Direct intervention involves responding to concerning behavior when it is safe to do so.

You might:

• Check in with someone who appears uncomfortable.

• Ask someone if they need assistance.

• Speak up when someone makes a harmful comment.

• Clearly communicate that a particular behavior is unacceptable.

Example: You notice someone repeatedly pressuring another student to leave a party with them. You approach the student and ask, "Are you okay? Do you want to come hang out with us?"

Remember: Direct intervention does not require confronting someone aggressively. Focus on safety and supporting the person experiencing harm. 

Distraction involves creating an opportunity to interrupt a potentially harmful interaction without directly confronting the behavior.

You might:

• Start an unrelated conversation.

• Ask someone to accompany you somewhere.

• Invite someone to join your group.

• Create an opportunity for someone to leave an uncomfortable situation.

Example: You notice someone being pressured into an unwanted interaction. You approach and say, "Hey! I've been looking for you. Can you help me with something?"

A simple interruption can create an opportunity for someone to safely leave a situation.

You don't have to intervene alone.

Delegation involves seeking assistance from someone who may be better positioned to respond.

You might:

• Ask a friend to help intervene.

• Notify a resident assistant or event organizer.

• Contact campus staff or security.

• Call University Police or emergency services when necessary.

Example: You witness a situation escalating at a campus event. Rather than intervening alone, you alert event staff and ask them to help address the situation.

Delegating is not avoiding responsibility. It is recognizing when additional assistance may be the safest and most effective response.

Sometimes intervening in the moment isn't possible or safe. That doesn't mean you've missed your opportunity to help.

Delayed intervention involves following up with someone after an incident to offer support, acknowledge what happened, and connect them with resources.

You might:

• Ask someone privately if they are okay.

• Acknowledge that what happened was inappropriate or harmful.

• Offer to help them identify available resources.

• Listen without judgment or pressure.

• Respect their decisions about what happens next.

Example: You witness someone making repeated inappropriate comments toward another student but cannot safely intervene. Later, you approach the student privately and say, "I noticed what happened earlier. That wasn't okay. Are you doing alright?"

Remember: Supporting someone does not require knowing exactly what to say. Listening, validating their experience, and respecting their choices can make a difference.

Documentation can help preserve information about an incident, particularly when someone experiencing harm may need additional support or wish to report what occurred.

When it is safe and appropriate, you might:

• Write down the date, time, and location of an incident.

• Record factual observations about what occurred.

• Identify witnesses who may have relevant information.

• Preserve relevant information in accordance with applicable laws and university policies.

Example: You witness repeated harassment at a campus event. After ensuring someone is assisting the affected student, you document the time, location, and what you observed. You ask the student whether they would like the information.

Important considerations:

Documentation should never take priority over someone's immediate safety.

Do not record or photograph someone in situations where doing so would violate their privacy or applicable law. Never post or publicly share recordings of someone experiencing harm.

When documentation is appropriate, respect the affected person's wishes about its use and sharing, while following any applicable university reporting obligations.