Institution
University of Exeter
Author
Lewis Nurton, Learning and Development Manager
Overview
The University of Exeter developed Exe-Change the Norm, a university-wide active bystander training programme that equips students and staff to recognise and safely challenge behaviours linked to sexual harassment and misconduct. Delivered through tailored, face-to-face training in partnership with student groups, it has reached thousands and helped to embed prevention within student leadership and campus culture. The programme has increased confidence to intervene safely and appropriately and helped to create safer, more inclusive environments, supporting progress towards gender equality.
About the organisation
The University of Exeter is a research-intensive Russell Group university based in Southwest England. It is based across two campuses in Exeter (Streatham and St. Luke’s) and two in Cornwall (Penryn and Truro). Our three faculties (Environment, Science and Economy; Health and Life Sciences; and Humanities, Arts and Social Sciences) and eight centralised Professional Services divisions comprise over 30,000 students and c.7,500 staff.
Our staff gender profile is 57% female and 43% male. We have participated in the Athena Swan Charter since 2010, achieving a Bronze Award in 2012 and a Silver Award in 2018. Our renewed Silver Award was confirmed in April 2024. We are currently working towards an institutional Gold application in 2028/29.
Purpose of the initiative
The purpose of the University of Exeter’s Exe-Change the Norm initiative was to challenge sexual harassment and misconduct by equipping students and staff with the skills and confidence to act as active bystanders. It addressed a gender equality issue rooted in the prevalence of harassment and harmful behaviours in higher education, particularly impacting women and marginalised groups.
Prior to the initiative, responses to this challenge were primarily reactive. There was a recognised need for locally tailored, preventative training, highlighted by national concern and student demand following reported incidents and local community safety reviews. Our self-assessment identified gaps in early intervention, awareness of low-level behaviours, and confidence levels to challenge them safely and appropriately.
The programme set success measures around participation, behavioural change and cultural impact, including training reach and reduced incident prevalence, alongside increased confidence in recognising and challenging inappropriate behaviours.
Description of the initiative
The initiative is a university-wide active bystander programme designed to help prevent sexual harassment and misconduct by building skills, confidence and responsibility among students and staff. The initiative was launched in 2022/23 as part of our wider gender equality work and in response to increased focus nationally on preventing violence against women and girls, combined with student demand for a localised, preventative approach. It has continued to expand ever since.
The programme delivers in-person, skills-based training, typically through two-hour workshops which cover how to recognise inappropriate behaviours, understand barriers to intervention, and practise safe intervention strategies. It has been adapted for diverse audiences, including students, staff, sports club leaders, and specific professional programmes. Delivery has involved collaboration across the institution, with key partners including the Students’ Guild, Students’ Union, Athletics Union, academic departments, wellbeing services and EDI teams. Student feedback has played a central role in shaping content and delivery.
The initiative required academic expertise and dedicated staffing, with specialist facilitators to design and deliver training, alongside institutional investment in programme coordination and partnerships. Over time, the approach has been refined in response to demand and capacity challenges, including exploring train-the-trainer models and tailoring sessions to different audiences to improve reach and sustainability. Face-to-face delivery has been retained due to the sensitive nature of the content and its effectiveness in building practical skills, although an online option is available.
Rationale
We chose an active bystander approach because evidence demonstrates it is effective in preventing sexual violence by empowering individuals to intervene early in low-level behaviours that can escalate into harm. The programme design drew on research by Professor Rachel Fenton and sector-leading models, including Public Health England case studies. It has also been shaped by student demand, colleague feedback and local safety reviews highlighting the need for practical, skills-based training. Pragmatically, a face-to-face workshop model was chosen to enable discussion of sensitive topics and build confidence, despite capacity constraints, prioritising quality and impact.
Results
The initiative has contributed to cultural and behavioural change across the university, contributing to improved gender equality by reducing tolerance of sexual harassment and empowering individuals to intervene safely. To date over 4,000 students and 1,900 staff have completed the training, with more than 1,170 students trained in the 2025/26 academic year. Student sports clubs have reported a reduction in sexual harassment and misconduct incidents, alongside decreased reliance on formal disciplinary processes due to earlier peer-led intervention. Notably, one Welcome Week period saw no sexual assault referrals, indicating a shift from previous years.
