Review of the Trinity College Residential Culture

TRINITY COLLEGE

INDEPENDENT REVIEW OF THE RESIDENTIAL COLLEGE CULTURE

January 2025

Jenny Ethell

Alexandra Shehadie

1. EXECUTIVE SUMMARY

1.1 BACKGROUND AND CONTEXT

In August 2024, the Warden of Trinity College, Professor Ken Hinchcliff, engaged expert independent consultants Jenny Ethell and Alexandra Shehadie (the Consultants) to conduct a review of the current culture of the College (the Review).

The purpose of the Review was to examine the current College culture through the experiences of students. This included determining whether strategies implemented by the College to strengthen the culture were having a positive effect and whether there were areas that required greater focus.

The Review was initiated as a proactive examination of Trinity’s culture. It was not called in response to a specific incident or because of adverse publicity. It was instigated because the College was keen to understand the strengths of the current College culture and whether any changes or refinements were required.

The Review is part of Trinity’s ongoing approach to regularly examine its culture and student experiences to ensure the College is safe, respectful, diverse and inclusive. Part of Trinity’s approach included engaging the

Honourable Professor Marcia Neave AO to review the College’s culture in 2019 (the Neave Review). That report made 32 recommendations of which 30 have been implemented. This Review builds on the work undertaken by Trinity since the Neave Review.

1.2 METHODOLOGY

Qualitative and quantitative research tools were used to gather the evidence for the Review.

Trinity students were offered a range of options to maximise their participation in the Review process, including attending voluntary focus groups, engaging with a Consultant in a one-on-one confidential interview, providing a written submission and responding to a College-wide anonymous online survey. Students’ engagement with the Review was open, candid and insightful and their experiences and views underpinned the Review’s findings and recommendations.

The survey was sent to all 370 students and was completed by 275. This represented a 74% response rate - a robust sample which gives significant weight to the reliability of the results.

The survey explored key themes related to College culture and students’ experiences. Using the Likert Scale and a series of open-text questions, students were asked about their views and experiences of issues such as belonging, sense of safety, diversity and inclusion, support (both academic and wellbeing), the accessibility and use of alcohol, engagement with staff, student leadership, experiences of harmful behaviours and reporting these behaviours. Students were also asked demographic questions on their gender, year level, their usual residence outside of College, whether they identified as Aboriginal or Torres Strait Islander, whether they were international, whether they had a disability, and whether they received a scholarship.

Nine focus groups, facilitated by one of the Consultants, were conducted including eight with students and one with Residential Advisers. These sessions were conducted by year groups, with women only, men only and with an all gender group. Specific focus groups were also offered to student leaders, Aboriginal and Torres Strait Islander students and LGBTIQA+ students. The focus groups allowed for a deeper exploration of the themes identified in the survey as well as issues important to the students that were relevant to the College culture. The focus groups provided a forum for students to openly and honestly discuss their views and experiences of Trinity culture in a psychologically safe setting.

Twenty-one individual student interviews were conducted. The interviews were held in person or remotely. They provided students with a confidential setting to share personal or sensitive information that they might not have felt comfortable doing in a focus group.

Focus groups and interviews also provided students with the opportunity to make suggestions on initiatives that could be introduced to build on the strengths of the College culture.

1.3 OBSERVATIONS AND FINDINGS

The evidence showed that overall, Trinity College has a strong, healthy and positive culture. Staff and students alike share a deep commitment to ensuring that all students have opportunities to thrive. Trinity has implemented a range of strategies and initiatives in recent times to embed a healthy and values-driven culture. Undertaking the independent Neave Review and this current independent Review are two clear examples of Trinity’s visible commitment to regularly evaluate its culture and to make improvements where required.

The survey results showed that there are many strong aspects of the culture at Trinity. Among the results were that:

• 95% of student respondents feel safeboth physically and psychologically;

• 87% of student respondents have a strong sense of belonging;

• 94% of student respondents have meaningful friendships;

• 100% of student respondents actively participate in college activities, clubs and societies;

• 96% of student respondents actively participate in bar nights and social events.

• 96% of student respondents actively participate in corridor activities.

• 83% of student respondents feel comfortable speaking with a staff member if they are concerned about another person’s behaviour or they experience any behaviour that makes them feel uncomfortable.

Much of the information from the focus groups and interviews supported these findings. Students also considered that the academic programs and opportunities for networking were of considerable value. In addition, they found that residing at Trinity assisted them greatly in their transition from high school to university and offered a supportive and nurturing environment to grow into adulthood.

However, like most organisations, including residential colleges, Trinity’s culture needs constant review and refinement. This allows it to remain effective, inclusive and aligned with the organisation’s goals and the evolving needs of its people. Inevitably this process can uncover areas that may need strengthening or improvement. Unsurprisingly then, during this Review the Consultants identified some areas of the Trinity culture that require further focus.

In the survey and in focus groups and interviews, some students identified concerns that detracted from their College experience. These concerns included:

• Challenges to inclusion and fitting in. Students from diverse backgrounds and with diverse experiences can encounter challenges to inclusion and fitting in with their peers and the broader College environment;

• The strong focus on alcohol at events and limited non-alcoholic events. Nondrinkers reported feeling excluded, on occasion;

• Training on wellbeing and psychosocial hazards. On the whole training was considered useful however there was a strong view that its impact would be strengthened by contextualising training material to the College environment;

• Residential Advisers (RAs) and Student Coordinators (SCs). Students strongly supported the model of RAs and SCs with many commenting on the value and effectiveness of those in the roles. However, there were some students who felt that the level of engagement with students was not always consistent among these office holders with some having a strong presence, and others having a limited presence. In addition, RAs in particular commented that they can, on occasion, feel the emotional weight of distressing disclosures from students;

• Staff and student communication. Students, and student leaders in particular, have a largely positive relationship with staff. However, they believed that communication between staff and student leaders could be strengthened in relation to decisionmaking and decisions that affected them.

1.4 RECOMMENDATIONS

In developing recommendations to address these issues, the Consultants have drawn on the students’ observations and experiences and on best practice strategies. The recommendations also build on the strong foundational work already undertaken by Trinity.

The recommendations include that Trinity College:

• continue to strengthen inclusion by acknowledging and considering students’ diverse backgrounds and unique lived experiences when making relevant decisions;

• regularly review the College’s policies that relate to culture to ensure they remain current and reflect best practice;

• ensure effective face-to-face training on wellbeing, the Code of Conduct, and how to make a complaint, is provided to all year groups, and ensure all training is evaluated to monitor its effectiveness;

• offer a greater range of non-alcoholic drinks and more alcohol-free events to both enhance inclusion and to act as a harm minimisation strategy;

• develop a rolling communication strategy that:

• continuously emphasises the unacceptability of harmful behaviours and includes examples of those behaviours; and

• strongly encourages students to report incidents of harmful behaviours if they experience or witness it. The purpose of this is to encourage greater reporting of incidents as some students disclosed that they were unlikely to raise a concern or a complaint for fear of retribution or social consequences.

• develop a guide or memorandum of understanding between student leaders and staff that makes clear, as far as possible, the scope, nature and expectations around communication between the two arms of leadership;

• annually review the engagement and effectiveness of RAs and SCs and ensure they have accessible support to debrief on distressing disclosures from students;

• monitor progress by annually administering this Review’s survey and, every two years, offer students the additional opportunity to participate in focus groups and interviews regarding College culture.

1.5 CONCLUSION

This review highlights Trinity College’s commitment to fostering a safe, inclusive, and thriving community for its students. With overwhelmingly positive feedback on key aspects of the College’s culture – such as belonging, sense of safety, and engagement in activities and events – Trinity demonstrates its success in creating an environment that supports students academically, socially, and personally. However, the review also underscores the importance of continuous monitoring and refinement to address areas where improvements can further enhance the student experience.

By acting on the recommendations made in this report Trinity has the opportunity to build on its strong foundations of creating a positive culture. These efforts will not only address current challenges but also ensure the College remains a leader in shaping a positive, inclusive, and supportive residential environment for future generations. Ultimately, Trinity College’s readiness to listen to its students and act on their feedback highlights its deep commitment to providing a transformative and rewarding College experience for all.

2. RECOMMENDATION

PILLAR

BELONGING, INCLUSION AND FITTING IN

RATIONALE

• Demonstrating a commitment to recognising the individuality of each student and ensuring that students receive the specific support they require to thrive in their academic and social environments so that a sense of belonging and inclusion is fostered from the start.

• Acknowledging that students come from diverse backgrounds and may have unique needs, particularly around cultural and disability-related adjustments.

• Creating safe spaces where students can share experiences and support one another to enhance connection with peers who have similar lived experiences. This will enable these students to build a sense of community and solidarity within the broader College environment.

• Providing opportunities for students to contribute to shaping the College’s cultural and social calendar, that reflect their diverse backgrounds and lived experiences.

• Ensuring that the experiences of all students are represented and valued. This approach also helps the wider student community gain a broader understanding of the rich cultural diversity within the College.

• Ensuring that students understand the importance of diversity, and develop skills to interact respectfully with people from different backgrounds and lived experiences.

• Reducing unconscious bias and discriminatory behaviour and fostering a more inclusive College culture.

• Promoting mutual respect and understanding by making cultural competency training a core part of the student experience.

RECOMMENDATIONS

1. Trinity College should ensure that as part of students’ orientation, the Deans of the Residential College and wellbeing staff collect appropriate information about student’s needs, such as whether they have a disability and require adjustments and/or support, and information on their cultural identity and heritage including key cultural dates which they might wish to celebrate. The purpose of collecting this data is to enhance each student's sense of belonging and inclusion. This could take the form of a meeting with one of the Deans or wellbeing staff members within the first month of the student’s arrival at College. This will provide a personalised approach and initiate a connection between students and staff which will later facilitate students’ confidence in coming forward to staff should they face any challenges.

2. Trinity College should develop a diversity and inclusion strategy that recognises and values the diversity of students. This might include:

• continuing to support and maintain networks and support groups, such as for LGBTIQA+ students, international students, Aboriginal and Torres Strait Islander students, students with disability and other diverse groups. These networks should provide safe spaces for students to share experiences and connect with others of similar lived experiences. To maximise the effective operation of these networks and groups, the College should provide a staff member (e.g. Residential Advisor) to support and guide their administration;

• enhancing opportunities for co-created activities and events that reflect the experiences of diverse students and foster cultural awareness among all students;

• strengthening cultural competency and inclusive training for students that acknowledges and celebrates diverse backgrounds. Topics to be covered in this training should include multicultural perspectives, the organisational benefits of diversity, and unconscious bias. Materials should be relatable for students from various backgrounds and diverse lived experiences;

• inviting alumni who identify as coming from diverse groups to address the College on their ‘lived experience’, including whilst at College, and provide their reflections on how diversity can be celebrated in an inclusive way.

PILLAR RATIONALE

BELONGING, INCLUSION AND FITTING IN

• Equipping staff to respond appropriately and sensitively to students who disclose experiences of harmful behaviours.

• Ensuring staff are aware of the impact of trauma and are able to offer support that promotes safety, healing, and recovery for affected students.

• Ensuring staff effectively support students with varied cultural, disability, and identity backgrounds.

• Addressing unconscious bias practices to ensure that staff interactions with students continue to be fair, equitable, and free from prejudice.

LEADERSHIP AND GOVERNANCE

• Ensuring informed, data-driven decisions are made that improve student experiences, ensure transparency, and enhance the overall effectiveness of Trinity’s policies and programs. By focusing on key areas such as harmful behaviours, key demographics, attrition, and training participation, the College can create a more inclusive, supportive, and accountable environment, fostering positive outcomes for all students.

• Fostering effective governance, strategic alignment, and institutional responsiveness. Regular updates, as envisaged in this recommendation, will enable the Board to monitor trends, allocate resources appropriately, and ensure that the College remains committed to improving its culture in a way that supports students’ well-being and success.

3. Trinity College should introduce training for all staff on:

• trauma-informed approaches and responses to disclosures of harmful behaviour;

• diversity, inclusion, cultural and disability competence; and

• unconscious bias.

4. Trinity College should ensure its record keeping and document management system pertaining to all students’ experiences at College is centralised, consistent and rigorous. Although not an exclusive list, data to be collected and analysed for trends should include:

• concerns and complaints raised by students in relation to harmful behaviour;

• demographic data of student leaders;

• attrition and retention rates of students with a focus on demographics; and

• student and staff participation in training.

5. Trinity College should provide the Board with regular updates on College cultural audits and reviews, the results of student surveys, and the strategies being implemented to address any issues of concern or areas requiring improvement, to ensure the Board is fully informed of critical issues impacting the culture of Trinity.

PILLAR

LEADERSHIP AND GOVERNANCE

RATIONALE

• Avoiding ambiguity about the decision-making responsibilities of TCAC and the Deans and providing guidance on appropriate collaboration between each leadership arm.

• Enhancing communication between TCAC and the Deans and empowering TCAC to take ownership of their roles.

• Strengthening collaboration between TCAC and the Deans and ensuring that the future leaders of the College demonstrate a commitment to the values that underpin Trinity’s culture, promoting responsible, inclusive, and values-driven leadership for years to come.

POLICIES AND TRAINING

• Ensuring compliance with current legal and regulatory requirements and minimising risks of outdated or non-compliant practices.

