Reading the Room: Understanding Student Approaches to Respectful Behaviour in Informal Study Space on Campus

Authors

DOI:

https://doi.org/10.63608/ssj.4031

Keywords:

Student safety, informal learning spaces, university libraries, social norms, gender-based violence prevention, respectful behaviour, campus culture, student belonging

Abstract

The 2021 National Student Safety Survey identifies libraries as one of the main places where sexual harassment occurs on campus. Yet little research has been undertaken into the nature, cause, and prevention of sexual harassment or disrespectful behaviour in Australian university libraries and informal learning spaces. This study aims to understand the experiences and perceptions of the University of Technology Sydney community on safety and disrespectful behaviour. Our research draws on physical, societal, and cultural ideas of safe spaces, examining how students interpret and regulate respectful and disrespectful behaviour in informal study spaces, and how these practices align with staff understandings of institutional prevention strategies. Drawing on interviews with students and staff, and student workshops to test and refine insights, we identify ‘reading the room’ as a dominant practice for students in understanding behavioural norms in informal learning environments. This paper discusses the insights gained and how these might impact and shape engagement in the prevention space on university campuses.

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Author Biographies

Sascha Jenkins, Charles Darwin University Australia

Dr Sascha Jenkins is Associate Vice-Chancellor Sydney at Charles Darwin University where she leads strategic planning, community engagement and campus experience. She previously worked for University of Technology Sydney Library where she played a critical role in developing both digital and physical user experiences to create safe and inclusive learning environments. 

Catharine Pruscino, University of Technology Sydney Australia

Catharine Pruscino is a higher education leader and practitioner specialising in the prevention of gender-based violence, trauma-aware practice and respectful campus culture. She led the development of the University of Technology Sydney’s award-winning, evidence-informed Respect.Now.Always program and has led sector-wide initiatives in culture change, bystander education and institutional responses to sexual harm. 

Caitlin Austin-Kanafani, University of Technology Sydney Australia

Dr Caitlin Austin-Kanafani is the Senior Specialist, Quality Management at University of Technology Sydney Library. Her work focuses on applying critical and creative thinking to answer research questions and develop research methodologies that meet ethical standards. She has knowledge and experience working with large datasets to derive meaningful insights. 

Jasmine Lewin, University of Technology Sydney Australia

Jasmine Lewin is the Specialist, Projects at University of Technology Sydney Library. In her role she helps to execute the Library strategy and contributes to delivering the Library’s strategic projects. She previously worked in management consulting, with a focus on Human Centred Design and projects across the higher education sector.

Daniel Hamilton, University of Technology Sydney Australia

Daniel Hamilton is Interim Director, Experience and Quality at University of Technology Sydney Library. He has experience in the higher education and health (young people, and reproductive and sexual health) sectors. He has lead engagements, communications, and space management that improves the client experience, including personal and community health outcomes.

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Published

14-07-2026

How to Cite

Jenkins, S., Pruscino, C., Austin-Kanafani, C., Lewin, J., & Hamilton, D. (2026). Reading the Room: Understanding Student Approaches to Respectful Behaviour in Informal Study Space on Campus. Student Success. https://doi.org/10.63608/ssj.4031

Issue

Online First

Section

Articles

License

Copyright (c) 2022 Sascha Jenkins, Catharine Pruscino, Caitlin Austin-Kanafani, Jasmine Lewin, Daniel Hamilton

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.