Tackling Harassment and Sexual Misconduct (UK)

Tackling Harassment and Sexual Misconduct is a UK-wide training programme for staff and students in higher education, designed to promote institutional culture change and support compliance with the Office for Students’ Condition E6 (2025).

About the project

In 2025, changes to the law in England and Wales required higher education institutions to provide evidence-based, trauma-informed training on sexual harassment and sexual misconduct. This programme was developed to meet those regulatory requirements while also supporting meaningful, long-term culture change across institutions. I was the learning designer for the programme, responsible for shaping the pedagogical approach, defining learning outcomes, and structuring content to balance sensitivity, clarity, and impact. I worked closely with subject matter experts, student representatives, advocacy groups, and organisational leads to ensure the course reflected both regulatory expectations and the lived experiences of learners. The programme has since been adopted by institutions across the UK, and internationally, as part of their safeguarding, equality, and wellbeing strategies.

Date:

29 Jul 2025

Client:

Epigeum, SAGE Publications

Project Details

The course brought together academic experts, sector specialists, staff, students, and wellbeing organisations to create a holistic learning experience aligned with OfS Condition E6. A key focus was ensuring the training was not only compliant, but genuinely engaging, accessible, and practical for a diverse higher education audience.

As learning designer, my role was to ensure the learning experience supported reflection, understanding, and behaviour change, while remaining appropriate for a sensitive and potentially challenging topic.

My contribution

As the learning designer, I was responsible for:

The overall pedagogy and learning structure: this meant thinking critically about the learner journey to ensure that every learner could access the course in a way that made sense for them. This could mean in terms of how a learner prefers to learn (reading / watching / listening / doing), in terms of accessibility (thinking about learners with differing access requirements) and diversity and inclusion of the course's representation.
Reviewing the general course content: which topics were necessary and in which order, how they were presented to the learner and in what format.
General project management: including budgets, commissioning artwork, communication with partners, meeting key milestones.
Editorial management: content editing and content writing.
Video interview: conducting and editing.