• Ensuring relevance and effectiveness of policies.

• Demonstrating the College’s commitment to maintaining a dynamic and accountable culture.

• Proactively preventing harmful behaviours by educating students about unacceptable actions and their consequences.

• Ensuring the training is relatable and as a result, effective and sensitive to diverse needs.

6. Trinity College should provide a clear and accessible definition of a ‘student-led’ College and develop a framework that provides parameters around responsibilities and decision-making of TCAC and the Deans of the Residential College. The framework should be developed collaboratively between TCAC and the Deans. It should include guidelines for a strengthened process of appropriate communication between the Deans and TCAC to ensure that TCAC has access to relevant and appropriate information that enables their roles.1

7. Trinity College should partner with TCAC to run regular whole-of-College student information sharing/feedback sessions on critical issues that concern students.

8. Trinity College should review all its Residential College policies at least every two years and, in relation to the Code of Conduct and Sexual Misconduct Policy and Procedures, review them each year, given the frequency of changes to the national and state legislative and policy landscapes.

9. Trinity College should provide comprehensive examples of harmful behaviours in the Residential Student Code of Conduct and Sexual Misconduct Policy to ensure students have a clear understanding of what constitutes these behaviours. To assist this action reference should be made (although not exclusively) to the examples of harmful and discriminatory behaviours provided by the Victorian Equal Opportunity and Human Rights Commission.

1 All residential students are members of the Trinity College Associated Clubs (TCAC). Under the Constitution of the Trinity College Associated Clubs Inc, the Committee of the TCAC comprises the Senior Student, the Arts Representative, the Community Representative, the Indoor Representative, the Men’s Sports Representative, the Social Secretary, the Treasurer and the Women’s Sport Representative.

PILLAR

POLICIES AND TRAINING

RATIONALE

• Continuing to set a clear foundation for how students are expected to behave, interact, and contribute to the College community.

• Ensuring that all students, regardless of their year level or prior experience, are introduced to and aligned with Trinity College’s core values and expectations.

• Providing students with the tools to recognise when consent is not freely given helps them understand that consent must be clear, enthusiastic, informed, and voluntary.

• Addressing myths and misunderstandings about consent particularly in relation to coercion, pressure and intoxication.

• Promoting healthy relationships and an understanding that all sexual activity should be based on mutual respect and active agreement between parties.

• Empowering students to take responsibility for creating a safer environment. It reinforces the message that the College community is not neutral; rather, everyone has a role in preventing harmful behaviours such as sexual misconduct, bullying, and harassment.

• Increases the likelihood of positive intervention when needed and helping to prevent incidents before they escalate.

10. Trinity College should continue to deliver mandatory training to student leaders and incoming first year students prior to and during O-Week respectively. The College should also offer comprehensive, preferably face to face training, on a mandatory basis to all other students at the start of the academic year. In all training provided to students, topics should include the nature and impact of harmful behaviours, respect for oneself and others, cultural competency and inclusion, how to access support and report harmful behaviours, the Code of Conduct, the sexual misconduct policy and procedure, and the alcohol policy.

11. Trinity College should continue to deliver consent education which reflects best practice and includes information around coercion and pressure to have sex or participate in sexual acts. This training should also include information on the gendered nature of sexual misconduct, and the importance of gender equity in preventing such misconduct.

12. Trinity College should deliver mandatory bystander training to all year levels. The training should be placed within a residential college context and be scenario based to maximise student understanding and relevance to their lives.

PILLAR

POLICIES AND TRAINING

RATIONALE

• Empowering students by giving them the tools to address concerns directly with their peers and fostering a culture of proactive problem-solving. This approach reduces the likelihood of minor conflicts escalating into larger, more disruptive issues.

• Ensuring that training is based on up-to-date knowledge and best practice and promotes a safe environment for all students.

ACTIVITIES

• Providing critical information on the currency and impact of the training.

• Ensuring that all students have an equal opportunity to be chosen for sporting teams based on their merit and ability.

• Optimising team success by selecting the best players based on performance.

13. Trinity College should explore training options to provide students with the capabilities to be proactive about managing low level issues with other students themselves and in particular ‘how to have difficult conversations’.

14. In developing the training listed at Recommendations 10-13, the College should:

• partner with expert providers to co-design and co-present these sessions to ensure they are contextualised to the student experience and college environment. It is important that the training is framed directly and positively to ensure students are clear about ‘how we live and act at Trinity’;

• where possible, deliver training in small groups that is interactive and scenariobased;

• seek input and advice on the design of the training from a TCAC representative (including advice on whether to run male only, female only and all gender training); and

• review procedure to ensure all students have attended or completed the training.

15. Trinity College should regularly review all student training, including assessing student feedback, to ensure that training is consistent with best practice and identifies clear learning intentions and success criteria. The purpose of the regular reviews would be to assist the College to understand the impact of the training.

16. TCAC should develop a clear set of guidelines for the selection of intercollegiate sporting teams which ensures students with the strongest ability are selected. The guidelines should be designed to minimise the risk of favouritism in the selection process.

PILLAR

ACTIVITIES

RATIONALE

• Ensuring that all students have an opportunity to participate in sport. This will foster inclusion and allow students to build connections with their peers in a less competitive environment.

ALCOHOL

• Promoting greater inclusion and accessibility.

• Minimising harm and providing healthier socialising options and for a broader range of students.

O-WEEK

• Raising awareness of student leaders on how to create meaningful, inclusive bonding experiences, build positive relationships and promote healthy peer interactions.

17. TCAC should explore the option of creating social sporting teams to give students, who missed out on being selected for the intercollegiate sporting teams, the opportunity to participate in a sport of their choice.

18. Building on its efforts to minimise harm from excessive alcohol consumption by students, Trinity College should:

• offer more non-alcoholic events and spaces where students can socialise without alcohol;

• encourage student leaders and clubs and societies to run alcohol-free activities such as game/quiz nights, fitness classes, or late-night ‘coffee/tea gatherings’; and

• ensure that training of student leaders includes information on how to model responsible behaviour and how to appropriately intervene in challenging situations where students’ may be intoxicated.

19. Trinity College staff should partner with experts to provide training for student leaders and students involved in coordinating and supporting O-Week activities on how to build and sustain a positive College culture. This training should explore the difference between hazing and bonding, the negative impact that some activities can have on students, and the indirect pressure some students may feel to participate when they don’t want to. This could take the form of small group sessions which are facilitated in partnership with an expert facilitator and staff member.

20. Trinity College should empower its student leaders to carry forward and deliver the training detailed in recommendation 19 to all students with the intention of building a peer-led positive culture. This might involve seeking input and advice on the design of the training from the student leaders.

PILLAR RATIONALE

O-WEEK

PASTORAL CARE

• Ensuring that O-Week evolves to meet the diverse needs of students and fosters an environment of safety, inclusion, and community. This feedback is crucial for continuous improvement, guiding TCAC in their leadership role and ensuring that every student’s experience is positive, welcoming, and supportive from the moment they arrive at College. It also demonstrates the College’s ongoing commitment to listening to its students and making data-informed decisions that enhance the overall student experience.

• Enhancing the quality of student support at Trinity College by providing a structured and consistent way to gather valuable insights from students, ensuring that their voices are heard and their needs are met. This process of feedback will allow Trinity to make datainformed improvements to its student support services.

• Reducing the risk of vicarious trauma and maintaining emotional well-being for Residential Advisors and Student Coordinators. This practice ensures that these office holders remain engaged, effective, and emotionally resilient in their work, enabling them to provide the best possible support to students.

21. Trinity College in partnership with TCAC should ensure that during each O-Week:

• there are an equal number of non-alcoholic and alcohol events;

• a broad range of non-alcoholic drinks are provided;

• less intense and high-energy activities are offered; and

• strong and continuous messaging is provided that assures students that it is psychologically safe for them to opt out of activities or events.

22. Trinity College should continue to gather anonymous student feedback of O-Week for continual improvement and to explore how the college and TCAC might best ensure every students’ sense of safety and inclusion.

23. Trinity College should introduce a student feedback mechanism to fully understand the effectiveness of the Student Coordinator and Residential Advisor model of student support, including their level of engagement with students. This mechanism should give students an opportunity to identify the effectiveness and positive aspects of the RA and SC model as well as those areas that require strengthening. The opportunity for student feedback could reasonably be incorporated into the option identified in Recommendation 29.

24. Trinity College should ensure that Residential Advisors and Student Coordinators are offered opportunities to debrief each month with a counsellor to minimise the risk of vicarious trauma from hearing distressing stories from students.

PILLAR

REPORTING HARMFUL BEHAVIOURS

RATIONALE

• Increasing students’ awareness of and confidence in using the reporting systems.

• Demystifying the process so that students feel confident coming forward when they experience or witness harmful behaviours.

• Encouraging a culture of accountability where unacceptable actions are not tolerated, and students are empowered to speak up.

• Ensuring all staff members follow a clear, standardised process when dealing with reports or disclosures of harmful behaviour.

• Ensuring that every student who comes forward receives the same level of attention, care, and support, regardless of the staff member handling the matter.

• Ensuring that complaints are processed in line with institutional guidelines and policies.

• Fostering transparency to help build trust between the impacted student and the College as they can clearly see the steps being taken and feel confident that their complaint is being handled professionally and diligently.

• Engendering trust in the complaints process and fostering a culture of accountability.

• Reinforcing that the College takes harmful behaviour seriously and works to prevent it.

25. Trinity College should develop a targeted campaign, delivered twice a year, to encourage students to report harmful behaviours and to access support should they experience or witness such behaviours. The campaign should provide students with clear messaging around the reporting process, the reporting options, privacy and confidentiality, and likely outcomes of a report. It should also provide de-identified examples of previous actions that have been taken (where appropriate).

26. Trinity College should develop a checklist(s) for processes to be followed by staff members on receipt of a report or disclosure of harmful behaviour to ensure consistency of approach and compliance with Residential Code of Conduct and Sexual Misconduct Procedure (for example, this could include referral to wellbeing and external supports, ensuring there is a record of all communication, regularly communicating progress to the disclosing party, providing a written outcome of the investigation to both the complainant and the respondent, where appropriate, and providing indicative timeframes of the process).

27. Trinity College should ensure that a student (as a complainant, bystander or Student Coordinator) or a staff member who has brought a concern forward regarding harmful behaviour is provided with an appropriate response, including assurances that the matter is being addressed and the impacted person is receiving support.

PILLAR

ONGOING MONITORING

RATIONALE

• Allowing the College to gather honest, high-quality feedback on critical aspects of College life, including academic programs, social dynamics, wellbeing support, and the overall culture of Trinity.

• Identifying trends for continuous improvement.

• Refining retention strategies, improving student engagement, and identifying early interventions for atrisk students.

• Providing critical longitudinal data that enables the College to monitor the effectiveness of initiatives implemented to improve culture, inclusion, and student well-being, as well as to identify emerging issues before they escalate. It also allows the College to benchmark its progress in sustaining a strong and positive culture.

RECOMMENDATIONS

28. Trinity College should introduce a formal exit survey for students leaving Trinity to collect key insights into College life and identify systemic issues with a view to promoting continual improvement.

29. Trinity College should re-administer the survey in 2025 and annually thereafter to enable further trend data analysis. The administration of the survey should be supported by student focus groups every two years to enable the College to gain insight into the lived experiences of students.

3. BACKGROUND AND SCOPE

In August 2024, the Warden of Trinity College, Professor Ken Hinchcliff, engaged Consultants Jenny Ethell and Alexandra Shehadie (the Consultants) to undertake a Review (the Review) to:

• provide an independent evaluation of the current culture and the experience of students living in the Residential College of Trinity College (Residential College).

• complete a holistic Review that encompasses the whole student experience – including, but not limited to, policies and processes, O-Week and induction events, student social events, and continuing traditions, extracurricular activities, student leadership, the academic program, the pastoral care and wellbeing support and the broader education and training that is provided to students.

• consider the management and governance of the College as it relates to the culture of the Residential College.

Whilst Trinity College (hereinafter referred to as Trinity or the College) encompasses three divisions – the Residential College, the Pathways School and the Theological School, this Review focuses primarily on the Residential College.

The Review is part of Trinity’s ongoing approach to regularly examine its culture and student experiences to ensure the College is safe, respectful, diverse and inclusive. Part of Trinity’s approach included engaging the Honourable Professor Marcia Neave AO to review the College’s culture in 2019 (the Neave Review). That report made 32 recommendations of which 30 have been implemented.

The purpose of this current review is not to assess the progress of the implementation of the recommendations of the Neave Review but rather to undertake a standalone ‘cultural health check’ of the College’s current culture. By examining the student experiences as described in their own words, including through focus groups, interviews and a survey, the Consultants have identified the key positive aspects of the culture and those areas that require strengthening.

The Consultants’ approach to the review is based on the following principles:

3. Background and Scop E

COMPREHENSIVE

Students were provided with several options to participate in the review (detailed at section 4). Efforts were made to ensure the information collected by the Consultants was as representative and extensive as possible.

CONSULTATIVE

The Consultants aimed to consult as widely as possible with students in order to hear a range of observations, experiences and suggestions for improvement.

INCLUSIVE

Male, female, non-binary students and students from a range of diverse backgrounds were encouraged to contribute to the review. This was done through confidential one-on-one interviews, written submissions as well as all gender focus groups, women-only focus groups and men-only focus groups and an anonymous online survey.

