Bystander Intervention

Building confidence to intervene

Developed with the University of Coventry and University of Warwick, this bystander intervention training course provides students with the appropriate knowledge to steer clear from a range of abuse on campus, including violence and sexual harassment, as well as how to help others who are victims of this abuse.


  • corporate
  • health
  • higher-education
  • further-education
  • financial-legal-services
  • legal-2
  • charity

Available as

  • Off the shelf
  • Fully Bespoke

Course Overview

Funded by the Office for Students this resource uses a variety of video scenarios filmed on campus to create a full bystander intervention training course. An example of one of these video scenarios can be seen here. This resource is now available for the entire higher education sector.

Scenarios involve sexual harassment and hate crime, and after going through the course learners will be clear about:

  • Ways to intervene – distract, disrupt and delay
  • When to intervene
  • Why some people do not intervene
  • Unacceptable behaviour
  • The limitations of bystanders

Fully tested, this course was primarily developed for students but everyone within a university would benefit from working their way through it, due to its application to wider organisations wishing to ensure staff are also free from abuse and that people intervene when they see wrongdoing.

Jane Osmond, Research Fellow at the University of Coventry:

“In a climate of rising hate incidents, this module empowers students to recognise when they can make a difference through being an active bystander and it also helps them advocate for themselves.

Active bystander intervention can often prevent incidents escalating – for example, ‘banter’ that involves sexist, racist, homophobic, transphobic and religious insults can build over time, and, at best lead to a hostile environment for others. At worst it can lead to physical assault.

This module will help students to identify such incidents and make an informed decision on whether to act including judging if it is safe to do so.”

Learning options

Every Marshall e-learning course is fully accessible, so this course is also available as:

  • spoken word audio – perfect for learning on the move
  • a voice reader compatible version as a W3C AA online workbook
  • a complimentary workbook – a printer-friendly pdf download compatible with all devices and readers

Always up-to-date

If you buy this e-learning course you’ll get any updates we make, and always be up-to-date with current legislation.

Learning by design

It’s a highly interactive course with rich graphics and audio-visual content blending a variety of question-types to encourage your learners to apply concepts to their daily work routine. An (optional) end-of-course test assesses learners on the level of knowledge they’ve retained. Pass rates can be set as required.

Easy to implement & customise

This online learning course comes with Marshall LMS (Learning Management System), which allows you to manage your e-learning and track completed training.

Our in-house developers can quickly & effectively adapt this course to your sector and organisation. You could also add your own graphics, photos & video and amend content to include your policies, procedures, and key areas.

Learn more

If you would like to find out more about our Students Personal Security course please contact us and we’ll be in touch very soon.

At Marshall E-learning we’re totally focused on creating content that’s exactly right for your learners. That’s why we’ve built our business around customising our existing courses to match the needs of specific organisations. And if something completely original is required, we’ll make a bespoke course for you from scratch.

When we do this, our approach is guided by a few key principles.

Organisational Need

Why do you need to provide learning for your users – specifically? Is there a compliance need, a requirement to raise performance – or generate positive outcomes for external stakeholders? We prioritise making this clear as the first step in all of our projects.


Who are your learners? What are their preferred learning styles? What do they know already? How confident are they with using technology? We’ll put these questions to you, and base our approach around the picture we build up.

Learning Outcomes

We use these to decide what every screen in every course we make is intended to achieve. What is it – exactly – that learners need to explain, describe, distinguish or list? Defining these up-front keeps every project on course as we move from initial proposal, through to storyboarding and then development.


Page-turning e-learning just doesn’t work. All of our courses are highly interactive, making extensive use of scenarios in particular. Rich media is used as appropriate, from audio-visual resources through to animations and bespoke graphics.

Respect for Learners

Treating learners as adults is vital to us. People don’t learn well if they feel they’re being patronised, and we aim to let users manage their own learning experience. We do this by writing our courses with an honest, direct tone, and giving learners choices in the form of additional learning resources and open navigational features.

What’s in it for me? is a question that all of our learners should be able to answer.

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