Barriers and Facilitators to Engaging with Online Sexual Harm Prevention Programmes: Understanding University Students’ Experiences and Perceptions Towards Te Herenga Waka- Victoria University of Wellington’s Respectful Relationships Modules

Abstract

<p><strong>Sexual harm has significant financial, social, psychological, and physical health implications for individuals and society. University students are at an increased risk of sexual harm victimisation, relative to the general population. In 2021, the New Zealand Ministry of Education introduced the Pastoral Care of Tertiary and International Learners Code of Practice, which requires universities to respond to issues impacting students’ wellbeing, including sexual harm. In response to this, universities have implemented various policies and practices including psychoeducation programmes, to reduce sexual harm in the higher education community. Although the benefits of psychoeducation more broadly have been established, there has been a lack of research examining university students’ experiences and perceptions towards online sexual violence prevention programmes. The present study aims to qualitatively examine students’ experiences and perceptions of the Te Herenga Waka - Victoria University of Wellington Respectful Relationships Modules (RRM). Focus group were conducted with 12 students (10 who completed the modules, and two who did not), to understand their experiences of the RRM and factors that influenced their decision to complete/not complete the modules. Data were analysed using reflexive thematic analysis. Five themes were developed that described students’ experiences and perceptions of the RRM. The findings highlight the effects of adopting gender-inclusive language on creating a culture of inclusivity and disclosure on campus. Findings indicate the importance of effective advertising, an easy login process, flexible and interactive content, and the influence of personal motivations and perceived prior knowledge on completion of the RRM. While the existing content of the RRM was considered valuable, several suggestions were made about how to improve these to meet the current needs of students. Implications of the findings for improving sexual violence psychoeducation in New Zealand universities are discussed.</strong></p>