What is The Red Zone?

The red zone is a period of time when students on campus are most vulnerable to sexual assault. It is also called pre-exposure, meaning it’s the time before college students feel comfortable in their new environment. The red zone lasts from orientation until winter break (when most students return home for the holidays). For the first time, students are away from home where family and friends may not be there to support them.

This is the time when college students across the country are statistically most susceptible to sexual assault. More than 50 percent of college sexual assaults occur in August, September, October and November. Freshmen, especially females, are particularly vulnerable during this time as they navigate an unfamiliar campus, parties and the college social scene for the first time.

This period of time includes freshman year, when first-year college students are adjusting to life away from home; and sophomore year, when students return to campus for their second year and may experience an increase in alcohol use. Students often have to navigate new relationships, parties, or other situations that can increase the risk of experiencing sexual violence. Students might feel like they’re unable to seek resources, or don’t know how.

Luckily, companies and non-profits, like Montgomery County Women’s Center, that exist solely to provide survivors of sexual assault with 24/7 support, even during the red zone, where many administrators might feel overwhelmed or understaffed.

 

Where Did the Term “Red Zone” Come From?

The term “red zone” was coined by Dr. David Lisak, a clinical psychologist who spent decades researching rape prevention programs on college campuses. Dr. David Lisak developed ways to help prevent sexual violence against women and girls. He calls it the “red zone” as it represents a heightened risk period in which young adults are more likely to become victims of sexual assault or attempted sexual assault.

College administrators play an important role in promoting healthy behaviors during this time period. Their actions have the power to reduce negative consequences, including victimization and perpetration of sexual violence.

It is crucial survivors of sexual assault are supported by the college administrators they interface with during this time. Administrators can provide students with information regarding how to access on-campus counseling and wellness and health services. Additionally, referring them to external resources for mental health support is an easy step that can make all the difference for those navigating healing from trauma.

 

How does alcohol affect the Red Zone?

Almost half of all sexual assaults involve alcohol use by the perpetrator and/or the victim. Because of an increase in social gatherings and parties during this time, there is the potential for increased use of drugs and alcohol. It is common for a person who commits sexual assault to push someone to drink to incapacitation or target a person who is already incapacitated. Someone who is incapacitated is less likely to be able to resist unwanted sexual acts.

A person who is incapacitated by drugs or alcohol is not able to consent.

Perpetrators of sexual violence often push a person to become incapacitated or target a person who is incapacitated, because that person is less likely to resist any force or coercion applied by the perpetrator. Perpetrators may use drugs or alcohol themselves to lower their own inhibitions, making it easier for them to engage in disinhibited or aggressive acts. Perpetrators also rely on blame being shifted from them to the survivor when alcohol is involved.

Even though there is a relationship between alcohol and sexual assault, sexual assault is never the fault of the survivor. Sexual violence is always the fault of the person who chooses to interact with someone’s body without consent, regardless of whether that person was using drugs or alcohol, what they were wearing or how they were dancing or otherwise behaving.

Sexual violence is always, 100% of the time, the fault of the person who chose to interact with another’s body without that person’s express consent.

 

What proactive steps can I take to reduce my own risk?

There are a number of steps you can take to protect yourself:

• Don’t leave your drink unattended, not even for a moment. If your drink has unusual taste or appearance (like a salty taste or an unexplained residue), throw it out. Drinks with lids or sports tops are a good choice.
• Use the buddy system. You and your buddy can agree that if either of you appears intoxicated, gets sick, passes out, is having trouble walking or breathing, the other buddy will make sure they get home safe. Call 911 in case of emergency.
• Plan your trip. Know how you are going to get to and from your destination. Are you going to designate a trustworthy and sober driver? Are you planning on using CARPOOL (the free, nonjudgmental, sober ride home)? Familiarize yourself with the area and your way of getting there.
• Avoid excessive use of drugs or alcohol.
• Research mobile apps that let you signal for help if you feel unsafe.

 

 

What can I do to help reduce the numbers of students affected by sexual assault, both during the Red Zone and at any time of year?

All members of a community have opportunities to intervene upon and interrupt the behaviors that contribute to any harm that occurs in those communities.

