Proactive Green Dots for Faculty

Show your support

  • Wear a Green Dot pin or another pin or piece of clothing (could even be a coffee mug that you carry) that has a message of anti-violence. Sometimes just showing your support and commitment can make a big difference.
  • Place a Green Dot on your office door so students know you support prevention and their efforts as bystanders.
  • Hang a Green Dot poster in your office or classroom.
  • Have local resources’ brochures visibly available in your office and/or classroom.
  • ——Insert a related statement on your syllabus
  • Have an endorsement statement of some kind attached to your email signature line, such as “I’m a green dot supporter.” or “What’s your green dot?”
  • Have link to your local service providers’ websites on all the web pages over which you have influence. (See the bottom of the page for local resources.)
  • Three times per semester, simply ask your classes “What green dots have you done or seen lately?” Research tells us that this simple task provides significant reinforcement of green dot behaviors.

Role model

  • Role model respectful language, compassion toward survivors, approach-ability, and looking out for others.
  • Ask your department head or supervisor to bring a bystander training to your whole department.
  • Have a conversation with your colleagues and students about what they can be doing to spread green dots.
  • Where appropriate, bring educational programming on interpersonal violence to your classes.
  • Where appropriate, include topics in your classes that address prevention and intervention of partner violence, sexual assault, stalking and bullying.
  • Make it clear to your students that if they are dealing with violence, you are a safe person to approach for support and referrals.
  • Become familiar with campus and community resources, and make referrals if needed.
  • Consider conducting research that furthers our understanding of violence prevention.
  • Assign readings or papers or journal topics on the issue of power-based personal violence.

—Build relationships

  • Build positive, trusting relationships with students; particularly those who may be experiencing violence or other adversities outside of class.


  • Use your relationships and departmental or interdepartmental partnerships to discuss ways in which to support students as bystanders, support survivors, and improve safety for positive outcomes in the classroom.

Share your own experience

  • Create an opportunity to share your own experience as a bystander and how it made you feel, then and now. Or, you may have had a situation when you were at risk and someone did or didn’t help. You may have been in a situation where you saw something and did or didn’t help. Sharing your own experience will help your students process their experiences and become more active bystanders.

Talk to your students about being active bystanders. Talking points for student bystanders:

  • The choices you make matter.
  • You’re not a bad person because you don’t always get involved.
  • There are a lot of options. You don’t have to do something directly. It’s best to pick the option that is best for you, depending on the situation and what’s coming up for you.
  • What makes it hard for you?
  • This is what makes it hard for me…
  • What are ways of intervening that feel realistic to you?