College campuses across the United States grapple with hazing as a persistent challenge that threatens the safety and well-being of students. A groundbreaking study led by University of Maine researchers sheds new light on the complex social dynamics influencing whether students choose to report hazing incidents. This pioneering research underscores the pivotal role that interpersonal relationships with peers, faculty, and professional staff play in either enabling or deterring students from speaking out against hazing. In the context of National Hazing Awareness Week, the findings provide critical insights aimed at transforming prevention strategies at higher education institutions nationwide.
At the heart of the study is Devin Franklin, a doctoral candidate specializing in higher education, who elucidates hazing prevention through a tripartite framework: primary, secondary, and tertiary prevention levels. Primary prevention focuses on proactively shifting campus cultures to dissuade hazing before it materializes, emphasizing education and early intervention. Secondary and tertiary prevention are more reactive, addressing hazing incidents once they occur through institutional response and support mechanisms. Franklin highlights that while the ideal prevention landscape heavily favors primary interventions, the reality is that hazing continues to persist, necessitating a deeper understanding of the reporting behaviors of students.
Central to the research is the nuanced relationship between campus community ties and reporting behavior. The study reveals a paradox wherein robust social connections can simultaneously facilitate and inhibit reporting. On one end of the spectrum, strong bonds provide students trusted avenues to safely disclose experiences or observations of hazing, often through informal networks involving multiple layers of the community. Such multilayered support systems empower students by offering confidential and supportive environments conducive to reporting. Conversely, these same social ties can deter reporting out of fear of ostracization or retaliation, perpetuating what the researchers describe as a “culture of silence” surrounding hazing incidents.
The analysis draws attention to the vital function of student support professionals, including advisors, campus counselors, and staff members, in mediating these complex social dynamics. According to Franklin, the presence of even a single trusted advisor significantly increases a student’s likelihood of coming forward with concerns about hazing. These professionals act as critical intermediaries who not only provide direct support but also help bridge communication between affected students and institutional authorities.
Institutional context further complicates the decision-making process for students considering reporting hazing. The study elucidates that students actively assess the responsiveness and attitudes of campus leadership, organizational heads, and group leaders when deciding whether to escalate hazing incidents. Perceived institutional supportiveness or indifference dramatically influences student reporting patterns, underscoring the necessity for transparent, accessible, and decisive leadership in hazing prevention and response.
A key determinant identified is the students’ awareness and recognition of what constitutes hazing. Co-author Elizabeth Allan, a professor and authority on hazing research, emphasizes that hazing encompasses a broad spectrum of behaviors extending beyond physical violence to include intimidation, harassment, and psychological abuse. She notes that while physical violence is more readily identified and condemned, subtler forms of hazing tend to be normalized within campus cultures, which hinders recognition and consequently, reporting.
The study’s findings dovetail with Allan’s long-standing investigation into hazing phenomena, including a landmark 2008 national survey of college student hazing practices. Currently updating this work, Allan reiterates the critical importance of comprehensive education programs that illuminate the full spectrum of hazing behaviors. Enhanced awareness, she argues, forms the bedrock of effective primary prevention by equipping students to identify and challenge all forms of hazing.
Published in the Journal of American College Health, the research is underpinned by qualitative analysis from interviews and focus groups involving 64 students and 100 staff across six institutions partaking in the Hazing Prevention Consortium. This multi-year initiative integrates research with practical campus interventions, offering customized recommendations and fostering data-informed approaches to hazing prevention. Since its inception in 2013, the consortium has expanded to include over 40 colleges and universities committed to advancing the science and practice of hazing mitigation.
Franklin, who holds a master’s degree from the University of Maine and is currently a doctoral research fellow with the StopHazing initiative, acknowledges the unique synergy between her academic coursework and hands-on research application. Supported by the prestigious Chase Distinguished Research Assistantship, she is developing her dissertation focused on institutional hazing policies. Her work exemplifies the translation of rigorous theoretical frameworks into actionable strategies that directly impact campus communities.
The study also highlights the urgent need for institutions to foster environments where reporting hazing is safe, supported, and encouraged. This includes diminishing the stigma attached to whistleblowing and shattering the entrenched culture of silence that often shrouds hazing incidents. Empowering students through education, building trust with campus professionals, and adopting transparent institutional protocols form the cornerstone of a holistic, effective prevention strategy.
As universities prepare activities for National Hazing Awareness Week, this study serves as a clarion call for renewed commitment to combating hazing. By deeply understanding the social factors that influence reporting, higher education leaders can better tailor prevention programs that resonate with student experiences, ultimately fostering safer and more inclusive campus environments free from the harms of hazing.
Subject of Research:
Student reporting behaviors related to hazing on college campuses and the influence of interpersonal relationships and institutional context on these behaviors.
Article Title:
Examining factors perceived to enable and deter student reports of hazing
News Publication Date:
18-Aug-2025
Web References:
https://stophazing.org/resources/spectrum/
https://stophazing.org/wp-content/uploads/2020/12/hazing_in_view_study.pdf
https://umaine.edu/news/blog/2024/09/23/university-of-maine-launching-new-national-hazing-study/
https://stophazing.org/consortium/
https://stophazing.org/resources/nhaw25/
https://www.tandfonline.com/doi/full/10.1080/07448481.2025.2547797
References:
Franklin, D., & Allan, E. (2025). Examining factors perceived to enable and deter student reports of hazing. Journal of American College Health. https://doi.org/10.1080/07448481.2025.2547797
Image Credits:
Photo courtesy of Devin Franklin
Keywords:
Education research, Education administration, Education policy, Education, College students, Students