VOLUNTARY

Involvement of all participants in the review was voluntary. Participants could withdraw at any time without detracting from their relationship in any way with the College or with the Consultants in relation to any information they may have provided prior to their withdrawal.

CONFIDENTIAL

The Review was based on confidentiality. The Consultants took notes in the interviews and focus groups but information gathered from these consultations has been de-identified and confidentiality has been strictly maintained. Similarly, all survey responses were de-identified and only aggregated responses were reported.

EVIDENCE-BASED

Data and evidence gathered through the review includes the range of information, views and experiences of College students as reported to the Consultants. It also includes academic literature and research.

4. CONTEXT

Trinity is a co-educational residential College, affiliated with but independent from the University of Melbourne. The College provides accommodation and learning and social opportunities for undergraduate students. Trinity College was established in 1872, making it the oldest college at the University of Melbourne.

Trinity acknowledges the need to ‘continually mould [its] priorities and traditions to keep pace with the evolving higher education environment and societal trends’. A progressive College, yet committed to its positive traditions, Trinity has taken a: forward-thinking approach for many decades, for instance by becoming the first university college in Australia to admit women as non-resident students in 1883, and the first to provide a residential college facility for women from 1886 at the Trinity College Hostel (now Janet Clarke Hall). Trinity became fully co-residential in 1974. In 2001, [it] became one of the first colleges to provide scholarships to Indigenous students, and have actively led initiatives to support First Nations students in higher education ever since.2

Of the 373 resident students who commenced at Trinity in 2024, 43% came from the Melbourne metropolitan area, 32% from interstate, 12% regional and 13% international. Fifty-five per cent of the population identified as female, 44.75% as male, and 0.25% non-binary.

Trinity offers a large number of scholarships, with a particular focus on providing access to students from disadvantaged and regional and rural backgrounds. The scholarships are awarded solely on financial-need. In 2024, 93 (24.9%) students residing at the College were on some level of scholarship, accounting for $2.1m in scholarship support.

The rate of retention has remained largely consistent in recent years, with 86.5% of first year students and 70.3% of second year students requesting to return to Trinity in 2025.

4.1 RESIDENTIAL COLLEGES - ADVANTAGES AND CHALLENGES

Residential colleges offer a range of advantages and rewarding experiences that can enhance the University experience for students. By living alongside peers, students in residential colleges can benefit from a strong sense of community, which fosters friendships,

2 Trinity College, ‘About Trinity College: Values and Vision’ <https://www.trinity.unimelb.edu.au/>.

support networks, and academic support and collaboration. This communal environment often leads to greater involvement in activities and events, enriching both social and intellectual engagement. Residential colleges also provide direct access to resources including study groups, mentoring programs, and on-site faculty, which can improve academic performance and offer personal guidance. Furthermore, living in a residential college allows students to develop important life skills, such as time management, conflict resolution, and independence, which are essential for personal and professional growth. Residential colleges can create a holistic learning environment that extends beyond the lecture theatre, tutorial room or science laboratory, blending academic, social, and personal development in a generally supportive, immersive setting.

However, for some students, residing in a residential college can be overwhelming, isolating and daunting. This can adversely affect their sense of belonging and overall wellbeing. For example, students from diverse or underrepresented backgrounds may experience a lack of representation or find limited support networks among peers and staff. This can lead to feelings of isolation and the need for additional support to navigate academic and social settings that may not fully reflect their culture or experiences.

4.2 THE TRINITY EXPERIENCE AND APPROACH

The Consultants found that on the whole, Trinity College works to ensure that all students have rewarding experiences and can thrive. They found that the College has undertaken meaningful, proactive efforts to address many of the issues that can detract from a student’s ability to feel safe, included and respected. Trinity has a range of policies that support this objective and offers several options to enhance the student experience, including wellbeing services, academic supports and activities and events. Importantly, strong messaging and visible action from staff leadership around the values of Trinity, the importance of diversity and inclusion and the unacceptability of harmful behaviours have driven the College’s goal of fostering a sense of community and creating a positive and healthy College culture. Nevertheless, like any organisation, challenges relating to culture can persist. These challenges can hinder efforts to sustain a universally positive student experience.

The Consultants found that the Warden and the Trinity staff leadership team are acutely aware of the need to constantly review, evaluate and address any challenges or risks to the College culture. This was clearly evidenced in the proactive step by the Warden in commissioning this independent review and the desire for Trinity to build on its efforts to date and strengthen even further the culture and student experience at the College. The Warden and his Residential College leadership team were keen for feedback from as many students as possible as part of the Review.

A proactive approach is important for several reasons:

• Expectations around inclusivity, respect, and behaviour evolve over time.

Regularly reviewing and monitoring College culture ensures that policies, traditions, and practices align with contemporary values, such as diversity, equity, and inclusion;

• Over time, certain traditions or behaviours in residential colleges can become normalised, even if they are exclusionary, unsafe, or harmful. By reviewing the culture, colleges can identify and address these issues, ensuring that all activities are respectful and supportive;

• A healthy college culture is fundamental to the physical and emotional safety of residents. Reviewing culture helps identify potential risks, such as peer pressure, hazing, or unsafe social events, and allows for the implementation of measures to mitigate them;

• Colleges have a duty of care to their residents. Regularly assessing culture helps ensure compliance with laws and policies around harassment, discrimination, and safety, protecting both students and the institution from legal and ethical breaches;

• Students’ experiences can provide valuable insights into the strengths and weaknesses of the current culture. Periodic reviews ensure that student feedback is heard and acted upon, improving the overall residential experience;

• A strong, inclusive, and progressive culture enhances a college’s reputation. This attracts prospective students, fosters alumni pride, and strengthens relationships with the wider university and community.

By reviewing and evolving residential college culture, institutions like Trinity demonstrate a visible commitment to the wellbeing, inclusion, and growth of their students, creating a more positive and enriching environment for all.

5. METHODOLOGY

The review included qualitative and quantitative research tools. These included focus groups, one-on-one interviews, written submissions and an online survey. All options were voluntary, and students could choose one or all of these means of participation. A desktop review of current leading practices in relation to emerging issues and building and sustaining a positive culture in residential colleges was undertaken.

In addition, briefings and individual meetings were held with the Warden, members of the Residential College leadership team, wellbeing and academic support staff. A designated Review Liaison Officer also provided valuable advice and information on key aspects of Trinity’s policies and practices.

5.1 FOCUS GROUPS AND INTERVIEWS

Focus groups and interviews were held with students and Residential Advisers (RAs). The Consultants held nine focus groups with students and one focus group with RAs. Focus groups were conducted by year groups, with women only, men only and all gender groups.

Specific focus groups were also offered to student leaders, Aboriginal and Torres Strait Islander students and LGBTIQA+ students.

The focus groups aimed to gain insight into students’ experiences at Trinity. Topics explored in focus groups included students’ sense of belonging, the challenges of ‘fitting in’, the diversity of the College, the support offered and utilised by students including wellbeing support and academic support, student leadership, participation in extracurricular activities, the accessibility and use of alcohol and the prevalence of unacceptable behaviour such as sexual misconduct, bullying, hazing, racism, homophobia and transphobia and other forms of discrimination. The focus groups also examined whether students feel comfortable to report an experience of inappropriate conduct. Further, focus groups unpacked the notion of the College being ‘student-led’ – a concept raised frequently by students. Issues canvassed included what the concept means to students, does it reflect the reality of college life and governance, and is it an effective model?

Twenty-one interviews were conducted in person, online via Microsoft Teams or by telephone. The interviews provided an opportunity for students to disclose or discuss issues that they felt more comfortable doing in private rather than in a focus group.

Students attending either focus groups or interviews were advised that the information they provided would be confidential. As such their experiences, views and observations are included in the text of the report rather than as direct quotes. This approach minimised the risk of identification. Students were advised that the Consultants were obliged to escalate information if it indicated that a student presented a risk to themselves or another person, they disclosed an incident of significant harm (such as a criminal offence) or both. In each case, the matter would be referred to the Warden. No such incidents arose during the interview.

A series of guided questions were used by the Consultants in the focus groups and interviews, but to ensure the sessions were as safe for sharing as possible, informal, ‘organic’ discussions were encouraged.

A list of internal and external support services was provided to all students participating in focus groups and interviews. Students were encouraged to access these services should they feel unsettled or distressed after a session because of the subject matter being discussed.

5.2 SURVEY

An anonymous online survey was developed for students that captured prevalence and attitudinal data across a range of areas. The survey provided an alternative avenue for Trinity students to engage with the review and confidentially report on their views and experiences.

A link to the survey was emailed and text messaged to all current residential College students at the beginning of the final week of Semester 2, and a poster with a QR code was distributed around the College and posted on the studentled Facebook group.

To encourage participation, students had the option to enter a draw to win one of eight monetary prizes on completion of the survey, plus the two corridors with the highest proportion of participants were given a dinner out together. The draw was hosted on a separate universal link, ensuring the students’ survey answers remained confidential.

The survey was sent to the whole Trinity student cohort of 3703 students and had 291 student respondents, however, 34 students commenced the survey but did not complete it. Of these, 18 completed a substantial number of questions and these have been included in the results. The final survey sample was 275 student respondents which represented a 74% response rate. This is a very robust response and gives significant weight to the reliability of the results.

Students were asked a series of questions based on demographic data such as gender, year level, where students normally live, whether students identified as Aboriginal or Torres Strait Islander whether they were from a Culturally and Linguistically Diverse background and/or were international, whether students had a disability, and whether students had their fees subsidised by a scholarship.

The charts in figures 1-4 show the comparison of the demographics between the overall student numbers in 2024 and the survey respondents. As can be seen by these charts, the survey data is largely representative of the College data. As expected, first year students contributed to the survey at a higher rate than second and third year students.

All percentages have been calculated as a proportion of the number of students responding to that survey question. All survey questions have been analysed by each sub-group and differences between groups have been reported where the data is statistically significant at the 0.05 level (5% type 1 error rate).

3 Number of students residing at the College changed from 373 in February 2024 to 370 in August 2024 when the survey was conducted.

Figure 1-4: Demographic data of survey respondents.

The results of the survey are presented throughout this report under each topic heading.

5.3 COLLEGE DOCUMENTATION

The Consultants requested and received documentation and information from Trinity, including policies, strategies and various other data. The College fully cooperated with these requests.

The Consultants also undertook desktop research in a number of key areas to support its recommendations. The research is documented below, under each theme.

Total number of College students n=373 Survey n=274

Total number of College students n=373 Survey n=274

6. OBSERVATIONS AND FINDINGS

6.1 INTRODUCTION

The Consultants found that on the whole, most students, most of the time, have a rewarding and positive experience at Trinity. Many felt proud of being a resident at the College with a number stating that they would recommend it as “the best” residential option for prospective students to the University of Melbourne wishing to live on campus.

For a majority of students, Trinity is welcoming and a place where they feel safe and supported. This was confirmed in the survey results (discussed in more detail below) as well as in a number of focus groups and interviews. Many also feel a sense of belonging. Students reported developing many friendships and being supported by peers and staff, alike. They reported on the value of the activities, clubs and associations at Trinity and on access to academic support. Students also commented on the valuable networking opportunities offered by Trinity which they believed would not be available to them as a nonresidential student.

At the same time, the survey results and information from the interviews and focus groups also showed that there are some students at Trinity who do not consistently enjoy positive experiences. Some students reported challenges around fitting in or feeling isolated. Some believed that Trinity was “cliquey” and that many students came to Trinity already knowing others and with established friendship groups. A sense of being not included was reported primarily by students from diverse backgrounds. Some students reported in the survey experiencing the following harmful behaviours: “malicious or hurtful rumours”, “sexist or sexual comments”, “pressure to participate in activities that were humiliating”, “racist slurs” and “homophobic slurs.” While the vast majority of students felt safe at Trinity (95%) a small number reported in the survey being “bullied or intimidated.” The survey showed that rates of making a complaint or reporting an incident to a College staff member were low. Students offered a range of reasons for why they did not make a complaint or report an incident of harmful behaviour beyond their friendship group.

The following discussion outlines the positive aspects of attending Trinity as well as the challenges, as reported to the Consultants by students. It draws on the survey results and the qualitative data from the interviews, focus groups and written submissions. It also includes relevant information from the research and academic literature.

6.2 AFFECTION FOR AND PRIDE IN TRINITY COLLEGE

Many Trinity students with whom the Consultants spoke to demonstrated a great fondness for and pride in being residents of the College. Students confirmed that Trinity had been their first choice when researching the residential options at the University of Melbourne.

Students spoke of being part of a unique community where many have exceptional academic, sporting, music or dramatic talent. They expressed pride in attending a college with high-performing students and some commented that these students inspired them to achieve. For many students, having had a parent or sibling attend the College increased their pride in being part of the Trinity community, as they felt they were continuing a family tradition.

Many also spoke enthusiastically about experiencing College life, including the opportunities offered by Trinity, the academic program and access to activities. A number of students from outside of Melbourne, including from rural areas, interstate and overseas, believed that Trinity offered them an option of being able to attend the University of Melbourne whilst residing in a supportive environment with enriching opportunities, programs and activities. Many students consistently shared that they would recommend Trinity to others wanting to attend the University of Melbourne and have “the college experience.”

