Sexual Harassment Against Sexual Minority Students in a University in Nigeria

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The study aimed to explore the lived experience of sexual minority survivors of sexual harassment in OAU, Nigeria. Methods This was an observational study that collected data from sexual minority students (aged 18–29 years) who had experienced sexual harassment, policymakers, and peer supporters, using the phenomenological approach between February and June 2024. In-depth interviews were conducted with sexual minority students recruited from a Nigerian university who had experienced sexual harassment. The data was transcribed, coded, and inductively analysed to generate themes using ATLAS.ti version 24. Results The study included 20 sexual minority students who participated in in-depth interviews. The analysis revealed seven key themes (i) Experiences of sexual harassment, including verbal and physical assault, rape, and homophobic violence, which led to self-isolation, absenteeism, anxiety, and diminished trust in others (ii) Community and social perceptions (iii) Cultural and religious factors (iv) Psychological and academic impacts (v) Coping mechanisms with survivors reporting different strategies, such as confiding in friends, avoiding perpetrators, stress eating, crying, using social media as a distraction, and psychoactive substance use. (vi) Institutional support, with most survivors reluctant to report incidents to law enforcement or institutional authorities due to fears of escalation, lack of evidence, Nigeria’s criminalization of same-sex relationships, and concerns about further victimization by authorities. (vii) Recommendations for prevention, including calls for gender and diversity training. Respondents recommended that the institution should encourage sexual minority individuals to speak up, embrace gender inclusive approaches, implement protective anti-sexual harassment policies, inclusive of sexual minorities, and raise awareness of gender diversity within the university community through targeted training. Respondents believed that such diversity training could improve understanding and foster greater tolerance. Conclusion The experience of sexual harassment among sexual minorities has implications for the well-being of its survivors. Legal and institutional prejudice make reporting difficult, highlighting the need for institutional policy reforms and cultural changes. Institutions need to pay more attention to social inclusion and diversity training for relevant stakeholders about SH and the peculiarities of sexual minorities. Training is essential to making sexual minority spaces safer. Sexual harassment sexual minority higher education institution policy Figures Figure 1 Figure 2 Introduction Sexual harassment is unsolicited and inappropriate sexual advances or requests for sexual favours[ 1 ] affecting all people irrespective of gender and sexual identity[ 2 , 3 ]. It occurs in diverse settings, including higher institutions. Individuals who are sexually harassed often carry physical and mental scars that negatively impact their interpersonal relationships and mental health [ 4 , 5 ]. However, prompt detection and support for these persons may reduce the risk of a lifetime impact[ 6 ]. One factor associated with the likelihood of being a survivor of sexual harassment is being a sexual minority individual [ 7 ]. However, there has been silence about the needs of sexual minority adolescents and young people when the management of sexual harassment in higher institutions is framed within Nigeria. Most Nigerian universities, especially in Southwest Nigeria, take pride in their zero tolerance for sexual harassment stance. These institutions also have sexual harassment policies and trained focal persons within most faculties. However, most of these policies do not recognize the peculiarities of sexual minority individuals. One of the known strategies for addressing sexual harassment against sexual minority individuals is to promote tolerance and acceptance of sexual diversity [ 8 ]. Few empirical studies have explored the experiences of sexual harassment by sexual minority individuals in higher institutions in Nigeria [ 9 ]. Viable ways to create a supportive environment for the prevention and reporting of sexual harassment among sexual minority individuals in Nigerian tertiary institutions need to be proposed and implemented. This is because sexual minority individuals experience higher rates of sexual harassment than heterosexual individuals at work [ 8 , 10 ] and in school [ 11 ]. A hostile environment that promotes discrimination and stigma [ 12 , 13 ] and their marginalized status in society [ 14 , 15 ] are unique challenges that increase their risk for sexual harassment. Sexual harassment can have serious mental and physical health consequences. Survivors may experience anxiety, depression, post-traumatic stress disorder, and other adverse health outcomes [ 16 , 17 ]. In environments like Nigeria, where the socio-cultural and legal environments are homophobic [ 18 ], sexual minority individuals who face sexual harassment are less likely to report and seek justice because of the fear of persecution or criminalization [ 19 ]. This study is an attempt to generate evidence for the formulation of gender sensitive higher education institutions (HEI) policies that can protect sexual and gender minority individuals. The design and implementation of this research were driven by the minority stress theory, which proposes that sexual minority health disparities can be explained in large part by stressors induced by a hostile, homophobic culture, which often results in a lifetime of harassment, maltreatment, discrimination, and victimisation. Minority stress theory can help to explain the vulnerability of sexual minority students to sexual violence [ 20 ]. The study aimed to explore the lived experience of sexual minority survivors of sexual harassment in a HEI in Nigeria, its consequences, and the coping style used by sexual minority individuals in a HEI in Nigeria. In addition, the study would generate recommendations on how to create a safe environment for the prevention and management of sexual harassment in HEIs in