We have the opportunity to intervene in three places in time:

• before harm occurs, by creating environments and communities that are not accepting of sexual violence or behaviors that facilitate or permit sexual violence;
• during harmful behavior that facilitates or permits harm (I.e. if we see the harm occurring, we have an opportunity to stop it when it is safe to do so); and
• after the violence or harm occurs, we can support survivors.
• There are four ways we can intervene in these three places in time. They are referred to as the 4Ds of intervention: Distract, Direct, Delegate, and Delay.

 

Distract. Interrupt the incident or event with something unrelated. Pretend that you’re friends with the person experiencing the behavior, ask for help finding something, or ask for directions. This technique involves causing some form of distraction that will interrupt the flow of potential violence. This is useful when folks are not sure what is going on in a situation. A distraction technique can give people a chance to get out of a situation, or give other folks a window to use direct or delegation techniques.

Direct. Address the behavior in the moment. Name it. Say why you are not ok with it. See if the person experiencing the behavior needs help getting out of the situation. Direct intervention involves confronting either the potential target or the person who you think is about to do the behavior. This can often be easiest if the bystander knows the people involved in a situation.

Delegate. Bring someone else in to help you, maybe someone who is better suited in dealing with the behaviors. You can call friends over (theirs or yours), alert a supervisor, or alert someone with more authority in the situation. When a bystander doesn’t feel safe to approach the situation alone, they can delegate to others. This tactic is especially useful if the bystander does not know the people involved in the incident or the relationship between them. It can also be useful if a bystander does not feel like they are personally equipped to handle a specific situation.

Delay. If you are unable to act in the moment because of safety concerns, location, proximity, or any other reasons, you can check back in later. Offer resources, see if they need help, and talk about why the behavior was not ok.

 

How can I support survivors of sexual violence?

There are lots of ways to support survivors. Here are a few important ones:

 

Remember that gender-based violence (GBV), including sexual violence, is never the fault of the survivor. It is always, 100% of the time, the fault of the person who chose to interact with another’s body or life without that person’s express permission.

• Understand there is no such thing as a “right” way for a person to respond to trauma. No two people react to trauma in the same way. Because of the hormones the human brain releases (adrenalin, cortisol, opioids, and oxytocin) during a traumatic event, survivors may respond in ways that are unexpected to folks who support them or even to survivors themselves.
• Let the survivor take the lead. Being supportive of the choices that survivors make (as long as they and others are safe) is paramount towards the regaining of autonomy. Survivors are experts in their own lives, so it is important for them to lead the way and tell you what they need, rather than the other way around.
• Convey that you believe them and that the violence was not their fault.
• Continue to care for survivors after they have initially disclosed to you. Be patient. There is no time limit for healing.
• Take care of yourself in order to be able to continue to support others.
• Set and maintain boundaries. Allow yourself to recognize when you have reached something that is out of your area of comfort or expertise.
• Share resources with survivors when you think they may be better suited to help them than you are. See the list below for on- and off-campus options.

Remember that if you feel like you need to process your own experiences with a disclosure, you are also welcome to reach out to the resources below for additional support.

It is up to us – students, faculty, staff, and the rest of the community – to Step In as active participants to reduce the sexual violence on our campus, and to Stand Up by starting courageous conversations and sharing information. You can:

Additional Steps:

• Educate yourself

Knowledge is power. There are several campus presentations and resources available to assist students, faculty, and staff. You can learn how to interrupt or intervene in an incidence of sexual violence. You can also learn how to recognize choices, behaviors, words, actions, or attitudes that contribute to unhealthy, harassing or violent environments. Register for on-campus training or request a presentation.

• Know How And Where To Report Incidents

Reporting an incident is one facet of addressing the issues of sexual harassment and sexual violence in our community. Find out about how to report an incident.

• Know About The Resources And People Who Are Available To Help

The university and surrounding community provide a vast array of resources for individuals who have been impacted by these behaviors. Learn the resources that are available and trauma-informed practices on how to best support a friend or colleague who has been involved in an incident of sexual harassment or sexual violence. Read more about resources.

 

What is consent?

