Practical tools for universities to make prevention part of the student journey
Orientation Week With a Difference
Orientation Week is usually a blur. New students hurry between campus tours, social events, information sessions, and late-night parties. For most, it’s an exciting, chaotic, and formative time. But at RMIT University in Melbourne, there’s one stop that every first-year student must make — not to the café or the library, but to their online learning portal.
Before they enrol in classes, every student must complete a mandatory eLearning module on gender-based violence (GBV) prevention.
This is not a dry compliance exercise. It’s a carefully designed, survivor-informed learning experience that introduces students to key concepts — consent, respect, bystander action, reporting options, and support services. It’s multilingual, accessible, and trauma-informed. And it sends a powerful message:
“This is who we are as a university. Respect and safety are non-negotiable.”
This single requirement represents a system-level shift. Rather than relying on optional workshops or reactive measures, RMIT is embedding GBV prevention into the very first interaction students have with the institution.
Why Early Intervention Matters
Too often, universities focus their GBV prevention efforts on awareness campaigns or response systems that activate only after harm has occurred. While these are vital, they are not enough.
The first weeks of university are critical. It’s when social norms are set, communities are formed, and behaviours — both positive and harmful — become normalised. By intervening early and universally, universities can shape culture before incidents happen.
Three reasons this timing matters:
- Cultural Foundations Are Laid Early
Students’ first impressions influence how they interact with their peers, use support services, and understand consent. - It Reaches Everyone, Not Just the Willing
Optional workshops often attract those already interested in GBV issues. Mandatory eLearning reaches the entire student population — including those who might never attend an in-person session. - It Normalises the Conversation
When every student is required to engage with GBV prevention content, it signals that this is not a “special interest topic.” It’s a core part of campus life.
Shifting from Awareness to Action
Over the past decade, many institutions have relied heavily on awareness-raising — posters, one-off seminars, or inspirational speakers. While well-intentioned, these approaches have limits:
- Awareness ≠ Transformation
Knowing what GBV is doesn’t necessarily change behaviour or give people tools to act. - Policies Without Pathways Create Frustration
Students may know their rights but struggle to navigate complex reporting systems. - Inconsistent Leadership Undermines Trust
If leaders don’t model clear expectations, students take their cues elsewhere. - Survivors Need Systems, Not Slogans
Without clear, trauma-informed pathways, awareness campaigns can ring hollow.
Compulsory eLearning is not a silver bullet. But when designed thoughtfully, it provides a practical, scalable, and culturally powerful tool that reaches every student, builds shared language, and lays the foundation for safer communities.
RMIT’s Approach: A Case in Point
In 2025, RMIT University became one of the first Australian universities to mandate GBV prevention eLearning for all commencing students.
This initiative emerged after RMIT’s 2025 Gender-Based Violence Report, which identified gaps in early intervention and student understanding of consent and reporting pathways.
Key elements of their approach included:
1. Mandatory Participation
Completion of the module is a condition of enrolment. This ensures 100% reach — no exceptions, no opt-outs.
2. Survivor-Informed and Evidence-Based Design
The content was developed with input from survivors, student advocates, and subject matter experts. It’s trauma-informed, uses plain language, and reflects the realities of student life.
3. Accessibility and Inclusion
The module is offered in multiple languages, uses screen-reader compatible formats, and avoids legalistic jargon. This ensures international students, students with disability, and others can engage meaningfully.
4. Practical, Not Theoretical
Rather than simply defining GBV, the module walks students through realistic scenarios — parties, group projects, residential life — and provides clear actions they can take as bystanders or peers.
5. Integration with Support Services
Students can click directly through to reporting options, counselling, and campus support services as they complete the module, normalising help-seeking behaviour.
Early Results and Impact
While RMIT’s program is still relatively new, early indicators are promising:
- High Completion Rates — Because the module is tied to enrolment, completion rates approach 100%.
- Increased Confidence — Surveys show students feel more confident identifying inappropriate behaviour and supporting peers.
- Earlier Disclosures — Support services have observed a rise in earlier, lower-severity disclosures, suggesting students are seeking help sooner.
- Cultural Normalisation — The module has helped make conversations about consent and respect part of everyday campus language.
Perhaps most importantly, students report feeling seen and supported. Survivors say the module made them feel less isolated. International students report understanding their rights and the systems available to them more clearly.
Why eLearning Works in This Context
Some critics argue that eLearning is “too passive” or can’t replace face-to-face training. But in the context of first-year onboarding, it offers unique advantages:
1. Scalability
Universities can reach tens of thousands of students simultaneously, regardless of location or timetable.
2. Consistency
Every student receives the same core information, reducing gaps between cohorts.
