Background: Sexual violence and sexual harassment (SVSH) are pervasive on university campuses and have detrimental effects on students’ health and well-being. Despite years of focused work to address SVSH, most programs and policies have been designed and led by university administrators or contracted organizations with limited student input. It is imperative that students’ voices and needs are at the center of improving SVSH programs and policies to identify gaps and maximize impact and reach.

Objectives: To identify student-generated solutions to campus-based SVSH that are salient and perceived effective by students on University of California (UC) campuses.

Methods: In 2019, 86 in-depth interviews (IDIs) and 25 focus group discussions (FGDs) were conducted with undergraduate students across three UC campuses (UCLA, UCSD, UCSB). Convenience and snowball sampling targeted to different student groups was utilized to achieve diverse student representation. IDIs and FGDs were conducted and transcribed by 16 undergraduate and graduate student researchers and coded by two graduate students using a consensus-based approach to identify salient themes.

Results: Four key areas were identified by students for improvements: 1) implementing evidence-based programming focused on accurate risk factors and SVSH prevalence data on their campuses; 2) changing the structure and content of SVSH prevention education and services (e.g., interactive small-group discussions, incorporating sex education); 3) improving cultural sensitivity for specific subpopulations (e.g., gender/sexual and racial/ethnic minorities, students living with disabilities); and 4) addressing known determinants and sequalae of SVSH (e.g., alcohol use, mental health services).

Conclusions: UC students indicated current efforts are not as effective as they could be. Students suggested interactive, culturally-sensitive programming that is informed by evidence from local campus data, determinants and sequalae of SVSH and specific to student subpopulations. Evidence-based public health methodologies, such as Community-Based Participatory Research, should be embedded throughout the process of implementing changes for SVSH prevention, education and service provision.

Implications: Student-identified gaps in SVSH prevention and response should inform SVSH policy, program innovation and implementation. Meaningful student engagement in addressing gaps in campus-based SVSH prevention and response efforts will amplify impact and ensure students can reach their maximum potential during and after their undergraduate studies.