CHAPTER 4: RESPONDING TO HARASSMENT AND HATE CRIME
134. As Chapter 3 demonstrates, the Taskforce identified a number of important
components relating to effective prevention and response. This chapter will look
at homophobia and transphobia, antisemitism and anti-Muslim hate crime and
harassment in turn and offer some reflections on taking an institution-wide
approach to responding to incidents. Chapter 5 will focus separately on sexual
violence as such cases are particularly complex and sensitive.
135. There are a number of common features to an effective institutional response to
any of the issues covered in this chapter. These include appropriate governance,
clear referral mechanisms, ongoing engagement with the student body and
effective partnership working.
136. Nonetheless, despite these commonalities, it is important to note that each form
of harassment or hate crime, and every individual case, will have its own
particular circumstances that will need to be taken into account when
responding to an individual report. Further, universities should be aware, and
develop an understanding of, the intersectionality of incidents. An incident of
harassment or hate crime can be carried out on the basis of a number of
different characteristics which a person presents, and the victim may feel
attacked, offended or humiliated on the basis of any or all of these. These
characteristics are also likely to interact and shape how a student victim
responds to an incident of harassment or hate crime. It is therefore important to
be aware and to respond to each incident and to each individual on the
particular circumstances of the case. This can also have implications for how
incidents are recorded. Recording systems therefore need to be effective enough
so as to accurately capture the true nature of a particular incident. This will
allow universities to monitor any trends that may indicate specific problems
affecting their students.
HOMOPHOBIA AND TRANSPHOBIA
137. As highlighted in chapter 1 and Annexe C, although the number of homophobic
and transphobic incidents recorded by universities appears to be relatively low,
evidence from Stonewall suggests that LGBT+ people can feel incidents are not
serious enough to report. This suggests that raising awareness about the
seriousness with which the institution will treat any homophobic or transphobic
incidents is essential. This should include but not be limited to engagement with
the student body. This should help to break down barriers to reporting and
ensure students get the support they need. One example is De Montfort
University which runs a month-long Student Pride celebration across LGBT
History Month. This also provides an opportunity for the university to signal
their zero-tolerance approach to hate crimes, bullying and harassment on the
grounds of any protected characteristic.
138. The transgender equality report produced by the House of Commons Women
and Equalities Committee observed that levels of bullying and harassment
experienced by trans students are ‘unacceptable’ and recommended that
government should ensure that all further education and university staff receive
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