Written submission from Universities UK (SPP0086)

Introduction

1. In September 2015, Universities UK (UUK) established a taskforce to examine violence against women, harassment and hate crime affecting university students. The taskforce has been collecting a significant volume of evidence from universities on (i) the scale of these issues and (ii) the wide range of initiatives that universities are taking forward to both (a) prevent such incidents arising and (b) respond effectively when they do.

2. Although the taskforce is not due to publish a report until autumn 2016, UUK believes that the outcomes from the work so far, particularly emerging themes around prevention and response to incidents of sexual violence and harassment, may also be relevant for supporting schools to reduce incidents and respond effectively. Given the Committee’s inquiry into schools and UUK’s taskforce this might provide an opportunity to explore how the outcomes of both inquiries could support a more joined up approach across different parts of the education sector to both prevent and address these issues.  

About Universities UK

3. UUK is the representative body for universities in the UK and has 133 members. The current President is Professor Dame Julia Goodfellow, Vice-Chancellor of the University of Kent, and the Chief Executive is Nicola Dandridge.

Emerging themes from the taskforce

Establishing the scale of the problem

4. UUK does not possess evidence on the scale of the problem of sexual harassment and sexual violence in schools. However, the UUK taskforce has looked at evidence concerning the scale of sexual harassment affecting university students, primarily through studies conducted by the National Union of Students (NUS) which reveal evidence of sexual harassment, particularly relating to “lad culture[1]. Our inquiry has also revealed that both universities and students’ unions take their responsibilities seriously and work hard, often together, to create an inclusive culture and a safe and welcoming environment. This is demonstrated by the many initiatives currently being taken forward to prevent harassment and respond when it does occur. A number of these initiatives will feature in the UUK’s final taskforce’s report. Despite this positive work in the sector, there is, however, a recognition that more needs to be done. 

5. Over the last few years, the NUS has undertaken research to try and understand the nature and scale of the problem. A summary of the findings are set out below.

Hidden Marks: a study of women students’ experiences of harassment, stalking, violence and sexual assault (2010)

• 1 in 7 experienced a serious or sexual physical or sexual assault during their time as a student
• 68% of respondents reported that they had been subject to verbal or physical sexual harassment on campus, and some experienced harassment on a daily basis
• 1 in 10 victims of serious sexual assault reported that they were given alcohol or drugs against their will before the attack

That’s what she said: women students’ experiences of ‘lad culture’ in higher education[2] (2012)

• lad culture is often heavily associated with the social side of university life
• many participants had altered or limited their nightlife activity as a result of ‘lad culture’ behaviour
• the impact on the educational experience at university appeared to have been less affected, although there was feedback on the existence of negative attitudes towards feminism and gender-related topics within courses
• the behaviours associated with ‘lad culture’ were not seen as the particular ‘preserve of the privileged’ as some of the existing research had suggested
• ‘lad culture’ behaviour was not restricted to men

6. In 2015, the NUS carried out a poll of new students’ awareness of sexual harassment reporting procedures at university. The survey was conducted with 2,670 respondents from a nationally significant sample frame.[3]  The survey found that:

• 17% of respondents stated that they had been victims of some form of sexual harassment during their first week of term
• 29% had witnessed sexual harassment directed at somebody else
• the most significant forms of harassment were unwanted sexual comments about people’s bodies – 59% of these incidents were reported to have happened at social events or night clubs and a further 33 % in halls of residence
• over half of the respondents were not made aware of any university codes of conduct
• over half stated that they were not aware of the procedure to report these incidents

7. As well as the NUS’ high-profile campaigning, the 2014 annual report[4] from the Chief Executive of the Office of the Independent Adjudicator for Higher Education (OIA) (England and Wales) identified sexual harassment and ‘lad culture’ as an emerging issue of concern and urged universities to take a more proactive approach to dismantling lad culture.[5]

8. This evidence suggests that some university students are entering and progressing through higher education demonstrating behaviours that are wholly unacceptable. This behaviour may be engrained already from school or further education. Indeed, participants in university prevention programmes have commented that they wished they had taken part in similar programmes earlier, while at school[6].  Evidence from the US suggests that university student perpetrators are likely to have begun offending while at school and that intervention efforts to prevent sexual violence may be maximally effective when targeted at adolescents[7]. 

9. It is vital, therefore, that behavioural expectations are set early and that school-age students understand the implications of their behaviour and are acquainted with a culture of zero tolerance well before progressing to university. In the long-term, effective school-based initiatives will ultimately result in a more positive experience for those who go on to enter higher education. 