Nigeria. Methods Study design and study site This is a qualitative study using the narrative phenomenological approach. It focused on exploring the lived experiences of sexual harassment among sexual minority (sexual minority) individuals. Data collection occurred between February and June 2024. The study was conducted at a HEI in Southwestern Nigeria, known for its structured student governance system and disciplinary architecture. The institution operates under a centralized administration with a Vice Chancellor at the helm, supported by Deans of Faculties and the Directorate of Student Affairs, which is charged with student welfare, including SH reporting. The institution maintains a public commitment to anti-sexual harassment policies, although the prevailing institutional culture is influenced by conservative sociocultural and religious values. Study participants Study participants were 20 sexual minority students, 18 years and older, who had to be currently enrolled or had been students at a HEI within the past 5 years to be eligible, and had to provide informed consent to participate in the study. Study participants also had to self-identify as survivors of sexual harassment. All participants were proficient in English. There was no exclusion criterion. Recruitment procedure This study adopted a purposive sampling technique to recruit sexual minority (sexual minority) individuals who had experienced sexual harassment in the HEI in Nigeria. The recruitment process was designed to ensure sensitivity, confidentiality, and trust, crucial factors given the vulnerability and legal risks faced by sexual minority individuals in the Nigerian context. Recruitment was carried out through two primary channels. First, the research team engaged the Directorate of Student Affairs within the HEI to identify possible entry points for reaching sexual minority students. While the Directorate did not directly identify or refer participants (to maintain confidentiality), it facilitated access to institutional networks, which were instrumental in disseminating information about the study. The second recruitment strategy was through peer supporters known to the research team members. The peer supporters were trusted individuals within the sexual minority community who had established rapport with potential participants. These supporters sensitively introduced the study to sexual minority individuals who had experienced sexual harassment, explained the study objectives, and provided reassurances about confidentiality and voluntary participation. Interested individuals were then referred to the research team. Study procedure Once potential participants were identified, the study team contacted them directly via telephone calls and shared detailed information about the study, including purpose, procedures, risks, benefits, and ethical safeguards. Participation was entirely voluntary, and written informed consent was obtained from each participant before data collection. To ensure participants’ comfort and safety, they were given the option to choose the interview modality (in-person, telephone, or online video call) based on their convenience and perceived safety. All the participants chose to conduct the interviews via phone calls. The research team ensured that all interviews were conducted in private settings where participants could speak freely without fear of being overheard or identified. In-depth interviews (IDIs) were conducted to generate the data for the study. The in-depth interviews took approximately 70 minutes, explored the types of sexual harassment experienced, the consequences and coping styles, the support systems, and perspectives on institutionalizing preventive and management support for sexual minority individuals who may experience sexual harassment, including the need for sexual and gender diversity training within Nigerian campuses. Throughout the recruitment and data collection process, the study team adhered to strict ethical guidelines to protect participants' anonymity, including the use of coded identifiers, secure data storage, and referral to mental health support services when necessary. Research assistants were also trained on how to offer psychological first aid to survivors and psychological support to cope with vicarious trauma. Referral to a psychologist for the management of post-traumatic effects was offered to all participants. To ensure methodological rigor, the study findings were collaboratively reviewed by multiple researchers to resolve discrepancies. Areas of divergence were resolved through discussions between the study leads (MB, IO, and AA). Member checking sessions were held for five participants, who validated the themes and interpretations or provided clarifications. Feedback was incorporated into the final analysis. Confirmability was enhanced using anonymized direct quotes, which grounded the findings in participants’ voices, and by employing trained assistants to ensure trauma-informed and ethical data collection. In addition, the interviewers and analysts maintained reflexive journals, documenting their assumptions, emotional responses, and analytical decisions throughout the research process. This journal served as a tool for continuous self-examination and was reviewed during team debriefings. Furthermore, a formal audit trail was created, detailing methodological decisions from recruitment through analysis. Finally, a peer debriefing was done with an external qualitative expert unaffiliated with the study, who also helped with validating the study findings by reviewing the audit trail. Data analyses All interviews were audio-recorded, transcribed verbatim, and anonymized. Transcripts were stored in a password-protected Microsoft Word document on an encrypted computer accessible only to the lead investigators. A log of data access and retrieval activities was maintained to ensure traceability and integrity. The transcribed interview recordings were imported into ATLAS.Version 24, and then the individual questions were coded for emerging themes. An inductive analysis was conducted to generate themes from the transcripts based on grounded theory proposed by Braun and Clark [ 21 ]. The themes were later reorganized into themes and