Responding to gender-based violence in higher education: changes as a function of Covid-19

Abstract

Purpose

The purpose of this paper is to comment on how responses to gender-based violence (GBV) in higher education (HE) changed as a function of COVID-19. Since the original lockdown directive was issued by the UK Government in March 2020, there was an acute awareness of the impact the stay-at-home order could have on prevalence and patterns of GBV, with technology-facilitated sexual violence and domestic abuse being of particular concern (Universities UK, 2020).

Design/methodology/approach

We give the illustrative example of our learning (from 2020 to 2022) around how we have changed our approach to supporting survivors to access information and support, and the conduct of investigations during this period.

Findings

For HE Institutions who were quick and keen to embrace online teaching, there was a necessity to recognise that this change in learning environment may bring an increase in online forms of sexual misconduct, and additional challenges associated with supporting survivors who were often remote from university campus. Subsequently, and swiftly, responses to GBV in HE (including formal investigations where requested) needed to change to ensure those who were subjected to sexual misconduct could access support and information, in the knowledge that they would not be disadvantaged by bringing their reports forward during a time of global uncertainty.

Originality/value

An insight is provided on the changes adopted to respond to GBV on campus during the early pandemic, and the impact that these changes have had to the provision of specialist service delivery over two years on.

Citation

Franklin-Corben, P. and Towl, G. (2023), "Responding to gender-based violence in higher education: changes as a function of Covid-19", Journal of Aggression, Conflict and Peace Research, Vol. 15 No. 3, pp. 216-220. https://doi.org/10.1108/JACPR-06-2022-0721