6.3 SENSE OF BELONGING, INCLUSION, SENSE OF SAFETY AND

FITTING IN

6.3.1 INTRODUCTION

Belonging refers to:

A student’s feeling that they are “seen” within the environment and that they feel connected, cared about, accepted, respected and valued.4

4 Terrell L Strayhorn, College Students’ Sense of Belonging (Routledge, 2012).

A sense of safety refers to a multidimensional feeling of security that encompasses physical, 5 emotional,6 social, and psychological 7 aspects. It is a foundational element that supports students’ wellbeing and ability to engage successfully with their academic, social, and residential environments.

Fitting in is about feeling connected and finding a group of friends - factors that help students settle into a new and dynamic environment. Fitting in or feeling part of the college community can define a student’s experience in their residence as either positive or challenging.

Writing on students’ sense of belonging and the importance of fitting in, sociologist Vince Tinto states:

Students unable to establish … the personal bonds that are the basis for membership in the communities of the institution … are less likely to persist, especially in their first year, than those who forge academic and social connections with their institution.8

Feeling a sense of belonging, a sense of safety and fitting in is critical to a student’s wellbeing and overall college experience. These features are foundational to creating an enriching and positive college experience.

There is a plethora of research which has found that belonging, a sense of safety and fitting in can:

• promote mental health and emotional wellbeing. When students feel they belong in their residential college and feel safe, including feeling safe to be their authentic selves, they are more likely to feel supported. This can reduce stress, anxiety, and loneliness.9

5 R Ali and F Alghamdi, Safety and Security Measures in Higher Education Institutions: A Systematic Review (Palgrave Communications, 2022).

6 Gulash Dost and Laura Mazzoli Smith, L. “Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis”. Journal of Further and Higher Education, 47(6), 822–849. https://doi.org/10.1080/030987 7X.2023.2191176 (2022)

7 Erin M Bentrim and Gavin W Henning (eds), The Impact of a Sense of Belonging in College: Implications for Student Persistence, Retention, and Success (Routledge, 2022).

8 Vincent Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition (University of Chicago Press, 2nd ed, 1993) 56.

9 Isabella Romeo et al, ‘The Importance of Belonging for Well-Being in College Students’ (2024). PLOS Mental Health 1(1): e0000057.

• Enhance academic success. When students feel accepted and supported, they are more likely to succeed academically. Belonging and a sense of safety provides a foundation for self-confidence, which can translate into greater academic engagement, diligence and determination. Studies consistently show that students who feel they belong and feel safe, are more motivated to attend classes, study, and engage with their coursework.10

• Encourage social connections and friendships. A sense of belonging and safety enables students to form meaningful connections and friendships, which are vital for personal growth and support. In residential colleges, these friendships often become a critical support network. Feeling like they fit in gives students the confidence to reach out to others, deepening their social bonds.11

• Support identity development and self-discovery. College can be a period of personal exploration and finding one’s identity. Feeling secure and that they belong allows students to safely explore their identity. In a supportive community, students feel free to express themselves and try new things without fear of judgement. This fosters self-discovery, helping students understand who they are and what they want from life.12

• Build resilience and adaptability. A supportive residential college community can act as a safeguard during challenging times. When students feel they have people they can call on for support, they are more likely to overcome challenges and setbacks. This fosters resilience, allowing students to adapt more effectively to college life’s academic, social, and emotional demands.13

10 Anna Luo and Mingming Zhou, ‘Role of Residential College Participation in Sense of Belonging and Academic Learning’ (2024) 72(6). Journal of American College Health.

11 Ryan H Bronkema and Nicholas A Bowman, ‘Close Campus Friendships and College Student Success’ (2019) 21(3) Journal of College Student Retention: Research, Theory & Practice.

12 Marvin Beamer, ‘Residence Hall Living: Four Notions About Community’ (2020) 46(2) Journal of College & University Student Housing; Arthur W Chickering and Linda Reisser, Education and Identity (Jossey-Bass, 2nd ed,1993).

13 Gulsah Dost and Laura Mazzoli Smith, ‘Understanding Higher Education Students’ Sense of Belonging: A Qualitative Meta-Ethnographic Analysis’ (2023) 47(6) Journal of Further and Higher Education; JM Walker ‘The Role of Campus Residence in Promoting Resilience Among College Students’ (2019) 67(1) Journal of American College Health, (n 5)

• Encourage involvement and engagement. Students who feel safe and that they belong are more likely to engage with college life, participating in activities, clubs, and events. This engagement enriches their college experience, providing opportunities for learning, leadership, and skill development outside the lecture theatre, tutorial room or laboratory. In turn, these experiences often deepen their attachment to their college community.14

• increase retention and graduation rates. Students who feel isolated or that they do not fit in are more likely to consider leaving college than students who have a strong sense of belonging and safety. A sense of belonging significantly reduces this risk by giving students a reason to stay. When students feel connected to their residential college, they are more likely to complete their studies and graduate, ultimately contributing to higher retention and graduation rates.15

• Encourage a positive residential culture. When students feel safe and that they belong, they contribute positively to the community, fostering an atmosphere of mutual respect and care. This helps create a selfsustaining cycle, where each generation of students passes on a supportive culture to the next, making the residential college an environment where everyone can thrive.16

In addition to these factors, being part of a community that is diverse and inclusive can be critical to one’s sense of belonging and psychological safety. In a college setting, diversity can add to the richness of the overall college experience and environment, and contribute to a strong and inclusive community. Diversity within a college allows students to gain different perspectives and expand their knowledge as they learn about the different experiences of others. The importance of a diverse residential college community has been examined in the Princeton University Taskforce on the Residential College Model.

14 Matthew Garret and Michael Zabriskie (2003). The influence of living-learning program participation on student-faculty interaction. Journal of College & University Student Housing, 33(1), 38–44.

15 Tinto (n 8).

16 Gregory S Blimling, Student Learning in College Residence Halls: What Works, What Doesn’t, and Why (Jossey-Bass, 2015); Alexander W Astin, ‘Student Involvement: A Developmental Theory for Higher Education’ (1999) 40(5) Journal of College Student Development.

That Taskforce found that residential colleges should:

Provide a sense of belonging for all students in an environment where different backgrounds and viewpoints are represented, respected and welcomed, and where students are able to engage the full spectrum of diversity at the University.17

6.3.2 BELONGING AND INCLUSION AT TRINITY

Trinity students were asked directly in the survey, focus groups and interviews whether they felt they belonged at Trinity, whether they fitted in and whether they believed that the College was inclusive.

A large majority of students at Trinity feel a sense of belonging at Trinity: 87% of student respondents “strongly agree” or “agree” with feeling a sense of belonging, while a small portion (12%) were neutral or disagreed. The majority of student respondents also feel supported - 35% strongly agreed and 51% agreed. The most common resource used for support is fellow students with 49% of student respondents seeking peer support when support was required.

The vast majority of student respondents have developed meaningful friendships during their time at Trinity (94% agreed or strongly agreed). Only 1% of student respondents felt they had not developed such relationships. In particular, the majority of student respondents (79% agreed or strongly agreed) feel connected to their peers on their corridor and 80% of student respondents agreed or strongly agreed that they could be their authentic self at Trinity.

17 Nicole Shelton et al, Report of the Task Force on the Residential College Model (Final Report, Princeton University, February 2016) 5.

Figure 5: Sense of belonging and inclusion of student respondents.

BELONGING STATEMENTS

I feel I belong at Trinity

I feel supported by my fellow students

I feel like many students have similar backgrounds or life experience as me

I have developed meaningful friendships at Trinity

I feel connected with peers on my corridor

I can be my authentic self at Trinity

6.3.3 SENSE OF SAFETY

The survey showed that almost all student respondents reported that they feel safe at Trinity (95% agreed or strongly agreed) with slightly less reporting feeling safe at Trinity social events (91%). Students were asked to consider physical, psychological and emotional safety when selecting a response to the student safety statements. These high percentages indicate that Trinity is largely successful in fostering a sense of safety within its community and reflect well on the College’s policies and procedures aimed at promoting safety.

In focus groups and interviews many students commented that they felt safe at College, including physically safe and psychologically safe. Students felt that having a strong group of friends enhanced their sense of safety, including at bar nights and events. There was also a view that bystander action contributed to a safe environment.

While levels of student respondents feeling safe were very high (95%), student respondents were less likely to agree that they felt safe to speak up and express their opinions amongst the student cohort (70%). Seven percent disagreed, with more students neither agreeing or disagreeing. Significantly, students with a disability were less likely to agree they felt safe at social events (30% or 8 out of 26 students with a disability, compared to 59% or 146 out of 249 students without a disability). Students with a disability were more likely to disagree that they felt safe at Trinity (11% or 3 out of 26, compared to 0% or 0 out of 249 students without a disability) or safe to speak up and express their opinions (19% or 5 out of 26 compared to 4% or 10 out of 249 students without a disability).

Figure 6: Survey respondents’ sense of student safety.

STUDENT SAFETY STATEMENTS

I feel safe when I am at Trinity

I feel safe when I am Trinity social events

I feel safe to speak up and express my opinion amongst the student cohort

Some survey results and comments from student respondents suggest that there are some student behaviours that can detract from others’ sense of safety at the College. These are explored further in Section 6.10, Harmful Behaviours.

The Consultants acknowledge that Trinity staff have implemented a number of strategies for enhancing student safety at the College, including developing strong policies.

Ensuring all students feel safe and are safe is an ongoing process that requires constant monitoring and evaluation of strategies to assess their effectiveness. It requires an understanding of current best practice initiatives and ongoing dialogue with students about their experiences at College and whether additional measures could be implemented to further enhance safety. n=264

6.3.4 INCLUSION AND FITTING IN

Compared to a sense of belonging and sense of safety the survey reported lower agreement rates on inclusion. Sixty per cent of student respondents agreed or strongly agreed that Trinity is inclusive of all students whilst 27% of student respondents disagreed and a further 14% remained neutral. Fiftynine per cent of student respondents agreed or strongly agreed that there were many students with a similar background or life experience to them. Whilst these are still relatively strong rates for inclusion, the Consultants note that they are significantly lower than the rates for student respondents’ sense of belonging (87%). Possible reasons for this discrepancy are that students who do not believe Trinity is inclusive may nevertheless be a part of a friendship group, participate in one or more activities and get support from peers, staff or both.

The survey found that one in five or more student respondents disagreed or strongly disagreed (20% and 27% respectively) that Trinity is inclusive of all students or that there were any students with a similar background or life experience to them (20% and 7% respectively).

Further, some student respondents observed that there is limited recognition of cultural diversity in the College, including in events, making their ability to feel they belong a challenge. This is consistent with the research which shows that students from diverse backgrounds or who have different life experiences from the majority, “may have different versions of the College experience,” which can impair their capacity to fit in. The survey found that 14% of students (38 of the 275 students surveyed) believed that they “should be sexually active to fit in”. This result, among a significant minority of students, suggests there is potential pressure to conform to societal or peer expectations surrounding sexual activity.

International research has found that ‘hooking up’ or having sex can be a way for university and residential college students to fit in. One US study found that students felt that hooking up “is the only way to make friends” and that “if you do not have sex you are not in the community.”18

This issue was explored in some of the Trinity focus groups where it was suggested that the need to be accepted and included can underpin the choices some students make about having sex.

18 Lisa Wade, American Hookup: The New Culture of Sex on Campus (WW Norton, 2017).

6.4 LEADERSHIP AND GOVERNANCE

Trinity College is an autonomous institution, established by an act of the Victorian Parliament. It is governed by a 40-member representative Council and a 12-member Board. The College Board oversees the administration of the College, its strategic direction and its finances.

The Warden of the College is its Chief Executive Officer and each of the College’s three divisions, including the Residential College, is overseen by a Dean who is responsible for the leadership and management of their division.

As part of its commitment to good governance, the Deans of Trinity report to the Board de-identified Code of Conduct breaches and disclosures of sexual misconduct, on a quarterly basis. This reporting demonstrates Trinity’s commitment to integrity and accountability and ensures that organisational leadership is equipped to respond effectively to misconduct.

All residential students are members of the TCAC. Under the Constitution of the Trinity College Associated Clubs Inc, the Committee of the TCAC comprises the Senior Student, the Arts Representative, the Community Representative, the Indoor Representative, the Men’s Sports Representative, the Social Secretary, the Treasurer and the Women’s Sport Representative. Students put themselves forward for these leadership positions by seeking nomination from two fellow students. The Constitution provides that the election of students to these positions shall be conducted by secret ballots using a preferential system of voting.

A Student Coordinator (SC) is appointed to each “corridor” to promote a positive culture. SCs organise corridor activities and act as the first point of call for students who may be feeling isolated, homesick, anxious or upset. There is also a specific SC role to support indigenous students. SCs receive training to refer and escalate student issues where appropriate. Students apply in writing for SC roles, and they are collaboratively selected by the TCAC and the Residential College leadership team following an interview process.

The Consultants met with the Warden on a number of occasions and held briefing and information sessions with the Residential College Dean, Deputy Dean and Associate Dean and other well being and academic staff.

A focus group was held with Residential Advisors (RAs) who from 2025 will be employed on an ongoing basis as parttime staff members to provide pastoral support for an assigned corridor in addition to a specific portfolio or cohort of students (e.g. academic support, arts, scholarship students, Aboriginal and Torres Strait Islander students). A focus group was also held with SCs, and another with the outgoing 2024 TCAC members.