3. Flexibility
Students can engage with the content at their own pace, in their own language, and revisit it as needed.
4. Measurability
Participation can be tracked easily, providing data for compliance and continuous improvement.
When combined with in-person workshops, peer programs, and ongoing cultural initiatives, eLearning is a powerful foundational tool.
Practical Tips for Universities
For universities considering compulsory GBV prevention eLearning, here are five practical steps to design and implement an effective program:
1. Co-Design with Students and Survivors
- Involve students and survivor advocates early in content development.
- Test scenarios with diverse groups — international students, LGBTQ+ students, students with disability.
- Incorporate lived experience perspectives (safely and ethically).
👉 Why it matters: Content that feels authentic builds trust and engagement.
2. Tier the Content
- Develop different modules for undergraduates, postgraduates, international students, and staff.
- Tailor scenarios to different living and learning contexts.
👉 Why it matters: A one-size-fits-all approach won’t resonate with everyone.
3. Embed Accessibility and Trauma-Informed Design
- Provide multilingual options.
- Use plain, culturally sensitive language.
- Include content warnings and clear navigation so students can take breaks.
- Ensure compatibility with screen readers and assistive technologies.
👉 Why it matters: Accessibility is essential for equity and inclusion.
4. Integrate with Enrolment and Orientation Systems
- Make completion a requirement before students can finalise their enrolment.
- Link the module to existing orientation communications, portals, and student ID processes.
👉 Why it matters: Optional modules have low participation. Integration ensures universal reach.
5. Monitor, Report, and Evolve
- Track participation rates and completion times.
- Use culture surveys to assess impact on awareness and confidence.
- Update content regularly to reflect evolving issues and feedback.
👉 Why it matters: Prevention is a living process, not a set-and-forget task.
Beyond Compliance: Building a Culture
Compulsory eLearning is sometimes dismissed as “compliance training.” But in the GBV prevention context, it can be much more.
When universities treat the module as part of a broader cultural strategy — not a tick-box exercise — it becomes a cultural touchpoint. It sets expectations, builds shared language, and signals leadership commitment.
Complementary initiatives that enhance impact:
- Peer-Led Workshops — Reinforce learning through conversations with fellow students.
- Bystander Training — Offer follow-up workshops for deeper skills development.
- Leadership Messaging — Vice-Chancellors and Deans visibly endorse the program, demonstrating top-down commitment.
- Cultural Campaigns — Reinforce messages through campus-wide posters, videos, and student stories.
This layered approach mirrors best practice in public health: universal education, reinforced by targeted interventions and ongoing community engagement.
Addressing Common Concerns
❌ “Won’t students just click through without paying attention?”
Response: Engagement depends on good design. Interactive scenarios, multimedia content, and assessments keep students involved. Universities can also follow up with in-person components.
❌ “This is too resource-intensive.”
Response: Upfront investment pays off in reduced incidents, earlier interventions, and compliance assurance. Partnering with specialist organisations can reduce development costs.
❌ “It’s not relevant to all students.”
Response: GBV affects everyone — directly or indirectly. Every student benefits from knowing their rights, responsibilities, and available supports.
A Practical Implementation Roadmap
| Stage | Focus | Key Actions |
| Stage 1 (0–3 months) | Planning | Establish leadership commitment, working group, and co-design process |
| Stage 2 (3–6 months) | Content Development | Develop survivor-informed module; pilot with diverse cohorts |
| Stage 3 (6–9 months) | Integration | Link to enrolment/orientation; finalise systems integration |
| Stage 4 (9–12 months) | Launch | Roll out with strong communications campaign; leadership endorsements |
| Stage 5 (12+ months) | Evaluation | Monitor, report, and iterate annually |
Small Steps, Big Impact
Not every institution can build a comprehensive program overnight — and that’s okay. What matters is starting.
Some universities begin with a simple consent education module and expand over time. Others integrate bystander action training in the second semester. Each step builds towards a culture of respect and safety.
As one Student Wellbeing Officer put it:
“We realised that the most powerful moment to shape culture is before students even arrive on campus. That’s where we decided to act.”
Conclusion: Setting the Tone from Day One
Compulsory eLearning modules are not glamorous. They don’t make headlines like a high-profile campaign or a celebrity ambassador might. But they are quietly transformative.
They reach every student.
They normalise conversations about respect, consent, and support.
They lay the groundwork for cultural change.
In the words of one RMIT staff member involved in the rollout:
“We’re not just ticking a box. We’re setting the tone for their entire university experience.”
For HR leaders, Student Wellbeing Officers, and University Executives, this is a practical, high-impact starting point. It’s scalable, measurable, and culturally significant. Most importantly, it tells every student: “Your safety matters here.”
