way to stop harassment. Instead of addressing the behavior directly, you interrupt it by shifting the focus—this can defuse tension and give the targeted person a way out.

When to Use It: Use distraction if direct intervention feels too risky, or when you’re unsure what to say. It’s subtle but effective in social situations, parties, or crowded places.

Examples:

• Scenario 1: An intoxicated student is being led away alone at a party. → “Hey, want to get some water or food with me?”

  Why It Works: It breaks the isolation and creates a safer situation without directly confronting the person, leading them away.

• Scenario 2: A heated argument starts escalating in a dorm hallway. → “Hey, you guys—there’s something wild going on outside. Come check it out.”

  Why It Works: Shifting focus helps interrupt rising tension and gives everyone a chance to reset.

  Other tactics: Pretend you know the targeted person and start a random conversation. Drop something nearby to create a diversion. The goal is simple: break the moment without escalating it.

3. Delegate – Get Help from Someone with Authority

Delegation means involving someone else—especially someone in a position of responsibility—who can help address the situation safely and effectively.

When to Use It: If the situation feels too dangerous, or you don’t feel equipped to intervene directly, seek out someone with the ability or authority to step in.

Examples:

• Scenario 1: You see someone being harassed in the dorms. → Report it to a Resident Assistant (RA) or Campus Safety Officer.

  Why It Works: These individuals are trained to handle tense or unsafe situations while ensuring safety and accountability.

• Scenario 2: A peer makes inappropriate comments in class. → Quietly ask the professor after class to address it next time.

  Why It Works: Instructors can set the tone and establish boundaries in their classrooms.

  Note: Do not assume calling the police is always the right move. For some, especially people of color or undocumented students, police involvement may increase danger or trauma. Consider the wishes and safety of the person experiencing harm before involving law enforcement.

4. Document – Record Responsibly

Documentation means creating a record of the incident by taking notes, video, or screenshots to support the person being harmed if they choose to report it later.

When to Use It: Use this only if someone else is already helping the harassed person, and if it can be done safely and discreetly.

Examples:

• Scenario 1: A student is verbally harassed on the street. → Quietly record a video from a safe distance.

  Why It Works: It provides evidence if the student wants to report the incident later, but it avoids interfering in the moment.

• Scenario 2: A peer is targeted by online harassment. → Take screenshots of offensive messages and store them privately.

  Why It Works: It protects the evidence without escalating the situation publicly.

  Key Rule: Always ask the person who was harassed what they want done with your documentation. Never post it publicly or share it without their permission—it’s their experience, and they should control the narrative.

5. Delay – Offer Support After the Incident

Delay means checking in with the person who experienced harm after the situation is over. Even if you couldn’t act in the moment, you can still show care and offer support.

When to Use It: Use this when immediate intervention wasn’t possible—or when you’re unsure of what to do during the moment. Delayed support can still reduce the long-term emotional impact of the incident.

Examples:

• Scenario 1: You saw someone being targeted earlier in the day. → “Hey, I saw what happened back there. Are you okay?”

  Why It Works: It shows that someone noticed, cared, and is there to support them. That kind of validation can make a big difference.

• Scenario 2: A classmate was harassed online but didn’t respond publicly. → Message them privately: “I saw that post. If you want to talk or report it, I’ve got your back.”

  Why It Works: Provides emotional support and practical help in a safer, lower-stakes setting.

You don’t have to be perfect, loud, or brave in every moment. You just have to do something. The 5Ds give you options to intervene in ways that feel safe, respectful, and effective. Whether you speak up, create a distraction, get help, keep a record, or check in later—your actions matter. You help create a culture where harassment isn’t tolerated, and people know they’re not alone.

Bystander Intervention Strategies on College Campuses That Make a Difference

Even in a digital age, face-to-face approaches remain highly effective for teaching bystander intervention. They allow students to practice skills in real-life contexts and build confidence in a safe environment.