10. The UUK taskforce to address harassment has also identified a range of activities being undertaken by universities to address these issues, including:

• student-led campaigns
• staff training  
• universities establishing high-level internal taskforces to consider these issues at a strategic level and develop an institutional level action plan
• universities and students’ unions working with sports clubs and societies to stamp out sexual harassment
• building relationships with local law enforcement agencies and external support agencies
• adopting a zero tolerance approach and holding induction sessions on expected behaviours and consent
• implementing reporting systems.
• implementing bystander initiatives such as the Intervention Initiative, specifically developed for the higher education sector by the University of the West of England   

Understanding the impact of sexual harassment in schools

11. As highlighted earlier, the NUS report ‘That’s What She Said’ found that sexual harassment in a university context can contribute to a negative atmosphere for students, and this had a particular impact on social activities, for example, some students had altered or limited their nightlife activity. The researchers also found that the students they spoke to identified strong connections between ‘lad culture’ and the values, attitudes and behaviours that occurred on their campuses, suggesting that where ‘lad culture’ was thought to be prevalent, it could have a far-reaching impact on campus.

What can be done to reduce levels of sexual harassment and sexual violence in schools?

12. Emerging findings from the taskforce’s evidence reveal a number of components that are necessary to both prevent and respond effectively to incidents of sexual harassment and sexual violence. Many of these may be applicable to schools, and may help to reduce such incidents and to respond to them effectively. Relevant themes include: 

• The importance of senior level engagement as well as commitment from middle management.
• Centralised data collection to support an understanding of the scale of the problem and regular monitoring and evaluation of the impact of an harassment policy and other initiatives or programmes.   
• Setting clear behavioural expectations backed up by disciplinary procedures.
• Fostering a culture of zero tolerance, to be embedded across a range of activities from before students arrive at the university and throughout their time there.
• Engaging students in developing policies and awareness raising campaigns.
• Implementing a bystander initiative such as the Intervention Initiative which was developed by the University of the West of England with funding from Public Health England. These initiatives are particularly effective at preventing incidents of sexual harassment by encouraging students to be agents of change. These initiatives are also heavily evidence-based as demonstrated by the evidence review. The benefits of the Intervention Initiative are highlighted in the Home Office Action Plan to help tackle violence against women and girls.
• Implementing visible reporting mechanisms including mechanisms for reporting both anonymously or face-to-face. This should include a range of different reporting mechanisms to ensure accessibility for all students. Examples include apps and website reporting buttons.
• Making use of all relevant support services and ensuring that students are aware of these. 
• Ensuring institutions utilise relevant specialist support where necessary including in the training of staff – eg specialist support such as Rape Crisis and Sexual Assault Referral Centres (SARCs)
• Developing clear pathways for staff to follow if a student discloses a specific incident. This could include signposting to appropriately trained colleagues within the institution and details of any external support services that may be accessible to students.
• The importance of partnership working – not just across different departments in the university but with external support agencies, the local community and the police.
• Drawing on and sharing good practice in terms of what works.  

13. There is also a strong role to play for schools in teaching students at the earliest opportunity the concept of consent and its importance. A number of universities are now running consent workshops for students, but it may be beneficial for schools to highlight the importance of consent at an appropriately early age.

14. Outreach and aspiration activities between schools and universities can also perform an important function in making clear at the earliest opportunity what behaviours are expected of university students.

15. UUK is aware of an organisation called GELS (Gender Equalities Leadership in Schools Network) which is hosted by the Gender and Education Association (GEA)  to help connect up schools with researchers, educational practitioners and non-governmental organisations (NGOs) to promote gender equalities in education across England and Wales.  This association has established relationships between academics at UCL’s Institute of Education, Cardiff University, University of York, Plymouth University, and the University of East Anglia with teachers, schools, and students and with NGOs. GEA GELS aims to foster joined up strategy and dialogue around gender equality in schooling, and particularly to combat sexual violence and harassment. GEA GELS Network activities include:

• Holding network meetings to bring educational practitioners at all levels (from senior management teams to Personal and Social Education PSE and gender equality leads) together with researchers and other gender equality experts to exchange knowledge.
• Assisting with developing and running school-based activities such as student-led feminist clubs that provide young people with safe spaces to discuss and campaign on everyday sexisms and other forms of gender inequalities.
• Contributing to INSET (in service training days) and other teacher training events on gender equalities policies and practices in educational settings.

16. These partnerships are developing a range of expertise, activities and interventions, from school assemblies to digital and other arts-based campaigns and peer-led workshops.

What can schools do to support students to deal better with the online elements of this problem?

17. Social media has become a significant part of life for many university students as it is for pupils in schools. It is clear that for all its positives, social media can be used as a conduit for disseminating sexist and misogynistic content. In view of this, many universities have developed social media policies or guidelines on how to use social media tools to ensure appropriate use. Some universities have also integrated these into their disciplinary procedures. The Committee may find it helpful to explore some of the policies and guidelines that have been developed by institutions.   

March 2018