Students Training Page

As part of our commitment to fostering a safe and respectful learning environment, all students beginning their studies at the University of Cumbria are required to complete mandatory training on Sexual Misconduct and Harassment. This training is delivered through our Virtual Learning Environment (VLE), Blackboard, and is provided by Marshall’s. The course is designed to help students understand what constitutes harassment and sexual misconduct, how to recognise inappropriate behaviour, and how to respond or seek support. This initiative reflects our dedication to ensuring that everyone in our university community feels safe, respected, and empowered to thrive without fear of harassment or abuse. 

Blackboard training can be accessed here: https://mylearning.cumbria.ac.uk/ 

Struggling to gain access? Use our Healthy Relationships Access Guide 

Consent means that you have given permission, or that someone has given you permission to engage in any intimate activity. Any sexual contact without consent is illegal.

Watch the consent video below to help you understand the importance of consent and the issues around it, so that you can enjoy healthy and respectful relationships, and support others too.

What consent can look like

• enthusiastically saying ‘yes’ (this could be the other person saying the word 'yes' or their body language suggesting 'yes' by smiling or nodding)
• talking to the other person about what you both want and do not want to do
• asking permission or checking with each other using phrases like, "Is this okay with you?"
• respecting someone’s choice if they change their mind or say "no" at any point.

This list is not a complete list.

What consent does not look like

• a person who is upset, pulls away, seems uncomfortable or is not responding
• refusing to accept "no" as an answer
• someone pressuring you into sexual activity
• someone assuming they have consent because you agreed to a sexual act in the past.

This list is not a complete list.

What the law says about consent

• A person consents if they agree by choice, and have the freedom and capacity to make that choice.
• A person commits rape if they purposely penetrate (meaning enter) the vagina, anus or mouth of another person with their penis without consent.
• A person commits sexual assault if they purposely touch another person, the touching is sexual and the person does not consent.
• The law recognises that a person might not have the capacity (meaning ability) to consent due to age or understanding. If someone is under the influence of alcohol or drugs, this can also affect their ability to consent.

The age of consent

In the UK, the legal age of consent to have sex is 16, and anyone aged under 13 cannot consent to any type of sexual activity. It is also an offence to make, distribute, possess or show any indecent or sexualised images of anyone aged under 18, even if they had been created with the consent of that young person.

Additionally, a person under 18 years old cannot consent to sex if the other person has a duty of care or is in a position of authority or trust, such as a teacher, doctor or lecturer.

These laws are in place to protect young people, not to prosecute them.

Every day, events unfold around us—and often, we find ourselves as bystanders. Sometimes, what we witness can be unsettling: acts of discrimination, harassment, or bullying. In those moments, we face a choice. We can speak up and take action as active bystanders, or we can stay silent and passive.

Choosing to intervene sends a powerful message—not just to the person responsible, but also to everyone watching. It shows that such behaviour is not acceptable. When these messages are consistently reinforced, they help shape a culture where respect and inclusion are the norm.

Intervening doesn’t always mean confrontation. It can be as simple as not laughing at a harmful “joke,” questioning a problematic social media post, or offering support to someone affected by inappropriate behaviour.

This information is here to help you understand how to respond in these situations—and how to support your fellow students and colleagues in a safe, respectful, and effective way.

What are unacceptable behaviours?

Unacceptable behaviour may be overt and direct, subtle and more hidden, can be individual incidents or ongoing over a period of time. It may be related to a protected characteristic such as age, disability, race, sex, gender identity or sexual orientation. Multiple incidents of seemingly minor ‘micro-aggressions’ can have a significant impact on an individual’s confidence and ability to work or study productively.

Reasons for not intervening

Some reasons people do not intervene include:

• Thinking ‘No-one else is doing anything so I shouldn’t either’
• Assuming that ‘someone else’ will intervene
• Thinking ‘I don’t know the person it’s happening to – don’t get involved’
• Being concerned about other people negatively appraising their intervention
• Fear of retaliation: e.g. physical harm, or others’ reactions, at the time or afterward
• Incorrectly believing their views are in a minority ‘nobody else thinks this behaviour is wrong, they aren’t saying anything’.

To be an active bystander therefore needs a person to challenge these thoughts and concerns and make a decision to intervene in some way. This is not always easy, especially in situations where there is a hierarchy. However, be clear about what are bad behaviours – don’t make excuses for the person or otherwise enable them.

How to be an Active Bystander

There are four main stages to the process of being an active bystander:

Stage 1: Notice the event/behaviour.
This is about being informed about what is inappropriate and noting the behaviour to oneself.

Stage 2: Interpret it as a problem.
Don’t presume that the problem has been solved/underestimate its importance even if the person who is the target doesn’t say anything.

Stage 3: Feel empowered to take responsibility for dealing with it.
Realising that it’s your responsibility to be active in some way. Do not assume that someone else will intervene, or that because you are not causing the problem, it is not your responsibility to be part of the solution.

Stage 4: Possess the necessary skills to act.
This can involve having had training or information on how to intervene. This is what the rest of this document is about. 

Deciding to intervene: now or later?

There is a choice to be made on whether to intervene during the incident and/or after the incident, and in direct or indirect ways*:

At the time

Direct

• Call out negative behaviour: tell the person to stop, say ‘that’s not OK’ or ‘I don’t like that’.
• Distract: interrupt the person, change the subject, start a conversation, create a diversion. Applies in a situation you think might become problematic.