In the survey students were presented with a list of statements regarding their perceptions of the effectiveness of student leaders and on the relationship between students and the Deans.

In relation to communication by the Deans, 47% of student respondents strongly agreed and agreed that the Deans communicate openly and effectively with the student body. Twenty percent of student respondents neither agreed nor disagreed and 18% disagreed or strongly disagreed. One percent preferred not to say.

Figure 7: The 2024 Residential College Organisation Structure

Figure 8: The sense of the survey student respondents’ relationship with Trinity College staff and student leadership

LEADERSHIP STATEMENTS

The Deans of Trinity respect and listen to students

communicate openly and effectively with the student body

The Code of Conduct is applied evenly and fairly to everyone at Trinity

TCAC is effectively representing my interests at Trinity

Student leaders lead by example by modelling Trinity’s values and behavioural expectations

These results suggest that the majority of student respondents consider that communication by the Deans to the students is open and effective. However, approximately 1 in 5 student respondents did not support this position.

Students in focus groups and interviews explored their relationship with the Deans, including the support they provide and their communication with students. The Consultants believe that some of the challenges that were identified largely stem from the different expectations between students and Deans about the concept of “student led.” For student leaders in particular, this concept means that there should be more collaboration with the Deans on decision-making as well as greater information provided by the Deans on how certain decisions are reached. Students who were not in leadership roles were also keen to have improved dialogue with and access to information from both Deans and student leaders. A communication strategy co-designed by students and staff was suggested by students as a way to strengthen two-way interaction and engagement. Greater use of social media was also considered to be an effective way to communicate with students.

In relation to student respondents’ perceptions about whether the Code of Conduct is applied fairly and equally to everyone at Trinity 53% of student respondents agreed, 21% were unsure, and 28% disagreed.

These results suggest that whilst a majority of student respondents believe there is fair and equal application of the Code of Conduct, just over 1 in 4 student respondents believe this is not the case. This indicates that strengthened communication around the possible outcomes of Code of Conduct breaches is required as well as information on the parameters of what the Deans can disclose about individual matters. Regular and consistent communication can engender trust in leaders and in the systems they are responsible for.

The Consultants are cognisant of the fact that there are certain issues and decisions that only staff, such as the Deans, can and should make. Staff are responsible for ensuring that decisions align with the College’s policies, mission, and legal obligations. Further, unlike students, staff members are held accountable by the College’s Board, ensuring decisions meet professional standards and statutory requirements. Staff also provide stability as students come and go. Decisions by staff ensure continuity in the College’s policies and practices. While consequential decisions should be made by staff, students should still have a voice through a range of feedback and consultation mechanisms.

In relation to the question of whether student leaders lead by example by modelling Trinity’s values and behavioural expectations, 76% of student respondents strongly agreed or agreed, 19% neither agreed nor disagreed and 10% strongly disagreed or disagreed. These figures show that most students believe that the student leaders are fulfilling their roles appropriately. The survey did not define ‘student leaders’. In addition it did not ask students for their reasons about their perceptions of student leaders. As such, further research is required to determine why some were uncommitted and why 10% strongly disagreed or agreed with that student leaders model Trinity’s values and behavioural expectations.

Trinity’s Board plays a critical role in shaping the culture of the College. By setting the tone for governance, values, and community engagement, the Board influences how the College operates and how it is perceived by students, staff, and stakeholders. A key role of the Board then is to ensure that progress on any cultural reform is regularly discussed at Board meetings. This could include being aware of College cultural audits, the results of student surveys and the strategies being implemented to address any issues of concern or areas requiring improvement.

6.5 POLICIES AND TRAINING

6.5.1

POLICIES

Trinity has a suite of policies focussing on wellbeing, expectations of behaviour, and reporting incidents of harmful behaviour. Relevant policies examined for this review include:

• Alcohol Provision and Consumption (authorised 25 March 2014; reviewed 1 July 2020)

• 2024 Buttery and TCAC Alcohol Service Arrangements (undated)

• Trinity College Student Code of Conduct – Residential College (reviewed November 2023)

• Sexual Misconduct Policy – Residential College (approved 24 May 2024; to be reviewed 24 May 2026)

• Residential College Sexual Misconduct: Procedures

Each of the policies is comprehensive and contains critical elements that are consistent with best practice. They are underscored by the goal of ensuring the College maintains a positive and respectful community by clearly defining expectations and promoting accountability.

The Trinity code of conduct serves as a foundation for building trust, ensuring safety, and maintaining an environment conducive to personal and academic success. It clearly identifies the purpose of the Code and who it applies to (i.e. Residential College students and their guests). It also includes clear statements about diversity, respect and inclusion, such as:

The Code expects the commitment of every student to advocate and practise respect for all people, regardless of sex, gender, race, religion, disability, marital status, sexual orientation, or any other attribute.

The Code provides a comprehensive list of the behaviours that constitute breaches. It applies to a wide range of misconduct scenarios, including inperson, online and at College-related events. It could benefit further from including examples of some of the behaviours, such as sexual harassment and harassment, to avoid ambiguity and misunderstanding. The Victorian Equal Opportunity and Human Rights Commission provides clear examples of these types of behaviours that the College could potentially draw on.

Whilst the Code refers to hazing as being a breach of the Code, it does not provide a definition or give examples of this behaviour. It is suggested that this be included.

The Code provides detailed steps for making complaints, handling investigations, and imposing sanctions. Importantly, it includes confidentiality measures to protect all parties involved. It also offers access to trained staff and external resources to assist students in navigating the process. The Code ensures students are held accountable for their actions, with clear consequences for breaches.

The Sexual misconduct policy establishes a framework for preventing, addressing, and responding to sexual misconduct, including sexual assault and sexual harassment, within the College community. It emphasises the importance of creating a safe, respectful, and inclusive environment and outlines procedures for handling allegations, supporting victim-survivors, and ensuring accountability. The policy is underpinned by nine guiding principles that reflect best practice, including responding to and supporting victim-survivors, ensuring the reporting and investigation process are fair, transparent and culturally sensitive and upholding accountability. The policy applies to all residential college students and their guests.

Among the strengths of the policy are that it provides for a:

• Trauma-Informed Approach: The policy prioritises victim-survivors safety and provides clear commitments to support and fairness.

• Comprehensive Scope: It applies to various contexts, including online environments and interactions with guests.

• Legal Compliance: Aligns with relevant legislation, ensuring accountability and adherence to standards.

• Educational Focus: Emphasises prevention through community education and knowledge-building.

• Clear Processes: Establishes defined procedures for reporting, investigation, and decision-making.

Overall the policy effectively establishes a framework to address sexual misconduct in the Trinity College community. It should be read in conjunction with the residential college Sexual misconduct: procedures. The Procedures document contains a number of critical elements including:

• Using a trauma-informed approach.

• Emphasising victim-survivor wellbeing through support services, confidentiality, and avoidance of nondisclosure agreements.

• Providing measures to minimise contact between complainants and respondents during investigations.

• Providing comprehensive support.

• Offering psychological, medical, academic, and legal guidance.

• Providing access to trained staff and external resources.

• Emphasising confidentiality.

• Providing multiple reporting avenues.

• Providing a mechanism for reviewing decisions to ensure fairness and transparency.

Importantly, the policy includes a link to an online reporting system for sexual misconduct disclosures. Using this platform, complainants can make anonymous reports. This option recognises the agency of a complainant, by giving them the option of how they wish to make a disclosure. This is a particularly important option in sexual misconduct matters, which are predominantly under-reported, as it acts as an incentive to disclose incidents. Of note, is that the policy identifies that support is available for all students wishing to report an incident of sexual misconduct, irrespective of whether they choose to be anonymous or disclose their identity. A range of internal and external supports are provided.

Trinity’s alcohol provision and consumption policy is a comprehensive policy that encourages legal and responsible alcohol consumption. It prohibits substance abuse, including chronic and binge drinking, and instances of abuse are treated as both a wellbeing and disciplinary issue. The policy applies to all alcohol consumption on campus and student-run events. It aligns with Collegiate, Intercollegiate, University, and Victorian Government policies. The general principles underlying the policy include:

• prohibiting the coercion of others to drink alcohol;

• enforcing compliance with Victorian laws, including bans on underage drinking and public drunkenness;

• banning drinking contests and games as irresponsible behaviour;

• requiring compliance with licensing laws for alcohol sales on campus.

Guidelines for student-run events are identified and event plans must be submitted to the Associate Dean for approval.

6.5.2 TRAINING

To ensure policies are ‘lived on the ground’ effective training is essential. Training provides opportunities for students to understand the values and expectations of the College as well as where to access services and supports.

Delivered appropriately, training can give practical context to the policies.

Mandatory training on a range of issues, including wellbeing, the academic program and study expectations, inappropriate behaviours and misconduct, reporting avenues, and where to access support, is provided to all first year students during O-Week. Beyond first year, students complete compulsory online modules pertaining to the policies each semester. Returning students attend an hour-long information session delivered by the Deputy Dean at the beginning of each year which covers the Code of Conduct, expected behaviours, and the avenues available to raise a concern or make a complaint. In addition, targeted training on specific issues is provided to all students entering leadership roles.

Students had differing views on the effectiveness of the training that they received during O-Week, particularly in relation to the sessions dealing with harmful behaviours and reporting. A number of students believed the training was informative, raised awareness on what behaviours were not tolerated

by the College and provided valuable information on the reporting process. Others were of the view that the training did not have a significant impact in terms of preventing students from engaging in misconduct. They believed that if someone was to behave inappropriately the training provided would not prevent them from acting in this way. A number of students believed the sessions could be “more engaging” and interactive and many felt that the content should better reflect the College context.

In relation to the online modules, the Consultants understand that students are required to complete online modules pertaining to the policies at the beginning of each semester. However, they heard that some students “don’t read the policies to complete the quiz” but just “click through” their responses. As such, learning outcomes are weakened.

Student leaders told the Consultants that the training they received on responding to disclosures of sexual assault is useful but believed it could be strengthened if it was contextualised to the College environment.

As well as this training, student leaders receive education from a sexologist on affirmative consent and healthy relationships. These sessions are also delivered to first years in O-Week. Teaching students about affirmative consent and healthy relationships is vital for fostering a safe, respectful, and equitable college community. Benefits include: challenging harmful norms and stereotypes; promoting respect and empathy and; reducing instances of sexual misconduct by fostering a culture of accountability and respect. 19

The research shows that training is best received when it is targeted to the specific needs and experiences of its audience. For students, this means that to be effective, training should be tailored to the unique challenges of residential life. It should address the specific dynamics and risks associated with residential college life, such as close living quarters, diverse student backgrounds, and peer pressure. Further, it works best when delivered in small groups and is continuous rather than one-off. Role-playing, discussions, and scenario-based learning maximises student engagement and enhances understanding.

19 Madeline Schneider et al, ‘The Role of Comprehensive Sex Education in Sexual Assault Prevention’ (2018) 62(6) Journal of Adolescent Health; Nicole Haberland and Deborah Rogow ‘Sexuality Education: Emerging Trends in Evidence and Practice’ (2015) 56(2) Journal of Adolescent Health; Sarah DeGue et al, ‘A Systematic Review of Primary Prevention Strategies for Sexual Violence Perpetration’ (2014) 19(4) Aggression and Violent Behavior

In relation to sexual misconduct prevention and education programs specifically, best practice standards require that these are administered to all staff and students at all levels of an institution, as well as made integral to the institution’s orientation process.20

Training programs designed to prevent misconduct should be combined with sex education and gender education. Researcher Haberland has found that there are significantly better outcomes for sex and sexual health education programs when training about sexual misconduct and consent is combined with education on gender and power relations.

Best practice also shows that bystander training is effective in supporting an environment of zero-tolerance and in equipping students with the skills to respond appropriately to sexual misconduct when this is witnessed or observed.

Training programs should address the root individual, relational, and societal causes of sexual misconduct including:

• adherence to and acceptance of traditional gender norms;

• acceptance of unhealthy attitudes and harmful behaviours in intimate relationships;

• contributing factors that increase risk, such as drug and alcohol use; and an individual’s own background;

• be comprehensive and evidencebased, including a component on sex education and gender education, and by-stander intervention;21

• be administered by individuals with expertise in sexual misconduct. Be contextually relevant and inclusive.22

20 Campus Technical Assistance and Research Project, Addressing Gender-Based Violence on College Campuses: Guide to a Comprehensive Model (Report, 2016) 21 https://changingourcampus.org/documents/FINAL-GBV-ComprehensiveModel-22117.pdf. See also Rachel Jewkes, Purna Sen and Claudia Garcia-Moreno, ‘Sexual Violence’ (2002) in Etienne G Krug et al, The World Report on Violence and Health (World Health Organization, 2002) 147-181; NASPA: Student Affairs Administrators in Higher Education, CORE Blueprint Program: A Strategic Roadmap for Addressing Campus Sexual Violence (Report, 2017) 15. DeGue et al note that ‘fewer than 10% [of prevention education programs” included content to address factors beyond the individual level, such as peer attitudes, social norms, or organizational climate and policies, despite evidence that relationship and contextual factors are also important in shaping risk for sexual violence perpetration’ DeGue et al (n 19) 356.

