- Continuous engagement of peer educators

- How to be responsive to students' needs  when they lead protests on campus

- Long term sustainability of peer educators

- Training faculty / staff in recognizing SV/DV signs and symptoms outside of what the university requires

- Long term evaluation of programming; measuring long term impacts

- Helping administrators discuss SV with first year students, parents, and alumni

• If financial compensation is not possible, compensate in other ways:
  • Offer a mentorship component to the program or other networking opportunities.
  • Take students to a local or national conference as part of their membership in the peer educator program.
  • Connect students to opportunities to do research or work with faculty.
  • Give the young people access to spaces they might not normally have access to.
  • Provide meal vouchers or discounted meals.
  • Collaborate with other campus departments. An example from EMU: if peer educators provided a certain number of trainings to RAs then they received discounts on their campus housing.
  • While there is already research that shows how stipends effect impact and engagement, consider polling current peer educators to see what other supports or forms of compensation would benefit them.
• Partner with other local sexual and domestic violence agencies who may have access to funding.
• Consider the peer education program applying to be an official student club or organization in order to gain access to consistent funding as well as perks such as t-shirts and other swag.

• Recognize that asking students discuss triggering material with peers, whose triggers they may also have to manage in the educational space, is asking a lot. Make sure there are proper supports as well as training and practice in place to prepare them for this.
• Students are required to take a pre-requisite course to join DEEP Impact, however, the course is open to all students. Other students who are interested in facilitation and dialogue but may not be interested in or able to participate in the program can learn these frameworks and skills.
• Make communication channels centralized so students aren’t having to check and manage various platforms at once.
• Have a physical space where peer educators can post up and also easily access professional staff and other educators. CMSS has an office set up where peer educators can use computers that is in the same space as the Graduate Assistant and professional staffs’ offices. 
• Create standard presentations that those who want to receive peer educator workshops can choose from, and then tailor the examples, language, and other flexible content to the specific requesting group.

• Integrate prevention programming into existing campus programming or spaces where programming would reach a large audience, such as new student orientation, first year seminars, etc.
• Build prevention programming that focuses on students building skills and practicing how to set boundaries, and navigating on-going consent. This could also be an opportunity to train peer educators to lead with other students.
• Involve other staff by building coalition with other university staff and fostering a relationship with the university president and other upper administration in order to encourage them to be leaders in and advocates for campus culture change.

• Partner with and recruit from other identity-based centers on campus for a more intersectional approach
• Recruit student volunteers from other campus organizations, such as other sexual violence prevention-related orgs 
• Some peer educator programs require that students take a course before becoming a member. If students are not able to take the course or commit fully to the program, but still want to be involved, consider a 2^nd tier of the program: peer educator “ambassadors” or a “street team” who can help with tabling and smaller commitment tasks to support the program.
• Collaborate with and gain support from other campus departments such as a student leadership center or academic affairs

• With the help of campus leadership if possible (in order to have extra support), reach out to the heads of each academic department and offer staff training. This may be something they are already interested in.
• Leverage compliance requirements for training new employees
• Offer opt-in style training for staff and faculty (like Safe Zone or Recovery Ally)

• Sharing data on the prevalence of violence on campus / in the community
• Student activists / organizations may want to help advocate for these initiatives
• Self-advocacy: Ask for what you need from campus administration / leadership
• Let people help you; connect with your local sexual or domestic violence agency, and build coalition with partners across campus

• Find out who coordinates the content and logistics for the Univ 101 courses and form a relationship with them
• Work with Faculty Senate to approve prevention staff as educators for the course
• Train the Trainer: If prevention staff capacity is low or Univ 101 courses all meet at the same time, educate faculty who teach the courses so they can include prevention education material in the curriculum
• Embed prevention education into and/or as an extension of new student orientation
• Connect with folks who do compliance work (Title IX, Clery, VAWA, etc.) and integrate prevention education into compliance requirements
• Reach out to other Student Affairs offices who may also want access to the Univ 101 courses and strategize how you can achieve that shared goal together 
• Don’t Cancel Class: Build relationships with faculty from different departments across campus; when they need a class covered they can call on you to teach a lesson on prevention education to their students, whether or not you have access to Univ 101

• Get buy-in from students! (build relationships with students, recruit students to co-present, ask for their feedback on programming, etc.)
• Look at your institution’s Clery data and see if there are patterns of harm in specific environments (ex: student athletes, Greek Life, etc.). Connect and collaborate with staff in those areas to provide tailored programming.
• Get involved in your campus’s coordinated community response team (CCRT) or other multidisciplinary task force.
• Connect with professionals outside of Student Affairs.
• Connect with staff who do programming at your local SV/DV agency. - https://vsdvalliance.org/get-help-ayuda/
• If you have a homegrown program, train professional staff from across campus who are passionate about violence prevention so they can facilitate the program. This is a cost-effective method and allows folks who may not be traditional partners to get involved and reach a wider student audience.
• "Don't Cancel That Class" – some campuses have an on-demand training model where faculty can request an educational program for a date when they will be unable to teach a class but don't want to cancel it. This will also help reach a wider student audience. These classroom programs could be facilitated by staff as well as peer educators.
• Collaborate with campus police / public safety staff.

