Sexual Harassment in Higher Education Students ^†

Abstract

Sexual harassment, globally recognized as a complex phenomenon, presents gaps regarding its characteristics and diversity of impacts, particularly in the Portuguese context. This study aims to better understand sexual harassment in Portuguese universities, namely the prevalence of these experiences, their types, perpetrators, and settings, as well as the psychosocial factors associated with them, specifically distress, intrusive negative thoughts, academic engagement, and resilience. Positive correlations were found between unwanted sexual experiences, distress, intrusive negative thoughts, and academic engagement. These findings highlight the need for more effective policies to prevent sexual harassment and for psychological support programs for victims of sexual harassment.

1. Introduction

In the European Union, from the age of 15, one in every two women has experienced sexual harassment at least once in her lifetime [1]. Sexual harassment can be defined as “any unwanted behaviour of a sexual nature, whether verbal, non-verbal or physical, with the purpose or effect of disturbing or constraining the person, affecting their dignity, or creating an intimidating, hostile, degrading, humiliating or destabilising environment” [2] (p. 1).

Sexual harassment can seriously impact victims in the short and long term, both physically and psychologically, as well as academically [3]. This type of abusive behavior can have significant adverse effects on mental health [4] and is often experienced as a distressing event, which can trigger symptoms of depression, anxiety, stress, rumination, and even post-traumatic stress disorder [3]. When sexual harassment occurs in higher education institutions, it can affect students’ overall perception of their academic experience, reducing their commitment, performance, and motivation, contributing to academic disengagement [3]. Resilience has a fundamental role in mitigating the emotional and academic consequences of sexual harassment, with higher levels of resilience being associated with fewer symptoms of distress and rumination [5,6].

This study aims to better understand sexual harassment in the context of higher education in Portugal, namely the prevalence of these experiences, their types, perpetrators, and settings, as well as the psychosocial factors associated with them, namely distress, intrusive negative thoughts, academic engagement, and resilience.

2. Materials and Methods

A sample of 541 students from public and private higher education institutions (M = 22.57, SD = 4.71) participated in the study. The majority were women (n = 420, 77.6%), currently enrolled in bachelor’s (n = 271, 50.1%) or master’s (n = 175, 32.3%) programs. Participants completed the following self-report instruments: the Sexual Experiences Questionnaire (SEQ) [7,8], the Distress Scale (DS) [9], the Intrusive Negative Thoughts Scale (INTS) [10], the Academic Engagement Questionnaire (AEQ) [3,11], and the Resilience Scale (RS) [12]. The SEQ measures the prevalence of unwanted sexual experiences; the DS evaluates psychological distress; the INTS assesses repetitive and maladaptive negative thoughts; the AEQ measures indicators of academic engagement and disengagement. For this study, the scoring was reversed, meaning that higher scores indicate lower academic engagement; and the RS assesses the individual’s ability to cope with adversity through self-determination and adaptability. Descriptive analyses of sociodemographic characteristics and psychological variables were conducted to assess normality and instruments’ reliability. All participants gave their consent to participate in this research. The study followed the ethical principles outlined in the Declaration of Helsinki [13] and was approved by the Institutional Review Board of the Egas Moniz School of Health and Science.

3. Results and Discussion

3.1. Prevalence and Characterization of Sexual Harassment Experiences

Considering the sample under study, 56 participants (14.4%) reported having suffered sexual harassment, and the majority were female, with an average age of 21.5 years (SD = 3.30). The majority were studying at public higher education institutions (60.7%), mostly located in the Lisbon Metropolitan Area (75%). A large proportion were currently enrolled in bachelor’s (44.6%) or master’s (35.7%) programs, particularly in health-related areas (41.1%). Most participants reported being harassed by a male colleague (51.8%), typically during parties on Campus (41.1%) or in classrooms and laboratories (28.6%). In response to these abusive incidents, most pretended not to realize (55.4%), while others expressed immediate discomfort or indignation (41.1%).