21 Changing the Culture: Report of the Universities UK Taskforce Examining Violence Against Women, Harassment and Hate Crime Affecting University Students (Universities UK, 2016) 58; Nicole A Haberland. ‘The Case for Addressing Gender and Power in Sexuality and HIV Education’ (2015) 41(1) International Perspectives on Sexual and Reproductive Health; Louisa Allen and Moira Carmody, ‘Pleasure Has No Passport: Re-Visiting the Potential of Pleasure in Sexuality Education’ (2012) 12(4) Sex Education.

22 CORE Blueprint Program: A Strategic Roadmap for Addressing Campus Sexual Violence (Report, 2017); Preventing Violence Before it Occurs: A Framework and Background Paper to Guide the Primary Prevention of Violence Against Women in Victoria (VicHealth, 2007) 48.

6.6 ACTIVITIES, EVENTS AND CLUBS

Activities, events and clubs play a vital role in the residential college experience, offering a range of benefits that contribute to students’ personal growth, academic success, and sense of belonging. They help students feel connected to their college community, creating a shared identity and enhancing college pride. When students engage in group activities, they form bonds with peers and feel part of a supportive network, which is crucial for their emotional well-being.

Trinity offers many extracurricular activities, and students can nominate themselves for student leadership

opportunities within clubs, societies, committees and associations. Some of these committees support specific cohorts, including LGBTIQA+, international students and Aboriginal and Torres Strait Islander students.

Many Trinity students commented favourably on the social activities, events, sports and clubs offered at Trinity. They saw these extra-curricular options as ways of connecting with other students, participating in or leading activities and having fun.

The survey results showed that all student respondents (275) participated in at least one activity at Trinity, and almost all had participated in Bar nights and social events (96%) and corridor activities (96%).

Figure 9: The levels of participation (%) in Trinity College activities

The general strength of the corridor grouping system is reflected in the level of participation in corridor activities (96%) and is likely to contribute to the students’ sense of belonging. In focus groups and interviews, students generally spoke positively of the support provided by the Student Coordinators in each corridor. Student Coordinators play a meaningful role in supporting students when experiencing harmful behaviours, with 18% of the student respondents seeking support, turning to them for assistance. This was higher than student respondents seeking support from the Deans (11%) and the Residential Advisors (9%).

Students reflected on the importance of corridor culture when talking about traditions that should be preserved. Many considered that corridors, the “corri crawl” and “corri dinners” were integral to student bonding.

Most students also spoke very positively about the activities and events at Trinity. They cited the guest speakers and fireside chats as highlights. Others commented on the invaluable experience of being a part of clubs such as the Arts and Drama club which can create a sense of community. The music events were also considered to be enriching and an important way for students to showcase their talents. Participating in sporting teams was highlighted as positive by many students, and others spoke of the

peaceful and reflective space offered in the Chapel services. Students also believed that being part of a club or participating in activities allowed them to balance study with recreation, which is critical to students’ overall well-being, academic success and personal growth. Overwhelmingly, students believed that activities and events were a way to bond and build friendships, including across year groups.

At residential colleges across Australia, students come from a range of backgrounds with varying interests and values. As such, it can be challenging to plan events that appeal to everyone and reflect differences. Some students may be unable to participate in certain activities or sports due to associated costs, which can lead to exclusion based on financial limitations. Further, not all event spaces, sports facilities, or equipment are accessible to students with disabilities, which can limit participation and create a sense of exclusion. For international students or those whose first language is not English, language can be a barrier to participation. Miscommunication and misunderstanding can create embarrassment or unease and discourage students from joining activities.

Whilst most of these issues were not directly raised with the Consultants by Trinity students, some students mentioned the cost of joining some clubs or participating in activities as a barrier to involvement. It is important that the College is aware of these potential barriers so that strategies can be put in place to ensure that all students have the opportunity to meaningfully engage in activities and events.

In relation to events specifically, the Consultants note that the TCAC provides a tiered approach to ticket pricing depending upon the amount of scholarship received by students. The aim is to ensure pricing to ticketed events does not restrict student engagement and participation.

A number of Trinity students commented on the perceived obstacles to inclusion in relation to sporting activities. They felt that selection to teams was dependent on “who you know” rather than sporting ability. Some students were of the view that there was favouritism in the selection of team members and that some sporting leaders selected their friends unless there was a “clearly outstanding candidate.” In some teams this has meant that members were part of the same friendship groups, effectively making them inaccessible to others.

One of the other key obstacles to inclusion in activities and events identified by students was drinking and the accessibility of alcohol. The Consultants heard that some students avoid social activities centred around alcohol because they do not drink. As alcohol is a key feature of many social activities and events, non-drinking students feel isolated or excluded. Peer pressure can make them feel like outsiders or as though they do not fit in. The issue of alcohol is explored in more detail, below at 6.7.

6.7 ALCOHOL AND DRUGS

6.7.1

ALCOHOL

Alcohol often plays a significant role in the social lives of students in many Australian residential colleges, although its importance varies depending on individual preferences, cultural norms within each college, and the broader social environment. In their study, Alcohol-related harm minimization practices among university students: Does the type of residence have an impact?, researchers, Hepworth, Schofield, Leontini and Germov, found that residential colleges can play a significant role in either contributing to or mitigating alcohol-related harm among students, depending on the policies, social norms, and support systems in place.

By promoting a positive culture around alcohol use and offering structured support, residential colleges can effectively minimise harm and encourage responsible behaviours among students.23

Access to alcohol is perceived as important for some students in college settings for a range of reasons including:24 25 26 27 28

• fitting in, social integration and bonding;

• orientation and initiation;

• long-standing traditions;

• stress relief and coping mechanisms including in relation to academic pressure;

• transition to independence;

• peer pressure and social expectations.

• fear of exclusion;

• enhancing enjoyment of events.

In her study on the role of alcohol in university college life, Australian health researcher, C. Hughes, said that alcohol is, for many college residents, “an intrinsic part of the college experience.”29 It facilitates social interaction between residents, with many students commenting to her that it allows them to meet new people. Among the cohort of students Hughes interviewed she found that they believed that personality and confidence were a key part of fitting in. Despite this, she observed the potential for “subtle and unintentional social exclusion [to exist]” for those that do not drink. 30

23 Julie Hepworth et al, ‘Alcohol-Related Harm Minimization Practices Among University Students: Does the Type of Residence Have an Impact?’ (2018) 23(4) British Journal of Health Psychology.

24 Brian Borsari and Kate B Carey, ‘Peer Influences on College Drinking: A Review of the Research’ (2001) 13(4) Journal of Substance Abuse.

25 Lindsay S Ham and Debra A, ‘College Students and Problematic Drinking: A Review of the Literature’ (2003) 23(5) Clinical Psychology Review.

26 Barry D Caudill et al, ‘High-Risk Drinking Among College Fraternity Members: A National Perspective’ (2006) 55(3) Journal of American College Health.

27 Brian Ward and Jan Gryczynski, ‘Social Learning Theory and the Effects of Living Arrangement on Heavy Alcohol Use: Results from a National Study of College Students’ (2009) 70(3) Journal of Studies on Alcohol and Drugs.

28 Rose Leontini et al, ‘“Social stuff” and Institutional Micro-Processes: Alcohol Use by Students in Australian University Residential Colleges’ (2015) 42(3) Contemporary Drug Problems.

29 Clarissa Hughes, ‘All Beer and Skittles? A Qualitative Pilot Study of the Role of Alcohol in University College Life’ (2012) 54(2) Australian Universities' Review.

30 C Hughes (n 30).

Figure

10:

The role of Alcohol in the Trinity culture ALCOHOL STATEMENTS

Drinking alcohol helps me to socialise and make friends at Trinity

I can have fun at a Trinity social event without drinking alcohol and/or taking drugs

There are enough alcoholfree events

Like most Australian residential colleges, Trinity allows students who are over 18 to drink alcohol. A bar is located on the College grounds. It is staffed by external bar staff and by students employed on a casual basis who hold a current Responsible Service of Alcohol (RSA) certificate. The bar operates one evening per week during semester, except for ‘reading week’, during the swot vac and the exam period. As well as this service, many of Trinity’s social events include the supply of alcohol. Students are also allowed to drink alcohol in their rooms.

The survey found that 65% of student respondents believed that there were enough alcohol-free events. Similarly, 65% of student respondents agreed that drinking alcohol helps them to socialise and make friends at Trinity. However, 74% of student respondents believed that they could still have fun at a Trinity social event without drinking alcohol and/or taking drugs.

The accessibility and consumption of alcohol was a common theme in the Consultants’ discussions with Trinity students including in the context of fitting in, students’ ability to self-regulate their drinking, the impact of peer pressure on drinking (both overt and indirect), and the pervasiveness of alcohol at events. The survey found that 28% of student respondents felt pressure to drink alcohol or engage in drinking games, and some students wrote about feeling excluded or having difficulty fitting in at social events if they did not drink alcohol.

A number of students noted that the consumption of alcohol was optional and there were always non-alcoholic drinks available at social events. Students also stated that those who did not consume alcohol were not judged for this choice. Others felt that the College had a “strong drinking culture” which was challenging for those who did not consume alcohol.

A number of students considered consuming alcohol was a matter of choice and that non-drinkers were accepted. They believed that there was no pressure or judgement placed on non-drinkers to drink. This was confirmed by some non-drinkers themselves.

However, others had a different view and shared different experiences with the Consultants. Noting there was no overt pressure to drink, non-drinkers spoke of “subtle or indirect pressure” and a feeling of exclusion. According to these students, many events are structured around

drinking and the activities involved in these events are dependent on drinking. They agreed that non-alcohol alternatives are provided at some events but believed that there was still a focus on drinking alcohol with some suggesting that drinking can at times be “excessive”. There were some students who did not attend events because they did not drink.

The Consultants recognise that the staff and student leaders at Trinity are conscious of the need to balance the students, legal right to drink alcohol as adults with creating environments that emphasise responsible drinking. A commitment to minimising risk and harm is also apparent through the Alcohol Provision and Consumption Policy (the Policy). The Policy lays out a range of guidelines to be followed when alcohol is provided at the College and identifies the action that will be taken if inappropriate behaviour associated with alcohol is found to have occurred. The Consultants note however that the Policy was last reviewed on 1 July 2020.

Although the Policy clearly states that “no one is to compel or influence another person to drink alcohol against his or her will” the Consultants heard from students that a key challenge is managing the indirect pressure to drink. This pressure was said to be as a result of the normalisation of drinking alcohol in the College environment. This is a feature not unique to Trinity but is a challenge for many residential colleges.

Many studies have highlighted the complexities of alcohol use within residential colleges, influenced by social norms, institutional policies, and cultural factors. These studies argue that multifaceted approaches, including policy reform, education, and cultural change are required to effectively address and reduce alcohol-related misuse and harm in these settings.

The Consultants found that Trinity has put in place good strategies to minimise the risks associated with alcohol consumption, including training for first year students. The Consultants have made some further suggestions in the recommendations sections of this report that build on these strategies.

6.7.2 DRUGS

Some drug use at Trinity was identified by students in focus groups, interviews and the survey, but was not considered to be particularly widespread nor was it condoned. The Consultants did not find any evidence that drugs were being sold in the College.

The survey revealed that most student respondents (81%) disagreed with the notion that taking drugs would help them socialise or make friends at Trinity. Meanwhile, 18% remained neutral, and 8% expressed agreement. Additionally, 6% of student respondents reported feeling pressured to take drugs.

Students commented that the main drugs used by a small cohort of students were “weed” (i.e. marijuana) and ketamine. Some students stated that so long as an individual’s drug-taking did not interfere with or impact their own life or studies, they were “not bothered by it.” Others were critical of those who used drugs as they were “tarnishing the reputation of the College, and potentially bringing it into disrepute.”

The Code of Conduct identifies the use and sale of illicit drugs as serious misconduct and a breach of the Code and students may face serious disciplinary action, including expulsion.

Whilst these measures are important as a deterrent to drug taking, it is important that other strategies that focus on student wellbeing and education are also implemented. The Consultants found that Trinity offers training to incoming students that covers these issues.

6.8 PASTORAL CARE, WELLBEING AND ACADEMIC SUPPORT

Pastoral care, wellbeing and academic support are critical to ensuring students have holistic, enriching and successful experiences at residential colleges. Wellbeing services seek to ensure students feel safe, are supported and are mentally and physically healthy, allowing them to be equipped to focus on their academic and personal aspirations. Structured academic guidance helps students adapt to university-level study, manage workloads, and perform to the best of their ability.

Wellbeing and academic support can:31 32 33

• Enhance student success;

• Help students transition to independence;

• Build a sense of belonging;

• Mitigate stress;

• Encourage personal growth.

Pastoral care, wellbeing and academic support in residential colleges not only help students succeed academically but also nurtures their overall development, equipping them with the skills and resilience needed for their personal and professional lives. A strong emphasis on these areas is fundamental to creating a

vibrant, inclusive, and thriving residential community.

Trinity employs two full-time wellbeing staff who provide one-on-one support, referral to appropriate support services, and who organise wellbeing events and initiatives throughout the year. The College also has three full-time academic advisors who oversee the tutorial program, provide one-on-one consultations to help students with their study skills and provide course and career planning, and who arrange talks from visiting scholars and other speakers.

