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Higher education institutions support trauma-informed sexual assault response protocols but face challenges with federal regulations. Improved guidance and collaboration are key for effective, student-centered responses.

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Area of Science:

  • Public Health
  • Higher Education Administration
  • Social Sciences

Background:

  • Sexual assault response protocols in higher education are critical for student safety and well-being.
  • Trauma-informed approaches are recognized as essential for effective and sensitive victim support.
  • Existing federal regulations may present challenges to implementing comprehensive trauma-informed care.

Purpose of the Study:

  • To examine attitudes towards and the implementation of trauma-informed approaches in U.S. higher education sexual assault response protocols.
  • To identify barriers and facilitators to successful trauma-informed sexual assault response in academic settings.

Main Methods:

  • A two-phase mixed-methods approach was employed.
  • Quantitative data collected via survey from 830 U.S. higher education institutions.
  • Qualitative data gathered through interviews with 43 participants from seven institutions.

Main Results:

  • Staff generally support trauma-informed approaches but face constraints from federal requirements like the Clery Act and Title IX.
  • Difficulties were reported in managing diverse priorities within response teams.
  • Collaboration emerged as a significant facilitator for student-centered responses.

Conclusions:

  • There is a need to better translate federal regulations into practical guidance for sexual assault response.
  • Enhanced collaboration among response teams is crucial for effective, student-centered sexual assault interventions.
  • Further research and policy refinement are needed to support trauma-informed practices in higher education.