The start of the academic year can be exciting. There are new routines to settle into, new friendships forming, new spaces to explore, along with a growing sense of independence. During this time, many new students are also navigating social situations that feel different from what they may be used to. As a result of this, the first six to eight weeks of the academic term are referred to as the Red Zone. This is a period when sexual assault rates are known to be higher on post-secondary campuses (PACSW, 2023).
The Red Zone is not caused by students having fun or meeting new people. Instead, it reflects the reality that many of us are still learning how to express boundaries, understand consent, and look out for one another in new environments.
Why does it happen?
In the early weeks of classes, students are meeting new friends, spending more time in residence or shared spaces, and sometimes attending social gatherings where alcohol is present. In these situations, it can become harder to read body language or check in with others about how they are feeling.
Research shows that alcohol plays a role in many campus sexual assaults. Not because alcohol causes harm, but because it can make it harder to recognize when someone is uncomfortable or unable to consent (Rizzo et al., 2023). When everyone is still adjusting to new routines and new relationships, it can be harder to read situations or communicate boundaries clearly. This is why conversations about consent and care are especially important at the beginning of the year.
Understanding Consent
Consent means that both people are freely choosing to engage in what’s happening, without pressure, assumptions, or uncertainty. Consent is not just the absence of “no”; it is the clear, enthusiastic “yes”. It is also important to know that someone who is intoxicated cannot give meaningful consent.
Rape-myths and victim-blaming attitudes continue to place responsibility on survivors rather than those who cause harm (PACSW, 2023). At McMaster, we work to challenge those messages by fostering a community committed to sexual violence prevention, where we respect boundaries and support healing.
Bystander Intervention: The 5 D’s
Research has shown that bystander intervention programs can increase people’s confidence to intervene and reduce harmful beliefs that excuse sexual violence (Kettrey et al., 2019). At the same time, alcohol use can make it harder for bystanders to step in (Marcantonio et al., 2024). It can help to have a plan with your friends for what to do if someone seems uncomfortable. Looking out for one another does not mean placing yourself in a dangerous position. Small, gentle interventions can help someone feel safe and supported. It is important to assess the situation and determine the best method of intervention.
Direct
Check in or gently interrupt.
This doesn’t always mean confronting the other person. It can simply mean creating space for someone to step away. It is important to use your judgement to help de-escalate the situation.
Distract
Shift the moment to break the tension. Take the attention off the person you perceive is receiving unwanted attention by shifting the conversation or removing them from the situation.
Delegate
You don’t have to step in by yourself. If something feels off, you can ask someone else to help – a friend, a roommate, a party host, or security staff if needed. Stepping in as a team can feel safer and more comfortable for everyone.
Delay
If stepping in wasn’t possible in the moment, you can always check in afterwards with care. Following up afterwards helps the affected individual not feel isolated.
Document
If it’s safe, you can record or note what is happening but only share it if the person who experienced harm wants it. Their comfort comes first. Even the smallest action can make someone feel seen, believed, and supported.
Where to Find Support
If you or someone you know has experienced sexual or gender-based harm, you are not alone. Support is available both on and off campus.
On Campus:
Community Supports:
Sources
Department of National Defence. (2024). Bystander intervention strategies. Government of Canada. https://www.canada.ca/en/department-national-defence/services/benefits-military/conflict-misconduct/sexual-misconduct/training-educational-materials/bystander-intervention-strategies.html
Kettrey, H. H., Marx, R. A., & Tanner-Smith, E. E. (2019). Effects of bystander programs on the prevention of sexual assault among adolescents and college students: A systematic review. Campbell Systematic Reviews, 15(1–2), e1013. https://doi.org/10.4073/csr.2019.1
Marcantonio, T. L., Haikalis, M., Misquith, C., & Leone, R. M. (2024). Alcohol’s effects on the bystander decision-making model: A systematic literature review. Journal of Sex Research, 61(5), 783–798. https://doi.org/10.1080/00224499.2023.2267547
Provincial Advisory Council on the Status of Women. (2023). Sexual violence in the Canadian post-secondary context: Informing policy, enacting change. https://pacsw.ca/site/uploads/2023/11/Sexual-Violence-in-the-Canadian-Post-Secondary-Context-Website.pdf
Rizzo, A. J., Klein, L. B., & Scaglione, N. M. (2023). Alcohol’s role in campus sexual assault bystander behavior: A systematic review. Trauma, Violence & Abuse, 24(5), 3662–3677. https://doi.org/10.1177/15248380221134633