The survey found that the majority of student respondents (83%) feel comfortable about speaking with a staff member about concerns related to the behaviours of others or their own experiences. Only 9% of student respondents reported feeling uncomfortable doing so. This demonstrates that there is a culture of openness and trust in staff for seeking support about behaviour concerns. Students have a strong awareness of where to seek support at Trinity if they experience sexual misconduct. The majority of student respondents (89%) reported in the survey that they knew where to access support.

31 Nancy J Evans, Student Development in College: Theory, Research, and Practice (Jossey-Bass, 2nd ed, 2010).

32 Chai Baik, Wendy Larcombe and Abi Brooker, ‘How Universities Can Enhance Student Mental Wellbeing: The Student Perspective’ (2019) 38(4) Higher Education Research & Development.

33 P Brown and M Winterton, ‘Student Wellbeing and the University Campus: A Study of Residential Students' Experiences’ (2010) 32(4) Journal of Higher Education Policy and Management.

The majority of student respondents agreed that living at Trinity contributed to their academic success (65%), and a majority of student respondents agreed that the college environment was conducive to their studies (69%). The qualitative data also showed that many students were proud to attend a college with academically high-performing students and some commented that these students inspired them to achieve. A majority of student respondents also agreed that students were held to account for their academic progress (66%).

The Consultants note that unlike Trinity, not all residential Colleges across Australia provide a dedicated wellbeing service, such as on-site counsellors. Trinity’s dedicated service together with other supports offered, are critical to ensuring students’ mental, emotional, and physical health.34

Research shows that mental health issues such as anxiety, depression, and stress, are prevalent in the residential college age group.3536 37 38 Residential living can exacerbate these challenges due to homesickness, loneliness, or social pressures. Without adequate support, mental health challenges can interfere with academic performance and personal relationships. Students’ needing support but who are unable to access it are more likely to leave College and discontinue their studies.39 40 41

34 J Baxter and W Stone, ‘Mental Health and Well-Being for International Students: Challenges and Responses’ (2022) 16(2) International Journal of Mental Health Systems; Mental Health Support and Academic Outcomes (Center for Academic and Residential Support, 2020) <https://cars-rp.org/_MHTTC/docs/Handout-Connection-between-School-MH-andAcademic-Outcomes.pdf>.

35 Australian University Mental Health Framework (Report, Orygen, 2020).

36 Randy P Auerbach et al, ‘WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology’ (2018) 127(7).

37 Rebecca Beiter et al, ‘The Prevalence and Correlates of Depression, Anxiety, and Stress in a Sample of College Students’ (2015) 173(1) Journal of Affective Disorders.

38 Colleen S Conley et al, ‘Negotiating the Transition to College: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2014) 2(3) Emerging Adulthood.

39 Jeffrey Jensen Arnett, ‘Emerging Adulthood: A Theory of Development from the Late Teens Through the Twenties’ (2000) 55(5) American Psychologist.

40 S Mark Pancer et al, ‘Cognitive Complexity of Expectations and Adjustment to University in the First Year’ (2000) 15(1) Journal of Adolescent Research.

41 G Kuh and P Love, ‘A Cultural Perspective on Student Departure’ in John M Braxton (ed), Reworking the Student Departure Puzzle (Vanderbilt University Press, 2000) 196-212.

Information from Trinity states that the College has

A whole team of staff who are experts at guiding and supporting young adults who may be dealing with medical or emotional issues. You can feel assured you won’t fall through the cracks, because there is always someone trustworthy looking out for you. 42

There was overwhelming support from students about the wellbeing services at Trinity. Students spoke about the sense of security it gave them knowing wellbeing supports were available. They also spoke about the dedication of staff and the excellent support they provide across a range of issues students may confront.

In terms of academic support, Trinity offers a tutorial program where students can sign up for weekly small group tutorials for each of their subjects every semester. Leading up to exams, they can opt to have a one-on-one session with a tutor.

The tutorials seek to add more breadth and depth to students’ learning experience. Tutors can also guide students through assignments and exam preparation.43 Students themselves noted that the benefits of Trinity’s academic support are multi-faceted. In particular, it was felt the support assists students to navigate the often challenging shift from high school to university where there are greater expectations for independent learning, critical thinking, and time management. Students also spoke favourably about the connections and networks facilitated by the academic programs and the career guidance. There was a strong view among students that those who study hard and attain exceptional grades are highly respected and considered role models for others.

Trinity is to be commended for the support services and programs it offers students which have assisted many transition to College and adult life and enhanced their College experience. The Consultants believe the tutorial programs should continue to be compulsory for first year students to enable them to familiarise themselves with the learning expectations of university-level studies and as such allows for greater opportunities for academic success.

42 Trinity College, ‘Health and Wellbeing’, <https://www.trinity.unimelb.edu.au/residential-college/choose-trinity/health-and-wellbeing>

43 Trinity College, ‘Academic Program’, <https://www.trinity.unimelb.edu.au/residential-college/academic-program>.

The Consultants explored the Residential Advisor (RA) program by holding a focus group with a number of these staff members. The participants who attended the focus group demonstrated a strong commitment to their roles and to the wellbeing of students. Students themselves commented on the value of their particular RAs variously describing them as “understanding” and “supportive.”

The Consultants note that the Associate Dean has a team meeting with RAs as a collective once a fortnight. He also meets with each RA individually four times a year, and then also on an “as needs” basis when issues arise that require priority attention. The Consultants acknowledge that this process is important for accountability, information sharing and support.

Whilst most students found their RAs a valuable resource and the model itself, important for student support, some felt that the frequency of their individual RA’s engagement and the quality of support was at times variable.

RAs must be cognisant of the breadth of their roles and be held accountable for discharging their duties. Student feedback on RA engagement, responsiveness and support would assist the Deans to understand how well RAs are performing and whether some may need further guidance and assistance to properly fulfil their roles.

In addition to these issues, RAs themselves told the Consultants that they can carry an emotional and psychological load when having to listen to distressing or challenging disclosures from students. Since RAs often serve as first responders to students experiencing distress, stress or even crises such as mental health issues, sexual misconduct, or personal trauma, they are at risk of absorbing the emotional weight of these situations (vicarious trauma). Whilst RAs can access EAP services, the practitioner allocated to them may not be experienced in vicarious trauma issues, or even trauma, but rather may be a generalist counsellor. Access to a specialist counsellor would provide RAs with appropriate wellbeing support and enable them to continue to perform their roles effectively while maintaining their own health and balance.

6.9 O-WEEK

The initial experience of most first year students at residential colleges is O-Week. This occurs the week before formal university classes begin, when new students move into their college and participate in activities, events and parties with other first year students (or “freshers”). O-Week can be an invaluable experience for students as it sets the stage for a positive college experience by promoting social connections, supporting personal growth, and introducing students to the resources and values of their new community.44

45 To transition successfully into a new environment, students need to feel capable, connected, resourceful, have a sense of purpose and to understand the academic and institutional culture.46

47 Further, to create an equitable and inclusive environment – which is critical to student safety, retention, and success – students need to feel that diversity is supported and welcomed.

At Trinity, O-Week is run by the TCAC in consultation and with oversight from the Deans. Students in ‘buddy’ and SC roles in second and third year offer additional support, along with the RAs. The week also provides an opportunity for first year students to be oriented into the policies and systems of their new residence. Training is presented on issues relating to alcohol and drug use, the Code of Conduct and reporting harmful behaviours, sex and consent, cultural competency, and respect. Presentations from the wellbeing and academic staff are also given and add an educational dimension to the week.

By investing in a comprehensive, engaging O-Week program, residential colleges can create an environment where students feel supported, confident, and prepared for their college journey.

44 KJ Nelson and J Clarke, ‘Enhancing the First-Year Experience in Australian Higher Education: The Role of Orientation Programs’ (2014) 5(1) Student Success, 5(1).

45 Kerri-Lee Krause, ‘First-Year Students' Experiences with Social Integration in Australian Residential Colleges’ (2006) 47(5) Journal of College Student Development.

46 A Lizzio, Griffith University: First Year Experience Project (2006).

47 Vanessa Buote et al, ‘The Importance of Friends: Friendship and Adjustment Among 1st-Year University Students’ (2007) 22(6) Journal of Adolescent Research.

However, O-Week can be a challenging time for some students. Examples of why this may be the case include: 48 49 50

• For introverted or socially anxious students, the large, high-energy group activities and social nature of O-Week can feel overwhelming. Constant socialising may deter them from fully participating.

• Some O-Week activities may not align with students’ cultural or personal values, especially those from diverse backgrounds. Activities that include drinking, late-night events, or loud parties may not appeal to all students.

• Activities that feel obligatory or overly structured can be unappealing, as students may feel pressured to participate rather than engage out of genuine interest.

• Some students may be concerned about not fitting in or being judged, which can deter them from participating in group activities.

• If O-Week events are centred around alcohol, students who do not drink or do not enjoy party settings may feel alienated or uncomfortable.

• Students with disabilities or chronic health conditions may find some O-Week activities inaccessible or physically taxing, which can prevent them from participating fully.

Trinity students from across year groups commented on their experience of O-Week during focus groups and interviews. For many, their experience of O-Week was fun and exciting and provided opportunities to meet other first year students, learn about College traditions, become connected to the College, and experience a range of social activities. Some students found some of the activities challenging but nevertheless felt that they helped them to bond with other students, particularly students that they did not know.

48 Ernest T Pascarella and Patrick T Terenzini, How College Affects Students: A Third Decade of Research (Jossey-Bass, Vol 2, 2005).

49 S M Kift and K Nelson, ‘The Role of Orientation Programs in Facilitating Adjustment to University Life’ (2005) 2(3) Studies in Learning, Evaluation, Innovation and Development.

50 Maureen Snow Andrade, ‘International Students in English-Speaking Universities: Adjustment Factors’ (2006) 5(2) Journal of Research in International Education.

Students who found O-Week a positive and rewarding experience stated that they never felt pressure from O-Week leaders to participate in activities that they were not comfortable with, nor were they pressured to drink. Others shared different observations and described different experiences. Some felt that declining to participate in an activity is not really an option as it is obvious if you’re not involved. Others disclosed that as “introverts”, they were “too anxious” to attend O-Week. Whilst hazing during O-Week is prohibited by the College, students spoke of “low level hazing” which was considered “harmless” by some whereas others found it uncomfortable.

In recent times many residential colleges have reviewed the activities of O-Week to ensure they are safe, respectful and inclusive. In particular, humiliating and dangerous hazing practices have been prohibited across Australian residential colleges. The Deans of Trinity have taken a lead by working with student leaders to review and make necessary changes to O-Week and to regularly assess the appropriateness of activities and events, particularly in relation to their potential risk to students’ physical and mental wellbeing and their capacity to be inclusive for all.

Among the strategies implemented are:

• The provision of alcohol-free and less intense activities and events.

• A focus on mental health and wellbeing, and inclusivity and respect, through targeted education and training sessions.

• Specific support for international, scholarship, and Aboriginal and Torres Strait Islander students to help them settle in, and ensure they have the resources to succeed academically and socially.

• Peer mentoring and buddy systems: New students are paired with higher year students who act as mentors or “buddies” to help them navigate O-Week.

The Consultants acknowledge that all activities in O-Week may not always interest or attract every student. What is important is to ensure that there is a range of activities that appeal to a broad cross section of students and that no activity is seen to give students greater social standing than others.

The Consultants commend the Deans and student leaders for constantly reviewing O-Week activities and events so that it is safe and inclusive. They encourage them to continue this approach each year and ensure there are an equal number of non-alcoholic and alcohol events, that a broad range of non-alcoholic drinks are provided, that more low-energy or relaxed activities are offered and that strategies are put in place that make it psychologically safe for students to opt out of participating without embarrassment or fear of judgement. In addition, the Deans should continue seeking feedback from students each year on their views on and experiences of O-Week, and consider any suggestions for improving O-Week for the following year.

6.10 HARMFUL BEHAVIOURS

6.10.1

INTRODUCTION

The Consultants explored the prevalence of harmful or inappropriate behaviours including bullying and hazing, sexual misconduct, racism, homophobia and disability discrimination as well as pressure to drink, take drugs and gamble. Harmful behaviours can hinder or detract from students’ academic performance, mental health, social relationships, and overall wellbeing. In recent years, residential colleges across Australia have taken meaningful steps to prevent harmful behaviours and address them should they occur, including

holding perpetrators to account. The Consultants believe that Trinity has been a leader in this regard. Its comprehensive policies that reflect best practice and its adoption of a trauma-informed approach to disclosures of harm, particularly sexual misconduct, are some examples of Trinity’s strong leadership in this space.

The survey presented students with a list of harmful behaviours and asked them to select those that they had personally experienced since starting at Trinity. Students could select multiple behaviours. In interpreting the data from the survey, it is important to note that the survey did not include information on the severity of the harmful behaviour that was experienced. Whilst the survey reflects the frequency of harmful behaviours it does not differentiate between minor and severe incidents, thereby potentially inflating or underestimating the perceived seriousness of the issue. Certain harmful behaviours, especially those that are stigmatised such as sexual misconduct, may be underreported, particularly in cases of severe harm. Conversely, more minor behaviours might be overrepresented if they are easy to disclose. Despite these limitations, the incidence data is still compelling and when placed with the qualitative data collected during interviews and focus groups provides important and valuable insights into where issues of concern may lie and what measures can be

implemented to prevent harm from occurring or escalating.

