Educational Block 3 | 1:40-2:55 p.m.

This interactive session explores how social identities shape the way hazing is experienced, justified, or challenged. Participants will reflect on how social and institutional contexts impact perceptions of hazing, especially within communities where belonging is crucial. 

Engaging senior administration is essential for building sustainable and meaningful campus initiatives, but it often presents unique challenges. This session explores strategies for building strong relationships with upper-level administrators, aligning institutional priorities, and leveraging executive support to advance student-focused goals. Participants will learn best practices, case studies, and communication techniques that foster buy-in and collaboration from campus leadership. Whether you're launching a new program or seeking institutional support, this session will empower you to work more effectively with senior administration to drive impactful change. 

Prevention is prevention, is prevention - a phrase often used by preventionist and public health professionals to describe the applicability of prevention to many public health concerns, including hazing. It also means common prevention tools/framework should be used in hazing prevention as well. This session will look at the Strategic Prevention Framework while asking the questions: who, what, why for each component of the framework. 

Parents and families can be valuable partners in preventing hazing on your campus. In this session, you will learn about incorporating hazing education and prevention in your parent and family messaging, and get ideas from other institutions around the country. You will also leave with tools to help educate parents and families about the warning signs of hazing, and how to support their student in choosing organizations and through the new member process. 

We've all been there. Once a hazing investigation is launched, most student groups react at Warp Factor Four Speed to orchestrate and align their responses to proclaim innocence while providing little in the way of details. We'll review procedures and practices that will assist in gathering details - the aggression of small facts - while breaking through false narratives and stories. Questions will be welcomed and case studies will be employed to expand upon those concepts. 

For far too long, universities have relied on just hazing prevention education and formal adjudication when hazing happens to eliminate hazing. 

That is not enough. As part of a broad approach to eliminating hazing on Northwestern's campus, staff from the Dean of Students Office and Northwestern Athletics created a bystander intervention program unique to hazing situations. This program draws on proven intervention skills training and adds a much-needed hazing lens. This program can be adapted to a variety of student groups - including athletic and club sport teams and fraternities and sororities - as well as used to train coaches, trainers and advisors. 

Scholarly research has found that rather than a "one size fits all' effort, targeted approaches to prevention are necessary to address hazing. However, educators and administrators need sufficient data to tailor their hazing prevention efforts. Using What Works Student survey data from students at 13 institutions, the presenters will review student perceptions of the prevalence of 20 different organizational behaviors, including 14 commonly cited hazing activities, in (1) their fraternity/sorority life, (2) other fraternities/sororities, and (3) other teams and organizations. Based on these differences, the presenters will explore which programs are reported to be most impactful based on students' experiences.

The presenters will explore the differences in the impact of various hazing prevention programs on members who report directly experiencing hazing compared to students who have not experienced hazing. The presenters will conclude by offering recommendations for tailoring programs to change attitudes or behaviors, depending on students' needs and experiences.