Our findings on the prevalence of sexual harassment (14,4%) are consistent with studies carried out in Australia (16.1%) and Norway (24.2%) [14,15]. Most victims were women, reinforcing previous research that highlights the higher exposure of female students to unwanted sexual behaviors [15,16]. This female vulnerability may stem from gender inequalities, traditional gender roles, objectification of women in society, and asymmetrical power relations present in academic institutions [17]. Additionally, the average age of the victims (21.5 years) suggests that younger students are particularly susceptible to these experiences, as supported by other studies [14,15], possibly due to higher vulnerability associated with a transitional stage in the life cycle. Most victims reported being harassed by male colleagues, reflecting gender imbalances in the university context, as reported by earlier studies [16,18]. Sexual harassment occurred mainly at Campus parties, in informal settings with less supervision and alcohol consumption. However, it was also reported in formal settings such as classrooms and laboratories, indicating that sexual harassment is not limited to more casual social contexts [14]. Regarding reactions, most reported pretending not to notice the sexual harassment, revealing a culture of silence, fear of retaliation, and stigma, while others expressed immediate distress or indignation, something that can be understood as a sign of growing empowerment. Similar responses have been documented in previous studies [18].

3.2. Correlation Analyses

The results show that unwanted sexual experiences are positively correlated with distress (r = 0.26, p ≤ 0.001), intrusive negative thoughts (r = 0.16, p = 0.003), and academic engagement (r = 0.19, p ≤ 0.001). Distress is positively correlated with intrusive negative thoughts (r = 0.52, p ≤ 0.001) and academic engagement (r = 0.35, p ≤ 0.001), and it is negatively correlated with resilience (r = −0.46, p ≤ 0.001). Intrusive negative thoughts are also positively correlated with academic engagement (r = 0.23, p ≤ 0.001) and negatively correlated with resilience (r = −0.39, p ≤ 0.001).

The results of the correlational analyses showed that students who reported more experiences of sexual harassment also reported higher levels of distress and intrusive negative thoughts, which is consistent with previous studies [19,20]. Factors such as the severity of harassment, the aggressor’s power, and the presence of threats contribute to increased distress [19]. At the same time, self-blame and rumination about the trauma intensify negative thoughts, anxiety, and depression, exacerbating distress [19,21]. Furthermore, students who reported more experiences of sexual harassment revealed lower academic engagement, consistent with previous studies [22]. Sexual harassment can trigger distress and intrusive negative thoughts that impair students’ concentration and focus on academic responsibilities, with a possible negative impact on students’ motivation and academic performance [3,22]. Students with higher resilience were found to have lower levels of distress and intrusive negative thoughts. This result, also consistent with the literature [23], suggests that resilience in response to traumatic experiences, such as sexual harassment, can reduce symptoms of depression, anxiety, stress, as well as intrusive negative thoughts. Additionally, resilience can serve as a protective factor, enhancing the ability to cope with such events [24].

3.3. Comparison Analyses

In sexual experiences (t(386) = −7.37; p ≤ 0.001), victims (M = 33.95; SD = 12.45) had a higher mean score than non-victims (M = 21.59; SD = 3.73). Similarly, in distress (t(339) = −3.66; p ≤ 0.001), victims (M = 27.10; SD = 7.30) reported higher levels compared to non-victims (M = 22.71; SD = 7.26). Regarding academic engagement (t(386) = −2.61; p = 0.009), victims (M = 12.98; SD = 4.87) also showed higher mean scores than non-victims (M = 11.57; SD = 3.51).

Victims of sexual harassment reported higher levels of distress compared to those who had not, which is in line with previous findings [25]. These experiences are perceived as psychologically harmful and can trigger a range of adverse emotional outcomes, such as persistent worry, intrusive thoughts, anxiety, and depression [15,26]. The constant fear of reliving the traumatic experience and a perceived lack of control also contributes to increased levels of distress [27]. Furthermore, the stigma surrounding sexual harassment, including victim-blaming and disbelief, can lead to feelings of isolation and shame, increasing distress [28]. Consistent with findings from previous research [29], the results of our study also showed that victims of sexual harassment reported lower levels of academic engagement compared to those who had not experienced sexual harassment, suggesting that victims may feel less safe in environments where such incidents have occurred. In response, some students may begin avoiding certain campus areas, skip classes, consider changing programs, or even drop out. These factors can reduce academic satisfaction and motivation, ultimately leading to decreased academic engagement.

The study may be limited by a non-representative sample, due to its insufficient size and lack of gender diversity, which restricts the ability to capture the population’s diversity.

4. Conclusions

This study highlights the urgent need for effective policies to prevent and respond to sexual harassment. Regular awareness campaigns can help create a safer and more inclusive academic environment. Institutions should also provide psychological support programs specifically for victims of sexual harassment. Promoting resilience may help reduce the impact of distress and intrusive negative thoughts, as well as minimizing academic disengagement. Finally, implementing anonymous and confidential reporting channels is crucial in encouraging victims to come forward.