1. Orientation Briefings – Setting the Cultural Tone Early

 The first few weeks of college are crucial for shaping expectations. That’s why many universities include bystander intervention during orientation, alongside sessions on consent, safety, and student conduct. These early conversations establish that speaking up when something feels wrong isn’t just accepted—it’s expected.

Programs like Bringing in the Bystander, developed at the University of New Hampshire, are widely used during orientation and are backed by strong evidence. 

Research shows participants demonstrate increased willingness to intervene and a stronger belief that their peers would do the same—effects that can last up to a year post-training. This kind of training works best when it’s framed as a shared norm, not just a compliance requirement.

2. Role-Play Simulations – Rehearsal Builds Readiness

 When students role-play scenarios involving harassment, bias, or unsafe behavior, they’re not just talking about intervention—they’re practicing it. These simulations let students test different approaches in a controlled, supportive space. Whether they practice distraction, delegation, or direct intervention, they build mental and emotional “muscle memory” for real-life action.

Research on behavioral rehearsal shows it significantly increases intervention confidence and follow-through. The National Academies of Sciences recommend role-playing as a core component of effective prevention training. Similarly, UK-based programs like The Intervention Initiative offer step-by-step guidance for creating simulations that stick.

The key to success is letting students stumble, ask questions, and try again—so when a real moment arises, they’re not stuck wondering what to do.

3. Peer-Led Discussion Circles – Trust Through Shared Dialogue

Peer-led circles create space for open, non-judgmental conversations about what intervention looks like in real life. Students discuss hypothetical scenarios, reflect on their own experiences, and ask hard questions: What if I don’t feel safe? What if it’s someone I know doing harm?

This kind of discussion builds community accountability. When students hear peers talk about stepping in, it reinforces the message that intervention isn’t just possible—it’s expected. When students lead the conversation, others listen more closely—and act more confidently.

4. Campus “Safe Walk” Programs – A Visible Culture of Care

Though Campus Walk or Safety Walk programs haven’t been studied as extensively as formal bystander training methods, they align well with community-level strategies that increase safety through visibility, peer support, and shared responsibility. 

Programs like Green Dot, which emphasize proactive involvement and environmental awareness, have been linked to measurable decreases in harassment and violence. 

In one multi-campus study, schools implementing Green Dot experienced a 17% reduction in interpersonal violence victimization compared to those without it. Safety Walk initiatives, though more informal, serve a similar function—making help visible, reducing isolation, and reinforcing the message that looking out for each other is part of campus culture.

Traditional bystander strategies still matter—and they still work. Orientation lays the groundwork. Role-play simulations turn theory into action. Peer discussions normalize responsibility. Safe Walk programs show care in motion. Together, these methods shape a culture where looking out for each other is second nature, not second thought.

Digital & AI-Powered Solutions

Modern technology complements traditional methods by making safety tools more accessible, immediate, and discreet.

1. Anonymous Reporting Platforms

Some campuses use secure reporting tools that allow students to document incidents anonymously and track patterns over time. These platforms reduce the fear of retaliation and make it easier for students to report when they feel uncomfortable in person.

2. Mobile Safety Apps

Many universities now promote personal safety apps that let students alert trusted contacts or campus security when they feel unsafe. These tools provide quick access to support during high-risk situations and help bridge the gap between awareness and immediate action.

3. Online Course Creation Tools

Institutions use interactive training platforms to create courses, scenario-based quizzes, and role-play exercises. These tools allow students and staff to practice decision-making in realistic situations, ensuring that knowledge translates into action and that training is scalable across the campus.

Responding to Microaggressions & Bias

Microaggressions are everyday comments, actions, or assumptions—often subtle and unintentional—that reinforce stereotypes or biases about someone’s identity. These remarks may be framed as compliments, questions, or jokes, but they can still cause harm, especially when experienced repeatedly.

On college campuses, these behaviors can show up in classrooms, residence halls, group projects, or casual conversations. They often leave the person on the receiving end feeling excluded, diminished, or misunderstood.

Below are six common types of microaggressions students encounter, along with real examples and respectful ways to respond.