Consent means you have checked in with your partner and you have a clear, voluntary and ongoing agreement to engage in a specific sexual act. Consent can be shown in a variety of ways including a verbal “yes,” someone pulling you closer, head nodding and eye contact. Individuals who are incapacitated or unconscious cannot consent. If you aren’t sure you’ve received consent, the best thing to do is ask your partner before engaging in any intimate or sexual act. Consent can be revoked at any time and prior consent to a specific act does not equal present consent to that act. Consent is needed with every sexual act, every time, even with a long-term partner like a boyfriend/girlfriend or a spouse.

 

How Does the “Red Zone” Impact Students and College?

As sexual assault increases, so does the likelihood of a drop in enrollment. One study found 34.1% of individuals who experienced sexual victimization dropped out of university. The reputation of universities can be affected by crime on campus, potentially leading to fewer applications and lower enrollment. Parents will be more likely to question the safety of their child attending a school if they hear about a spike in sexual violence. A decline in applications, enrollment, and graduation rates may also lead to reductions in funding for school programs, meaning they may not have enough money to hire more staff or create new programs.

 

Unequipped and Unprepared — What Are the Consequences?

Some colleges might not be well-equipped with resources, especially if their Title IX, public safety, or housing office is understaffed. Certain schools might be far away from a hospital that provides a sexual assault examination or most commonly known as a rape kit. Sexual assault examinations are an important part of the forensic process and can provide evidence that may be crucial in prosecuting or adjudicating the case. If colleges do not have a sexual assault nurse examiner, students will need to travel to a hospital or other medical facility with access to one. This can be extremely difficult for someone who has just been sexually assaulted, as it is emotionally draining and time-consuming. In situations like the Chanel Miller and Brock Turner case, Chanel Miller recounted having to go miles to receive an examination, which was recounted in her book “Know My Name: A Memoir.”

It’s possible that the student won’t be able to get an exam until the next day when they are already feeling worse, and it might take them longer to recover from their assault. Additionally, 79% of sexual assault victims do not receive post-assault medical attention. This can lead to grave medical challenges later in life, or even within the moments after assault, such as untreated sexually transmitted diseases.

 

Bridging the Gap for Students

During COVID-19, sexual assault survivors were unable to access rape kits, which led to an emergence of at-home sexual assault testing. However, this was not a new concept; survivors across the world have been utilizing at-home tests, most commonly called “Early Evidence Kits” in Australia and the United Kingdom. The Early Evidence Kit (EEK) effectively detects foreign spermatozoa, at oftentimes higher rates than normal sexual assault kits in traditional hospital settings. Not only are they more effective, but they are also tested within 8 weeks, compared to state testing, which can take two years to receive results. In the U.S., some companies provide this service to institutions which can help support survivors facing barriers to hospital access by making time-sensitive DNA collection more accessible. On college campuses, this means survivors can have access to care in the comfort of their own dorm rooms.

As 77% of sexual assaults go unreported, during the red zone, it is more important than ever to ensure students have increased options for reporting. For both new and returning students, there is trepidation regarding loss of anonymity, confusion on what the process entails, and dread when it comes to reporting. Providing students with increased options when it comes to reporting a sexual assault and receiving post-assault care allows survivors to make empowering decisions for themselves.

 

What Can You Do as a College Administrator to Help During the “Red Zone”?

• Have a plan.
• Prepare for the red zone.
• Listen to students, and refer them to resources if needed.
• Educate students on sexual assault, consent, and options for post-assault care and reporting.
• Acknowledge the limitations of your university, and how you might need to work with other organizations to fill the gap.
• Be aware of the red zone and how it impacts students, enrollment, and alumni dollars to endowment.
• Invest in additional resources to further provide survivors.

Conclusion

If you are a college administrator, it is essential to be aware of what is happening on your campus during the red zone. The red zone is when an increased number of assaults and other crimes take place on or near college campuses. Educators have a responsibility to their students to educate best practices to stay safe during this time period. Ensure practices are in place to keep your campus safe and prevent violence, and in the instance sexual assault does occur, all the resources you may need are provided for the students.

 

Explore how resources, like Montgomery County Women’s Center, can support and better equip your campus today.