What K-12 School Safety Leaders Can Learn from the Cornell 7 Case

When students report sexual assault or harassment at school, the decisions administrators make in the hours and days that follow can have lasting consequences for their safety, well-being, and ability to continue their education.

Recent allegations surrounding the handling of the Cornell 7 case have raised questions about how schools investigate reports of sexual misconduct, particularly when it comes to interviewing students and coordinating with law enforcement.

The case involves a woman who alleges she was sexually assaulted by multiple Cornell University fraternity members in 2024. Cornell's internal Title IX investigation resulted in expulsions and suspensions, but no criminal charges were filed. Her attorney has since raised concerns about the criminal investigation, alleging that a police summary omitted significant details from her account and that she was misled about whether the investigation was continuing.

The controversy has prompted an independent review of Cornell's handling of sexual assault complaints and the appointment of a special prosecutor to revisit the criminal case. Cornell officials also announced Oct. 13 that the school is suspending all “parties and social events” at fraternity houses for the rest of the academic year.

Although Cornell is a university, the case raises important questions for K-12 administrators and school safety leaders about responding to reports of sexual misconduct, coordinating investigations, protecting students, and ensuring a fair process for those accused. Schools must also consider how to support students and maintain their access to education while allegations are being addressed.

What Should Happen When a Student Reports Sexual Misconduct?

When a student reports sexual assault or harassment, the immediate priority should be ensuring their safety and addressing any urgent medical or emotional needs, according to Karen Truszkowski, a Title IX attorney and member of the Stop Sexual Assault in Schools Board of Directors.

School employees should provide a private, comfortable setting where the student can speak without being surrounded by other students or unnecessary distractions. Rather than immediately questioning the student about every detail, staff should listen, determine whether there are immediate safety concerns, and follow the school's reporting procedures.

"When a child first comes to report, that is not the time to start hammering them with questions," Truszkowski told School Security Leadership.

The goal of the initial conversation isn't to determine whether the allegation is true—that's part of the investigation. The employee should focus on listening to the student, offering support, and avoiding questions that could interfere with a later investigation.

Truszkowski also emphasized that students may not disclose everything immediately. Fear, shame, and the effects of trauma can influence when and how students report sexual misconduct. A delayed report or an account that develops over time should not automatically be treated as evidence that the student is being dishonest.

Schools should have established reporting procedures that are familiar to all employees, not just administrators and Title IX coordinators. Teachers, cafeteria workers, and other staff members may be the first adults a student approaches.

Employees should also understand the limits of confidentiality and explain their reporting obligations to students before asking for details whenever possible. Students should understand when information must be shared with administrators, law enforcement, or child protection agencies and what confidential support options, if any, are available. Those requirements can vary depending on state law and the employee's role.

"Training cannot stop with the people conducting the investigation," Truszkowski said. Employees need to understand their reporting responsibilities and how to ensure concerns reach the appropriate personnel without conducting their own informal investigation.

Truszkowski cautioned against allowing concerns about a school's reputation to influence its response to allegations. "The question should be what the student needs and whether the school is actually providing it," she said.

Coordinating School Investigations and Law Enforcement

When allegations of sexual misconduct may involve criminal conduct, schools must determine how to coordinate with law enforcement while continuing to meet their own responsibilities to students.

Truszkowski said districts should identify who needs to be involved in these cases, including administrators, Title IX coordinators, trained investigators, school safety personnel, counselors, and outside agencies when appropriate.

When allegations involve potential criminal conduct or suspected child abuse, Truszkowski said schools must involve law enforcement or child protection agencies when legally required and otherwise as appropriate to the circumstances.

Schools also need to understand that a criminal investigation and a school-based Title IX investigation serve different purposes and operate under different legal standards.

"Law enforcement's involvement does not absolve the school of its Title IX responsibilities," Truszkowski said.

She explained that the two processes also have different standards of proof. A criminal conviction requires proof beyond a reasonable doubt, while a school's Title IX responsibility determination uses either the preponderance of the evidence or clear and convincing evidence standard, depending on the school's applicable policy.

In some cases, law enforcement may ask a school to temporarily delay certain investigative steps to avoid interfering with a criminal investigation. Truszkowski said a limited, justified pause may be appropriate, but it should not become an indefinite delay while the school waits for the criminal case to conclude.

During any pause, schools must continue addressing students' safety and educational needs, she emphasized. Depending on the circumstances, that may include measures to prevent contact between students, counseling, academic assistance, or arrangements for school-provided instruction at home.

Beyond coordinating with law enforcement, schools must also consider how student interviews are conducted. Trina English, a veteran teacher, researcher, and consultant to Stop Sexual Assault in Schools, raised concerns about schools interviewing reporting and accused students together without offering support persons. She encouraged administrators to review their board policies and administrative regulations to understand what support is required during student interviews.