6 Common Types of Microaggressions Students Face – & How to Respond

Here is a list of the right responses that a bystander can use for peacefully handling the situation-

1. Race-Based Microaggressions

Race-based microaggressions often treat someone’s racial or ethnic background as unusual or surprising. They can undermine a student’s sense of belonging or reduce them to stereotypes, even when framed as compliments.

Example 1: “You must be really good at math—you’re Asian, right?”

You might say: “That kind of assumption can be frustrating. Not everyone wants to be reduced to a stereotype.”

Example 2: “You’re so articulate for a Black student.”

You might say: “That kind of compliment might not land the way you mean it—it sounds like you didn’t expect that from them, which can feel limiting.”

Example 3: “I don’t think of you as Asian—you’re not like the others.”

You might say: “That probably sounds okay to you, but it lumps people together and can be really isolating.”

2. Gender & Sexual Orientation-Based Microaggressions

These microaggressions rely on outdated ideas about how people should look, act, or what they should pursue based on their gender or sexuality. They can invalidate a person’s identity or suggest they don’t belong in certain spaces.

Example 1: “You don’t look like a lesbian.”

You might say: “There’s no one way to look like anything—let’s not assume how someone should present themselves.”

Example 2: “Are you sure you want to go into engineering? That’s pretty tough.”

You might say: “She’s clearly capable. Let’s support each other’s goals instead of questioning them.”

Example 3: “That’s so gay.”

You might say: “I know that’s just a phrase people use, but it can be hurtful. Maybe there’s a better word for what you mean.”

If you’re unsure how to speak more inclusively, the UN’s gender-inclusive language guide offers helpful examples.

3. Disability-Related Microaggressions

Students with disabilities—especially invisible ones—often face comments that question the legitimacy of their needs or reduce them to inspirational stories. These microaggressions can feel dismissive or patronizing.

Example 1: “Wait—you have a disability? You seem totally fine.”

You might say: “A lot of disabilities aren’t visible. It’s probably better not to assume what someone’s going through.”

Example 2: “It’s not fair that some people get extra time on exams.”

You might say: “Accommodations exist to make things fair—not easier. Everyone learns differently.”

Example 3: “She’s so inspiring—just being here with everything she’s dealing with.”

You might say: “Honestly, she probably just wants to be treated like any other student. Not everything has to be a big deal.”

4. Religious or Cultural Microaggressions

These occur when someone’s beliefs, practices, or cultural background are treated as strange, questioned, or dismissed. Even casual curiosity can cross a line when it feels like someone’s identity is on trial.

Example 1: “Do you have to wear that?”

You might say: “That might sound like judgment, even if you don’t mean it that way. Maybe ask with more curiosity and care?”

Example 2: “You don’t seem very religious.”

You might say: “Faith shows up differently for everyone. There’s no single way to express it.”

Example 3: “That’s not a real holiday, is it?”

You might say: “It is—and it’s meaningful to a lot of people. We don’t have to understand it fully to respect it.”

Montgomery College’s microaggressions resource has more examples for navigating these situations.

5. Age & Generational Microaggressions

Whether directed at younger students who are seen as inexperienced or older students who are seen as out of place, these microaggressions reduce people to stereotypes based on age alone.

Example 1: “You’re too young to understand this.”

You might say: “They might actually bring a different kind of insight. Age doesn’t always predict understanding.”

Example 2: “That’s just a Gen Z thing.”

You might say: “Let’s not write people off based on their generation—everyone’s different.”

Example 3: “Older people shouldn’t be in college.”

You might say: “Everyone belongs here, no matter how old they are. We all deserve the chance to learn.”

6. Sexual Harassment-Related Microaggressions

These microaggressions cross personal boundaries through inappropriate comments, jokes, or body language. Even when disguised as flirting or “just joking,” they can make others feel unsafe, objectified, or cornered.

Example 1: “Relax, I was just complimenting you—you should take it as a compliment.”