The survey showed that 34% of all student respondents had not experienced any harmful behaviours at Trinity. Conversely, two thirds of student respondents

reported having experienced one or more harmful behaviours at Trinity (66%). One third of respondents experienced being excluded or isolated (34%) or being pressured to drink alcohol and/or engage in drinking games (28%).

Figure 11: The most common types of harmful behaviours experienced by student respondents

Although a direct comparison with the results of other surveys is difficult to make because of a range of factors including the use of different survey instruments, different questions and different definitions on key terms, an examination of the results of those surveys is nevertheless instructive. Overall, the results show that on a range of key data points, the prevalence of harmful behaviour appears higher in other settings than at Trinity. On issues such as belonging and sense of safety, Trinity’s results appear higher. Such comparisons should be interpreted with caution and in relation to harmful behaviours should not be reason to minimise the rate or impacts of these behaviours on Trinity students. The more significant analysis would be how the results compare over time with a repeat of this Review’s survey.

Examples of surveys from other settings are at footnote 56. 51

6.10.2 RACISM AND DISABILITY DISCRIMINATION

Aboriginal and Torres Strait Islander student respondents were more likely to have experienced racist slurs (50% of Aboriginal and Torres Strait Islander students, compared to 13% of other students).

In terms of raw numbers, 40 students responded that they had racist slurs directed at them, with 5 out of 10 Aboriginal and Torres Strait Islander student respondents experiencing racist slurs and 35 out of 265 other student respondents experiencing racist slurs directed at themselves or others.

Of the 275 student respondents in the survey, the 26 student respondents identifying with a disability were more likely to have experienced pressure to participate in activities that were humiliating to themselves or others (33% or 9 student respondents compared to 14% or 32 other student respondents). Similarly, student respondents with a disability were more likely to have been bullied or intimidated (30% or 8 out of 26, compared to 7% or 17 out of 249 of other students).

A disability was defined in the survey as a mental, physical or chronic health issue which impacts day-to-day life and that has lasted or is likely to last 6 months or more.

51 2023 Student Experience Survey (Quality Indicators for Learning and Teaching, 2024); Report on the Prevalence of Sexual Harassment and Sexual Assault Among University Students in 2021: National Student Safety Survey (Social Research Centre), see University of Melbourne results; James O’Donnell and Qing Guan, Mapping Social Cohesion 2024 (Scanlon Foundation Research Institute); College Row Cultural Review 2018 (Jahn Health Consultancy, 2019); Change the Course: National Report on Sexual Assault and Sexual Harassment at Australian Universities (Australian Human Rights Commission, 2017); Time for Respect: Fifth National Survey on Sexual Harassment in the Workplace (Australian Human Rights Commission, 2022).

6.10.3 SEXIST COMMENTS AND SEXUAL MISCONDUCT

Of the 176 (66%) student respondents who had experienced harmful behaviours, 71 student respondents (26%) experienced sexist or sexual comments about themselves or others. Of these 71 students, 18 were male students and 48 were female students with the remainder students being non-binary or preferred not to say.

Just over one in ten student respondents (11% or 30 students) had experienced sexual misconduct 52 at Trinity or at an official Trinity event since they started as a student, and a further 4% (10 students) preferred not to say. Men were less likely to have experienced sexual misconduct (5% or 6 men, compared with 15% or 22 women plus 2 others who prefer not to disclose their gender). Most student respondents (93%, 28 students) reported that the person who engaged in the sexual misconduct was a fellow student/s from Trinity, and 7% (2 students) preferred not to say.

The prevalence of incidents of sexual misconduct, while less than reported in universities or the broader community, is nevertheless of concern and requires continued and sustained preventative measures.

As noted in section 5.3.3, Sense of Safety, the majority of student respondents to the survey, reported feeling safe at Trinity (95%) and many students confirmed that they felt physically safe at Trinity in focus groups and interviews with the Consultants. They spoke of feeling safe with their friends and in the College environment. Some also spoke of their confidence in the bystander action of peers as enhancing their sense of safety.

At the same time, the survey results suggest that there are some student behaviours that can reduce others’ sense of safety at the College. Behaviours identified by student respondents in the survey include students experiencing malicious or hurtful rumours (28%), racist slurs (15%), homophobic slurs (12%) and bullying and intimidation (9%).

52 Sexual misconduct is defined as a term that encompasses conduct or behaviour of a sexual nature that occurs when there is an absence of consent. It includes but is not limited to sexual harassment and sexual assault. It is sexual behaviour or conduct that makes the recipient feel uncomfortable, harassed, afraid, or unsafe.

Students also disclosed that on occasion, they felt unsafe because of experiencing or witnessing racism, homophobia and bullying behaviour. The effects of excessive drinking specifically by some male students at College social events was cited by female students as a factor in making them feel unsafe. Women spoke of being subjected to “toxic masculinity”, including sexual comments, sexual innuendo and, on occasion, sexual misconduct in such circumstances.

Trinity, like most residential colleges, brings together young adults in close living quarters and in environments where alcohol is often consumed. These features can present unique challenges for women due to persistent issues related to gender norms, power imbalances, and social expectations. To properly address women’s actual and perceived sense of safety at Trinity, an understanding of women’s unique experiences is required. Further, active efforts are needed to create a safe, respectful, and supportive environment for all students.

The Consultants acknowledge the strong efforts that the Trinity staff have made in ensuring the College is safe and that harmful behaviours are prevented. These efforts are particularly commendable as they have been proactive, rather than as a response to an incident or negative publicity. It is important that such efforts are sustained and regularly reviewed to ensure they have ongoing positive impact.

Trinity has been a leader in the residential college community in implementing appropriate policies and strategies. The Code of Conduct provides clear and unequivocal messaging about the unacceptability of harmful behaviours and misconduct by students and highlights that those who perpetrate such conduct will be held to account. In addition, the policies and procedures on sexual misconduct are strong and conform with best practice in being stand-alone policies and providing agency to the complainant should they wish to come forward.

However, combating harmful behaviours is an ongoing process that requires constant monitoring and evaluation of strategies to assess their effectiveness. It requires an understanding of current best practice initiatives and ongoing dialogue with students about their lived experiences at College and whether further measures could be introduced to enhance safety. These issues are addressed in the recommendations.

6.11 REPORTING HARMFUL BEHAVIOURS

Encouraging students in residential colleges to report harmful behaviours requires building a supportive and proactive culture around safety, trust, and accountability. Whilst efforts across many colleges, including Trinity, have been made to create such a culture, reporting rates among students who experience harmful behaviours are generally low. In general, barriers to reporting, include:

• Fear of Retaliation or Social Repercussions: In close-knit residential communities, students may fear social isolation or backlash from peers if they report;

• Uncertainty About Reporting Channels: Students may lack clarity on the procedures for reporting or the resources available, which can discourage them from coming forward;

• Fear of Being Judged: Students may fear being judged or labelled negatively, especially in cases related to harassment, assault, or substance abuse;

• Peer Pressure to Stay Silent: Friends or acquaintances might discourage reporting, either out of loyalty to the person who the report would be about or fear of disrupting the group dynamic. Students may also worry about being seen as “troublemakers;”

• Perceived Ineffectiveness of Reporting: Students may feel that reporting will not lead to meaningful action or that their concerns may not be taken seriously;

• Privacy Concerns: Students often hesitate to report if they believe their privacy and confidentiality may not be protected;

• Normalisation of Behaviour: Certain behaviours, especially those tied to social activities or traditions, such as hazing within residential colleges, may be perceived as “normal,” further discouraging reports.

A number of these issues were canvassed in the survey. Twelve percent of student respondents experiencing harmful behaviour made a formal report. Considering the consistent research on student reporting rates, this figure is not surprising. Of these, two-thirds were satisfied with the formal reporting process (67%).

Three quarters of student respondents did not formally report their harmful experience to anyone (73%, 127 students) and a further 10% were unsure if they had done so. These students did not report for a range of reasons, including that they did not think they needed help (46%), and they felt supported by their peers and did not feel the need to report (42%).

Figure 12: Survey respondents’ reasons for not reporting harmful behaviours.

Other reasons given for not reporting harmful behaviours included wishing to resolve the issue themselves and the perceived minor nature of the incident. Of the 21 student respondents (12%) who experienced harmful behaviours and made a formal report, 14 students were satisfied with the formal reporting process, two were unsure and one student preferred not to say. Four students were dissatisfied with the reporting process and three of these were very dissatisfied.

In focus groups and interviews, students expressed differing views on whether they would report an incident. Whilst many stated they would be comfortable reporting others were concerned about the level of confidentiality of the process and whether any meaningful action would be taken.

When students were asked to expand on their reasons for their level of satisfaction a range of responses. For example, they believed the process was simple and that the Deans were “easy to talk to.” Conversely, others stated that they were not confident that the complaint was followed up on and for one student, that expediency regarding resolving the complaint was prioritised over acknowledging a student’ misconduct.

Figure 13: Level of satisfaction of survey respondents who made a formal report of harmful behaviour

In relation to accessing support, the survey found that of those students who had experienced harmful behaviour while at Trinity, most student respondents sought support from a fellow Trinity student (49%). This is consistent with the research and with the experience of most Australian residential colleges. Further results show that after their peers, student respondents sought support from a wellbeing staff member (27%), a student coordinator (18%), a Dean, Deputy Dean or Associate Dean (11%) , an RA (9%) and others (3%). Of the 64 student respondents who sought support from a staff member after experiencing a harmful behaviour, 48 students were either very satisfied or satisfied with the support provided while 3 students were dissatisfied and 4 students were very dissatisfied and 1 student preferred not to say.

In relation to sexual misconduct specifically, 30 students responded in the survey that they had experienced sexual misconduct at Trinity or an official Trinity event since starting as a student. Sexual misconduct was defined in the survey as:

A term that encompasses conduct or behaviour of a sexual nature that occurs when there is an absence of consent. It includes but is not limited to sexual harassment and sexual assault. It is sexual behaviour or conduct that makes the recipient feel uncomfortable, harassed, afraid, or unsafe.

Of the 30 student respondents who had experienced sexual misconduct, 27 students sought support from a staff member, 22 (81%) students were either very satisfied or satisfied with the support provided, whilst 4 (15%) students were neither satisfied or not satisfied and 1 student preferred not to say. Student respondents commented that they felt the staff provided a safe and neutral environment and the support was appropriate.

Of the 30 student respondents who had experienced sexual misconduct, 18 (60%) student respondents did not make a formal report of the incident while eight students did report and four were unsure whether they had. Of those eight students who did report, five were very satisfied or satisfied with the formal reporting process, two were dissatisfied and one was neither satisfied nor dissatisfied. Some students provided more detail in the survey as to why they were satisfied or not with the sexual misconduct reporting process. Among their responses were that they felt supported and believed and the process was clear. However, others stated that the online reporting process was difficult to locate and needed to be more accessible and that the process was “drawn out.”

Of the 18 student respondents who did not make a report, reasons for not reporting included that they did not think they needed help (44%), they felt supported by peers and did not feel the need to report (39%), and they thought it would be too hard to prove (22%). Students could select multiple reasons.

Figure 14: The reasons for not reporting sexual misconduct for the 18 students who experienced sexual misconduct but chose not to report.

There are three factors which determine whether an organisation is a safe reporting environment:

• the organisation has a zero tolerance for unacceptable behaviour;

• complainants will be believed and not victimised; and

• action will be taken.

Trinity has put in place a range of measures that show a strong commitment to creating such an environment. It has done this by offering a number of reporting options to students, including an anonymous reporting platform for students who have experienced sexual misconduct.

It has also developed robust policies that give agency to complainants whilst at the same time upholding the need for a fair process and provides training on the reporting process. The support offered to complainants by Trinity also contributes to the creation of a safe reporting environment.

The Consultants acknowledge Trinity’s efforts to date. The recommendations provide some additional initiatives or enhancements that can further the College’s goals of creating a safe, respectful and supportive environment for all members of its community.

7. CONCLUSION

The Consultants were privileged to have gained a rich insight into life at Trinity College - a highly regarded institution in the University of Melbourne landscape. Equally, the Consultants were privileged to hear from Trinity College’s residential student body.

Without question, the Trinity community has much of which it should be proud, including the commitment of its staff and student leaders to create a positive College culture; the involvement of its study body in a rich and diverse extra-curricular activity program; and academic. sporting and cultural (i.e. the arts) achievements.

In particular, the Consultants noted the strong sense of pride in the College and the sense of belonging amongst the majority of the student body. Just as importantly, therefore, the Trinity community can be proud of the changes it has made in recent years to strengthen this sense of belonging and to make its community more diverse and inclusive for all.

The Consultants have made a range of recommendations which build on the positive steps already taken by Trinity College. They include recommendations for:

• enhanced training for students and staff;

• realistic limits on alcohol consumption through the provision and promotion of non-alcoholic activities and events;

• consistent policy reviews;

• greater guidance for taking disclosures of harmful behaviour;

• enhanced cultural awareness and competency;

• monitoring progress.

All of the recommendations are designed to provide a blueprint for building a positive and sustainable College culture for the future.

The Consultants have enormous confidence in Trinity continuing on a positive path. In doing so, it will build upon the many and great strengths of the College and rightly position itself as a leader of residential colleges across the nation.