Schools should also avoid pressuring students to confront one another or participate in informal efforts to resolve allegations of sexual misconduct. Any informal resolution process must comply with applicable requirements, including those governing voluntary participation.

Protecting Students Without Disrupting Their Education

When a student reports sexual assault or harassment, schools may need to separate the students involved while an investigation is underway. However, determining how to do so without unfairly burdening either student can be challenging, particularly in smaller school districts.

Truszkowski said one mistake schools make is requiring the reporting student to shoulder the burden of those arrangements. That might mean changing classes, eating lunch elsewhere, giving up extracurricular activities, or even transferring to another school.

Although some students may prefer those changes, Truszkowski said they should not automatically be imposed simply because they are easier for the district to implement. Schools should ask reporting students what would help them feel safe and consider alternatives, including escorts between classes or permission to leave class early.

Schools must also consider the rights of the accused student, who is entitled to a fair process and a presumption of nonresponsibility until a determination is made.

English emphasized the importance of supporting both students while recognizing that their circumstances may be very different.

"It is simple: offer all supportive measures to both. Treat both parties with respect and care," she told School Security Leadership. "But always center the reality that one of the parties may be facing disciplinary action and loss of reputation, while the other is fighting just to learn and live."

English said she has encountered school counselors who believed they could not change the accused student's schedule or otherwise inconvenience them. She challenged that assumption, noting that schools can consider changes to either student's schedule, adjustments affecting both students, or stay-away orders, depending on the circumstances and applicable legal requirements.

Truszkowski also cautioned against using the accused student's rights as a blanket justification for failing to protect the reporting student.

"One thing I see is a district saying, 'We can't do anything to Johnny because that would violate his rights,'" she said. "My response is: show me how you support that assertion. What particular right is involved, and how would the proposed measure violate it?"

In some circumstances, schools may need to consider whether emergency removal of the accused student is appropriate. Truszkowski said those decisions require an individualized safety assessment and appropriate legal safeguards.

Truszkowski also emphasized that arrangements should be handled discreetly, with information shared only with those who need it. Districts should be prepared to explain why particular measures are necessary and whether less burdensome alternatives are available.

Providing Ongoing Support and Preventing Retaliation

Supporting students requires more than conducting an investigation or putting initial accommodations in place. Schools must develop safety plans that address immediate risks and continue evaluating whether those arrangements are working.

English emphasized that safety planning should begin immediately and focus on reducing the student's risk rather than promising complete protection. She recommended assessing potential risks throughout the school day, particularly during physical education classes and passing periods, and identifying people the student trusts who can help if they feel threatened. Schools should also consider whether parents or caregivers can provide support or may pose additional safety concerns.

English also cautioned that a student's outward behavior may not reflect how they are coping with the experience. A student who appears calm or detached may still need mental health support.

Truszkowski said supportive measures can include counseling, academic accommodations, transportation arrangements, and access to a trusted adult at school. She also recommended establishing a way for students to discreetly alert someone if they feel unsafe.

Schools should also consider students' access to bathrooms, locker rooms, and extracurricular activities. These measures may be appropriate even when a student does not want to pursue a formal complaint.

For additional guidance, Stop Sexual Assault in Schools offers a free Supportive Measures for Students Experiencing Sexual Harassment and Harm guide for K-12 students, families, and schools. The resource outlines practical steps schools can take to support students' safety and continued access to education while allegations are being addressed.

Truszkowski emphasized the importance of regularly checking in with students and monitoring changes in attendance, grades, schoolwork, or participation in activities. She also recommended assigning someone responsibility for ensuring supportive measures are implemented and adjusted when necessary. Staff involved in the plan should understand their responsibilities and know how to report concerns without receiving unnecessary details about the allegations.

Schools must also remain alert to retaliation, which can occur even when students have been separated. Truszkowski said retaliation can include threats, bullying, online harassment, social exclusion, or pressure to withdraw a complaint. Schools should make it easy to report these behaviors and follow up to determine whether their response has stopped them.

Reviewing School Response Procedures Before an Incident

For school administrators and safety leaders, preparing to respond to sexual misconduct allegations should begin well before a student comes forward. Schools should review their reporting procedures, make sure students and families know how and where to report concerns, and ensure employees understand their responsibilities.

Schools should also provide students with accessible information about their rights and reporting options. One resource is the Dear Students toolkit, developed by Stop Sexual Assault in Schools in collaboration with the National Center for Youth Law.

"Having a protocol is not enough," Truszkowski said. "Schools need to know that people are following it and that it is helping the student."