Only intervene if it is safe to do so. Ask yourself: are you physically and psychologically safe? Is the person being harassed physically safe? Does it seem unlikely that the situation will escalate? Direct intervention is only the correct response if you can answer yes to all these questions.***

Indirect

• Ask the target of the behaviour if they are OK or if they need help.

After the incident

Direct

• Ask someone else to step in,inform a manager or senior colleague or report through the appropriate channels afterwards.
• Create bystander allies if others witnessed the incident, reflect and consider a joint plan for a) now, or b) in the future.

Indirect

• Check in with the person being harassed/bullied afterwards. Even if they say they are fine, recognise the situation wasn’t OK and offer support if they want it.

Strategies for intervening

There are a number of recognised strategies** that can help:

1. Use ‘I’ Statements: 

   Change the focus to yourself: 1) State your feelings, 2) Name the behaviour, 3) State how you want the person to respond. This avoids criticising the other person, for example:

• “I don’t like racist jokes. Please don’t make them anymore.”
• “I didn’t like what you said about those women. Don’t say that anymore.”
• “I don’t want you to make personal comments about my body. I’m here to support your learning.”

2. Silent stare/ body language: 

   You don’t have to speak to communicate. Sometimes a disapproving look or not smiling at a ‘joke’ can be far more powerful than words.

3. Use social norms: 

   Identify that this is not usual or accepted behaviour, for example

“Most people I know don’t think it’s OK to….” or “People just don’t say that kind of thing anymore…”

4. Group intervention: 

   There is safety and power in numbers.

Best used with someone who has a clear pattern of inappropriate behaviour where many examples can be presented as evidence of their problem, either to them or a senior colleague/staff member.

5. Bring it home: 

   Engage empathy with the person behaving inappropriately, for example

“I hope no one ever talks about you like that” or “How would you feel if someone did that to you/your sister/your daughter?” or “I wonder if you realise how that comes across?”

6. Call on friendship:

   Reframe the intervention as caring, for example

“Alex, as your friend, I’ve got to tell you that lots of people don’t like your jokes about XYZ; it annoys them” or “I know that you would not want to offend someone but using that word is not great’.

7. Distract:

   Snap someone out of their “comfort zone”, for example, ask a person being harassed in the street for directions or the time.

Remember: the Golden Rule is only intervene if it is safe to do so

• Know your limits as an active bystander and engage others as necessary or if you do not feel confident about doing it alone.
• Conduct conversations in a safe environment for you/the person you are speaking to.
• Know in advance how to report concerns – and who to report to (see below).

Further online Active Bystander training is available via the Office for Students website. You will need to create an account, but this is immediate, and the training is free. 

Business in the Community also have a three-page toolkit that helps individuals address inappropriate behaviour in the work place. Racism and Inappropriate Behaviours – 5 Actions for Allies

Reporting concerns or incidents

We take any reports of bullying, harassment, sexual misconduct or discrimination very seriously. Reports can be made via our You Report, We Support form.

  

Further details are available on our My.Cumbria Webpages.

References

This information is taken from Fenton, R. A., Mott, H. L., McCartan, K. and Rumney, P. (2014). The Intervention Initiative. Bristol: UWE and Public Health England.

* Berkowitz, AD. (2009). Response-Ability: A complete guide to bystander intervention. Chicago: Beck and Company.

University is often the place where people develop long-lasting relationships and it can be hard when you’re excited about your new relationship, to think through whether it’s healthy or not. It is really important that it should be based on:

Let's work together to build a community where everyone feels valued, respected, and empowered.

 

Effective, healthy communication is the cornerstone of any strong relationship. It involves not just speaking, but also listening actively and empathetically. This means giving your full attention to your partner, acknowledging their feelings, and responding thoughtfully. Open and honest dialogue is crucial; it helps to express your needs, desires, and concerns without fear of judgment.

Non-verbal communication, such as eye contact, body language, and tone of voice, also plays a significant role in conveying your message. It's important to be aware of these cues and ensure they align with your words.

Additionally, practicing patience and avoiding assumptions can prevent misunderstandings. Regularly checking in with each other and setting aside time for meaningful conversations can strengthen your bond. Remember, effective communication is a skill that requires practice and commitment from both partners.

By fostering a respectful and supportive environment, you can build a healthier, more fulfilling relationship.

Setting effective, healthy boundaries in relationships is essential for maintaining mutual respect and personal well-being. Boundaries help define what is acceptable and what is not, ensuring that both partners feel safe and valued.

To establish healthy boundaries, start by clearly communicating your needs and limits. Be honest and specific about what you are comfortable with and what you are not. It's important to use "I" statements to express your feelings, such as "I need time alone to recharge" rather than "You never give me space." This approach reduces the likelihood of your partner feeling blamed or defensive.

Respecting each other's boundaries is equally crucial; listen to your partner's needs without judgment. Consistency is key—regularly reinforce your boundaries and be willing to adjust them as your relationship evolves.

Remember, setting boundaries is not about creating distance but about fostering a healthier connection where both individuals can thrive. By prioritising open communication and mutual respect, you can build a relationship that supports both partners' emotional and mental health.