• Work with student groups to spread awareness and education. Recruit students from influential communities (e.g. student athletes) as peer educators. 
• Use social media to reinforce messages learned in campus programming. The CDC offers resources and templates for creating social media campaigns https://www.cdc.gov/healthcommunication/index.html.
• Students are arriving with various levels of sex education and healthy relationship education, so meet them where they are and without judgement. Use an asset-based approach.
• Use a spectrum activity – put relationship characteristics on a spectrum of healthy to unhealthy and discuss the nuances (e.g. green flag, yellow flag, red flag).
• Host a watch party with popular media (e.g. Euphoria) and facilitate a discussion about the relationship dynamics. SPARC has media discussion guides for popular shows like You:https://www.stalkingawareness.org/campus-resources/
• Integrate media literacy into all programming. 
• Empathy skill-building is prevention. Relate empathy to the importance of being a good partner. 
• Be intentional with the structure of programming sessions. Use the Experiential Learning Cycle.
• Have students act out scenarios of consent and relationships (role play, improv, etc.). Reach out to acting guilds and intimacy coordinators for guest speakers.
• Educate on porn literacy. Invite an adult film actor to discuss the behind-the-scenes realities.
• Use the Stages of Change Model for programming (e.g. NASPA’s Certified Peer Educator program uses this in their training).
• Build relationships with faculty and offer education and training; you may get invited to bring programming into their classrooms.
• Use both bottom-up and top-down strategies: empower students to lead education to the community AND get buy in from upper-level staff / leadership.
• Get creative with incentives for program participants; make sure incentives are relevant to the targeted student community(ies).

• Form a faculty union: Build power with colleagues and across departments
• University newspaper: Utilize a school-wide publication to make processes clearer
• Needs Assessment: Work with Athletics Department to gather recommendations for tailored prevention programming
• Utilize It’s On Us’ research on prevention programs for male athletes: https://www.itsonus.org/educational-tools/research-best-practices/ 
• Look into comprehensive programs like Green Dot
• Anti-hazing Adam’s Law training for faculty and staff
• Training for faculty on confidentiality and FERPA 
• Red / gray folders: Resources for faculty 
• Form a task force with response staff to share and discuss trends they are seeing
• LSU Husch Blackwell report https://www.lsu.edu/titleix-review/index.php 

• Students will begin to not notice posters if they are in the same place for a long period of time. Switch up the locations of where they are posted (include outside of classrooms, in dining halls, bathroom stalls, elevators, etc.), how long they are posted (only a few weeks at a time), and via what medium (use campus TV screens, digital signage, social media, lawn signs, etc.). Partner with student groups and different offices around campus to get posters put up in non-traditional places. This will also help build buy in from students and campus partners.
• Work with Greek students who have educational requirements to offer and sustain bystander intervention programing. 
• Ask students what programing they want to see / would attend.

• Fairfax County Domestic and Sexual Violence Services partners with a community college with small staff and limited resources to develop and implement bystander intervention and prevention programming. They built a team of partners including Student Life directors, student groups, etc.
• Longwood University organizes the Red Flag Campaign in October, requires undergraduate students to take the online Not Anymore course, hosts a guest speaker from VCU to discuss sexual health and substance use, offers Step Up! Program with small group discussions, and additionally asks students what programs they want to see. For example, they hosted a paint-and-sip program to discuss alcohol use and relationships, which sororities loved and are now implementing.
• Norfolk State University organizes the Red Flag Campaign during the “red zone,” has initiated Green Dot, requires that students take the online Not Anymore course, has a campus coordinated response team (CCRT), hosts spoken word poetry events, and collaborates with the police department, Residence Life, LGBTQ+ organizations, local churches, and other groups for prevention programming.
• University of Richmond organizes the Red Flag Campaign and expands on the messaging of “red flags” by incorporating education about green flags, orange/yellow flags, and beige flags. They also created their own RFC signage, and placed the flags in the shape of their campus acronym to draw more attention.
• Safe Harbor is using Safe Bars and is currently working on a curriculum for campus organizations. 

• Start with asking students for ideas. Work with student ambassadors, peer educators, student groups, etc. to get their creative ideas and make sure they are interested and engaged in programming. 
• Offering the same events over and over may make students lose interest. Keep events interesting by updating them, improving them, and making them current.
• Offer different ways to engage in prevention, not just trainings and workshops (ex: social media engagement, fun outdoor events, passive learning, signage, art/creative outlets, etc.)
• Host events and activities that highlight the positive aspects of this movement and celebrate the wins; prevention does not have to be doom and gloom.
• Host a Snapchat Takeover: students can film themselves promoting prevention on the college/university Snapchat account.
• Offer brief interactions to better meet students’ schedules. Offer opportunities to engage a little at a time.
• Have a strategic plan for what you want your prevention work to look like. What prevention strategies do you want to build? What protective factors do you want work toward?
• Be visible on campus.
• Collaborate with other offices/departments for events to expand reach to different student populations. 
• Host guest lectures.
• Connect SV/DV to larger movements and awareness months, such as Stalking, Human Trafficking, Mental Health, Eating Disorders, Hazing, etc.
• If January isn’t popular with students for programming, offer stalking prevention events during DVAM or SAAM. SPARC offers great resources: The Stalking Prevention, Awareness, and Resource Center | SPARC (stalkingawareness.org)
• Create / plug into campus traditions; support yearly awareness/prevention events that students started themselves / that they get excited about.
• Some survivors want to share their stories. Open Mic Nights or Take Back the Night are opportunities for this.