Qualitative feedback demonstrates increased confidence in recognising and challenging inappropriate behaviour, supporting peers, and understanding shared responsibility for safety. Our approach to evaluation combines participation data, feedback, and emerging behavioural indicators such as reporting trends and confidence levels.
A few quotes from students and staff:
“It helped to facilitate discussions around the different ways of intervening. It felt like an open dialogue amongst the group as well as an informative led session.”
“The explanation into the psychology of being a bystander was quite thought-provoking, and I can actually reflect back on previous experiences with a different perspective now.”
“Really informative, empowering, well-paced session… it was very much a discussion rather than paternalistic information giving.”
“The discussion of difficult topics was handled sensitively and the audience was receptive to keeping the environment welcoming and open to discussion and opinions.”
An unexpected positive effect was the embedding of bystander training within student leadership, particularly sports clubs, extending its reach and sustainability. Challenges have included capacity constraints and subsequent difficulty in measuring long-term behavioural change indicators, though overall evaluation to date suggests that the initiative has supported a safer, more inclusive campus culture.
Key barriers and facilitators
Several internal and external factors acted as both facilitators and barriers to implementing the Exe-Change the Norm initiative. A key facilitator was strong institutional and partnership support, particularly from the Students’ Guild, Athletics Union and academic departments, which enabled the programme to be embedded within student leadership structures and broaden its reach. Student demand, influenced by national conversations around violence against women and local safety initiatives, also created momentum and engagement.
Capacity constraints pose a significant barrier. The programme relies on specialist facilitators and in-person delivery, limiting the number of sessions that can be offered and creating challenges in scaling participation across the whole student body. Timetabling constraints and participant availability further restrict uptake in some areas. Additionally, variability in engagement across different student groups and fluctuations in participation affects year-on-year consistency of impact.
We have responded by exploring train-the-trainer models, adapting content for different audiences, and strengthening partnerships to embed training within existing structures such as committee inductions. While face-to-face delivery has been retained to preserve quality and impact, these adaptations have improved sustainability and reach over time. However, we are also now exploring digital engagement solutions to act as a prerequisite for in-person delivery, enabling in-person delivery to explore specific topics in greater depth.
The future?
Exe-Change the Norm is moving to phase two, with bystander training for incoming club captains, presidents and committee members now embedded as business as usual. We will continue to build momentum and engagement through peer-to-peer encouragement across student and staff training and we are currently recruiting an additional postholder to extend training delivery capacity. Phase two focuses on expanding and tailoring programmes for different audiences, including local community partners to raise awareness both off- and on-campus. Sustaining success will require ongoing investment, capacity building, and strong collaboration, with learning from this initiative continuing to inform wider equality, diversity and inclusion work.
Advice for other members
Sustained investment in active bystander training delivered by skilled facilitators is highly recommended, as it can effectively challenge preconceived ideas and support students to reflect on emerging biases and attitudes. Students can arrive with varied life experiences and may encounter situations that do not align with their values or fail to recognise low-level behaviours that can escalate into harm. A practical, strengths-based approach helps to bridge this gap. Embedding training within leadership roles and encouraging peer-to-peer engagement can further strengthen impact, supporting sustained cultural change and more inclusive, respectful environments.
Web links
- https://www.exeter.ac.uk/departments/inclusion/support/training/exe-changethenorm/
- https://www.gov.uk/government/publications/freedom-from-violence-and-abuse-a-cross-government-strategy/what-works-to-reduce-violence-against-women-and-girls-a-summary-of-the-evidence-accessible (Table 6)
- Fenton, R.A., Mott, H.L., McCartan, K. and Rumney, P.N.S. (2016) A review of evidence for bystander intervention to prevent sexual and domestic violence in universities. London: Public Health England.
- @uniofexeter
Advance HE shares a range of practice and approaches to charters awards. Case studies/example applications illustrate one approach to race/gender equality work but there are a variety of successful approaches and we recommend charter members consider their local evidence-base and context when deciding how to advance equality in their setting.