You might say: “If someone says it made them uncomfortable, it’s not a compliment. Let’s respect how people feel.”

Example 2: “You’d be a lot more fun if you smiled more.”

You might say: “Let’s not tell people how they should look or act—everyone deserves space to just be themselves.”

Example 3: (During a group project) “I work better when I’m paired with hot people.”

You might say: “That kind of comment can make people feel objectified. Can we keep it focused on the work?”

Even if someone laughs it off in the moment, those comments can carry real weight. Stepping in calmly shows that you value consent, comfort, and professionalism—both in and out of the classroom.

Microaggressions are often subtle—but their effects are not. When students learn how to recognize and respond to these moments, they help build a more inclusive and respectful campus culture. Whether you’re speaking up in the moment, offering support afterward, or reflecting on your own words—every action helps shift the environment toward empathy and equity.

Building a Culture of Safety & Inclusion on Campus

Changing culture requires more than one-off training sessions—it’s about weaving safety and inclusion into the fabric of campus life.

Normalize Intervention as a Shared Responsibility

Share stories of successful interventions in newsletters, residence halls, or social media campaigns. National resources like the NSVRC offer adaptable campaign materials that campuses can use to inspire action.

Spread Awareness Through Training

Make safety tools impossible to ignore by embedding QR codes linking directly to reporting forms in orientation packets, classroom slides, and even student ID cards. This removes barriers and reinforces that help is always within reach.

Use Inclusive & Trauma-Informed Language

The words campuses choose matter. Policies, trainings, and communications should avoid victim-blaming and instead center survivors with respectful, person-first phrasing.

Breaking the Bystander Effect on Campus

The biggest challenge to intervention isn’t apathy—it’s hesitation. Students may freeze because they’re unsure what to do. Overcoming this requires practice and reinforcement:

• Incorporate low-risk role-play scenarios into training.
• Publicly recognize and celebrate students who step in.
• Make intervention a key part of RA and student leadership onboarding.

When bystander action is normalized and celebrated, students are far less likely to assume “someone else will handle it.”

Campus Resources for Bystander Intervention

If you’re looking to expand campus prevention programs or strengthen support systems, these resources can help:

Government & Public Health

• RAINN Support & Programs: National hotlines, prevention training, and campus-focused resources for responding to sexual assault and harassment.
• NotAlone.gov Campus Support: Federal guidance, data, and best practices for schools to improve prevention and survivor support.
  

Academic & Research-Based Tools

• Changing Our Campus Culture: A hub for evidence-based strategies, toolkits, and training for higher education institutions.
• Cornell Health: Intervene Campaign: A bystander-focused education program with videos and guides for students.
• NASPA Peer Education Resources: Leadership and training materials to equip students as peer educators on safety and wellness issues.
  

Technology & Innovation for Prevention

• Callisto Campus: Anonymous, secure reporting platform that connects survivors with campus resources.
• ProProfs Training Maker: An AI-powered LMS for creating fully-customizable online courses and assessments in seconds. 

A Shared Responsibility: Call to Action for Stakeholders

Bystander culture succeeds when every group on campus steps up:

For Students

• Take bystander intervention training seriously to understand how to act safely in risky situations.
• Speak up whenever you notice something feels off or unsafe on campus.
• Support your friends, peers, and survivors with empathy, listening and offering help when needed.

For Faculty & Staff

• Model inclusive behavior both inside and outside the classroom to set an example for students.
• Integrate conversations about safety, consent, and well-being into coursework and classroom discussions.
• Encourage students to report concerns safely and without fear of judgment.

For Administrators

• Provide funding and resources for prevention programs and bystander intervention training.
• Publicize clear campus policies and accessible reporting options for safety concerns.
• Ensure that all staff are trained in trauma-informed practices to respond effectively.

For Families & Community Partners

• Talk openly with students about consent, boundaries, and staying safe on campus.
• Encourage students to seek help whenever they feel unsafe or need support.
• Stay informed about campus and community resources to guide students when necessary.