Document Type
Doctor of Education Capstone
Original Publication Date
2024
Client
SSAIS (Stop Sexual Assault In Schools)
Date of Submission
May 2024
Abstract
In response to a problem of practice presented by the non-profit Stop Sexual Assault in Schools (SSAIS), this study examines what training and resources K-12 Title IX Coordinators and school administrators need to prevent and effectively address peer-to-peer sexual harassment and assault. Grounded in Improvement Science, we partnered with SSAIS to address a real-world dilemma. Through the theoretical lens of the Social-Ecological Framework, a descriptive study was conducted using quantitative and qualitative methodologies to study changes needed to reduce peer-to-peer sexual misconduct in schools. Data were collected through focus group interviews and a Nearpod questionnaire with a national sample. Relying upon the Social-Ecological Framework, which assists researchers in understanding the experiences and outcomes of sexual violence, data were coded with descriptive statistical methods and analyzed by constant comparison. Findings revealed that Title IX Coordinators and school administrators are challenged by Title IX training and laws, which were designed for adult sexual allegations. Leaders reported they are taxed by adapting training to meet their K-12 needs and balancing federal law while responding to the needs of students and families. Our findings offer recommendations for SSAIS to develop K-12 case scenarios, professional learning, resources to support schools in sharing policy and law with staff, students, and families, and opportunities to influence Title IX federal law for our youth. We also make recommendations regarding the efficacy of student-led sexual assault clubs in school settings.
Rights
© The Authors