Entering the Red Zone: Transforming Prevention Efforts on College Campuses
September is Campus Safety Awareness Month. During this time, it’s important to acknowledge a direct risk to the well-being of college students entering the new academic year— the Red Zone. The Red Zone refers to the beginning of the school year, typically between mid-August and November, when a disproportionate rate of campus sexual assaults occurs. Studies indicate that over 50% of all campus sexual assaults occur during this time, particularly among first-year or new students (Miodus, et al., 2023).
Why Does the Red Zone Exist?
Many risk factors* arise or become more prominent during this time. Some of these being that students are unfamiliar with their surroundings, unfamiliar with campus policies (like medical amnesty and bystander intervention protocol), a lack of connection to campus resources and community, and exposure to many alcohol-related factors. (Kuhn, 2025)
Easier access to substances
Increased number of social gatherings (especially at parties, bar scenes)
Greek life recruitment or rushing
Newfound academic and social pressures (can lead to increased substance use)
Limited awareness of campus resources and support
Who is Affected?
First-year, undergraduate women are at the highest risk of experiencing some kind of sexual violence or assault. Additionally, individuals who identify as part of a minority group experience an elevated risk as well (RAINN, 2026).
International students face unique challenges, which can ultimately increase their vulnerability to sexual violence. Students studying abroad in the United States may run into language barriers, a lack of direct social support, loneliness, homesickness, and more. Additionally, individuals from cultures outside of the U.S. may be less likely to seek formal counseling and mental health services.
While most of the aforementioned individuals in minority groups present higher risks of experiencing harm, it’s necessary to approach this public health issue from an intersectional* lens; those who identify with more than one minority group are at an even higher risk of being sexually assaulted.
Bystander Intervention
We can intervene at three different points in time (Campbell, 2024):
Before harm occurs, by fostering environments that do not accept sexual violence or norms that support harm;
Participate in prevention programs and workshops on campus, attend resource fairs
During harmful behavior that normalizes or permits violence;
Refer to the “4 D’s:” Distract, direct, delegate, delay
After violence or harm occurs, by supporting survivors.
Listen without judgment, offer options, redirect any kind of self-blame or guilt, take care of yourself so you can continue to support others!
Why Don’t People Intervene?
Personal safety concerns
Social norms (e.g. “No one else seems bothered by this”)
Social stigma (e.g. “If I intervene, everyone will think I’m uptight or a ‘snitch.’”)
Fear of misunderstanding (e.g. “What if they’re both consensually flirting? I could ruin the mood!”)
Relationship to the perpetrator (could be a friend, fellow Greek-life member, someone of affluence, etc.)
Diffusion of responsibility- When someone is in a group, they tend to feel less responsible for intervening, particularly during instances of perceived harm (de los Reyes, 2025).
Risk Reduction vs. Primary Prevention
In recent years, the term “risk reduction” has increased in popularity and prevalence—and with good reason. In any context where harm can occur, risk reduction can be a critical safeguard, particularly in areas such as substance use. However, while these strategies can be valuable, they also have limitations, especially when applied to sexual violence. So, what exactly is risk reduction? And more importantly, are there other, more effective and systemic ways to promote safety?
Risk reduction is the practice of reducing or minimizing the risk of someone becoming a victim (NJCASA, 2026).
Risk reduction relies heavily on the idea of “stranger danger” even though most sexual assaults are perpetrated by someone known and sometimes, even trusted by the victim.
Strategies like self-defense can feel empowering for some, but fail to account for immediate trauma responses, such as fight, flight, freeze, and fawn.
Society tends to lean towards risk reduction strategies such as self-defense classes, drug detection materials (e.g. color-changing nail polish), rape whistles, and more.
Primary prevention focuses on shifting the beliefs, attitudes, and behaviors in society that contribute to rape culture*, sexual violence, and other harmful beliefs (NJCASA, 2026).
Primary prevention efforts work to increase protective factors* against sexual violence instead of only focusing on potential risk factors.
The most effective primary prevention is comprehensive, multi-session or ongoing, and accessible. What could this look like in your local community or campus?
Shifting Towards Proactive Interventions and Conversations
If you’re looking to bring new resources into your campus community, schedule workshops, tabling events, or other speaking engagements, we would love to collaborate! Please don’t hesitate to reach out and see how you can help to promote a campus culture grounded in safety, transparency, and respect.
Instead of teaching people how to avoid being victimized, let’s focus on making small, consistent changes that contribute to a continually evolving campus culture. Because creating a culture of consent requires all of us to critically examine the norms, systems, and beliefs that shape how we treat each other. To adopt a culture of consent, one must…
Recognize all humans as equal, autonomous beings
Acknowledge that someone means what they say
NO means NO… but so does, “I’m not sure,” “I don’t know,” “Not right now”
Place all blame and focus on the perpetrator or person who caused harm
Empower survivors, as they are the experts of their own experience!
Reject harmful stereotypes around gender and violence
*Risk Factor - Characteristics that may increase the likelihood of experiencing or perpetrating violence
*Intersectional - How different parts of a person's identity—such as race, gender, class, and sexuality—overlap to create unique forms of discrimination or privilege
*Rape Culture - S setting where sexual violence is normalized, excused, or minimized through prevailing attitudes about gender, sex, and consent
*Protective Factor - Characteristics that may decrease the likelihood of experiencing or perpetrating violence
Links and Resources
AAUW. (2026). Know your rights: Sexual harassment and assault on campus. American Association of University Women (AAUW). https://www.aauw.org/resources/legal/laf/title-ix/
Campbell, A. (2024, August 21). The “red zone” of sexual assault. Johns Hopkins University. https://wellbeing.jhu.edu/blog/2024/08/21/the-red-zone-of-sexual-assault-3/
de los Reyes, E. (2025, April 17). Shattering the red zone: College campus organizing toolkit. Survivors.org. https://survivors.org/shattering-the-red-zone-college-campus-organizing-toolkit/
Kuhn, C. (2025, July 10). Red zone risks: A guide to fall semester title IX preparedness. Title IX Solutions. https://titleixsolutions.com/article/red-zone-risks-guide-fall-semester-title-ix-preparedness/
Miodus, S., Tan, S., Evangelista, N. D., Fioriti, C., & Harris, M. (2023, June). Campus sexual assault: Fact sheet from an intersectional lens. American Psychological Association. https://www.apa.org/apags/resources/campus-sexual-assault-fact-sheet
NJCASA. (2026, April 8). Primary prevention versus risk reduction: What’s the difference? NJ Coalition Against Sexual Assault (NJCASA). https://njcasa.org/our-work/resources/
RAINN. (2026, May 31). For students: Safety steps for K-12 and college - RAINN. https://rainn.org/strategies-to-reduce-risk-increase-safety/for-students-safety-steps-for-k-12-and-college/
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