ABSTRACT This article examines the relationship between reporting incidents of gender-based violence, adverse academic consequences, and confidence in institutional responses within academic institutions based on an online survey conducted in 46 research organisations located in 15 European countries. By ‘academic consequences’, we refer specifically to the effects on an individual's educational pursuits, including but not limited to changes in academic performance, disruptions in coursework, and alterations in educational trajectories. Our results show that reporting gender-based violence is associated with increased severity of academic consequences, but that confidence in institutional responses has a negative association with adverse academic consequences. The level of confidence in institutional responses is identified as a moderator, intensifying the protective effect against adverse academic consequences, but interestingly only among staff. A multilevel intersectional analysis is used, considering various identity characteristics and accounting for structural inequalities. The article concludes with a discussion of the critical role of confidence in institutional responses and suggests that institutions must move beyond procedural adjustments to foster a holistic change in culture, norms, and power structures. Recommendations for institutions include developing safe and confidential reporting mechanisms, building trust in responses, and fostering a culture of respect and zero tolerance for violence to effectively address this critical issue in academic settings.
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