sub-themes based on the centrality of ideas within each category. The qualitative data were coded using ATLAS.ti qualitative data analysis software. Excerpts and illustrative quotes of general insights and deviant cases were selected from the transcripts to substantiate the presentation of the key findings in this report. The Consolidated Criteria for Reporting Qualitative Research guidelines guided the reporting of the study findings [ 22 ]. Ethical Considerations Ethical approval was obtained from the Institute of Public Health Research Ethics Committee (IPH/OAU/12/2445), Obafemi Awolowo University, Ile-Ife, Nigeria. All research team members received training on interacting with survivors of violence, research ethics, confidentiality, obtaining consent, and psychological first aid. Informed consent was received from all study participants. Confidentiality was assured, and all data was stored without participants’ identities. Referrals for therapy were made for participants who exhibited or reported distress. Documents were stored on password-protected laptops. Results Sociodemographic characteristics of respondents Table 1 shows that the sexual minority survivors were between 18 and 29 years old. Seventeen were males, and three were females. Sixteen self-identified as gay, three as lesbians, and one as queer. Sixteen were cisgender, and one each was transgender, non-binary, and gender fluid. Eighty-nine percent of the survivors were between 18 and 25 years old, and 11% were above 25 years. Their disciplines included psychology (5), Chemistry (2), Medicine & Surgery (2), and one from the departments of English Education, Sociology and Anthropology, Kinesiology, Health Recreation, Electronics and Electrical engineering, Microbiology, Demography and Social Statistics, Computer Science, Biochemistry, Medical Rehabilitation, Food Science, and Technology respectively. Survivors were identified across the following levels of study: 100 level (4 individuals), 200 level (3), 300 level (4), 400 level (5), 500 level (2), and 600 level (1). Table 1 Experiences of Sexual Harassment and Coping Strategies Among Sexual Minority Students in Nigerian Tertiary Institutions (In-Depth Interview Data) SN Age SOGI Course Level Type of SH Sex of perp Status of perp Location of SH Emotional reaction Reportage to anyone consequences Report to the school or LEA Reasons for not reporting Coping IDI 1 21 Female Lesbian cisgender Psychology 200 level Verbal Attempted rape Male Student Off-campus (Perp’s place) Felt demeaned Felt betrayed and traumatized, friend less open about her sexuality No Illegal in Nigeria Lack of trust in LEA as they often dismiss or blame survivors Fear of stigma Became a "workaholic" Smoked weed excessively, IDI 2 19 Male Gay cisgender Chemistry 200 level Verbal Physical Online Male Student (ex-partner) Hostel Social media Felt sad, angry, and traumatized friends more withdrawn Avoided people No Illegal Fear of exposure and societal judgment Used music friends within the LGBTQ + community humour IDI 3 24 male queer Transgender Medicine and Surgery 600 level Verbal harassment Public humiliation Male Lecturer (staff) Student (mates) Classroom classmates) Felt isolated and unsafe in class poor concentration friends Became isolated No Illegal Fear of further exposure and potential backlash Isolated self friends within the LGBTQ + community IDI 4 NA Male Gay cisgender Not stated NA Verbal Derogatory statements and jokes Male Student (friend) Campus Felt embarrassed Angry friend Felt isolated No Fear of public exposure and societal judgment Became used to the comments Friends within the LGBTQ + community Humour IDI 5 29 Male Gay cisgender English Education 400 level Sexual assault Male Friend’s boyfriend Perp’s residence Fear, guilt, trauma, betrayal, powerlessness, friend Distrust and withdrawal No Fear of stigma and discrimination Lack of trust in LEA Used social media as a distraction, avoided hookup apps like Grindr IDI 6 26 Male Gay cisgender Sociology and Anthropology 400 level verbal Homophobic remarks and discrimination Males Student (mates) Lecturer Off-campus hostel On-campus (Classroom) Feeling unsafe, anxious friends Increased anxiety and hypervigilance Distrust Impaired academic performance No Fear of retaliation or further harassment Belief that reporting would not lead to justice or protection Lack of trust in LEA Emotional support from friends Avoidance of perpetrators and triggering environments IDI 7 23 Male Gay cisgender Psychology 300 level Physical Verbal homophobic insults Discrimination and threats Males Females Students (mates) Lecturers Campus (hostel) online platform Fear, helplessness, and trauma lecturer Increased anxiety and hypervigilance Avoidance Distrust of peers No Lack of trust in LEA Belief that the law does not protect SM Fear of retaliation Avoidance of perpetrators and triggering environments Ignoring verbal insults IDI 8 24 Female Lesbian cisgender Kinesiology Health Recreation 300 level Attempted sexual assault Verbal property damage discrimination Male Student Off-campus hostel Felt embarrassed, angry, insulted friend Anger Frustration Avoidance Fear No First incident: Embarrassment and lack of evidence A waste of time Lack of trust in LEA First incident: Smoking, crying, and stress eating Retaliation Emotional support from friend Learning new skills IDI 9 22 Male gay Genderfluid Electronics and Electrical Engineering 500 level Verbal Cyberbullying Discrimination Male Female Students Lecturer Campus Online Felt embarrassed Hypervigilant Fear and sadness friends Distrust Emotional distress crying No Lack of trust in LEA Fear of retaliation Belief that reporting would not lead to justice or protection Lack of evidence Focus on personal growth and skill-building Avoidance of certain social interactions IDI 10 23 Female Lesbian cisgender Microbiology 400 level Coercion Physical homophobic remarks Male Female Students Off campus Anger, disgust, and sadness friend Distrust Reserved Isolated No Not aware of institutional resources Felt it was unnecessary A waste of time, energy, and money Smoking weed Avoiding perpetrators Emotional support from friends IDI 11 23 Male Gay cisgender Demography and Social Statistics 300 level Discrimination Rape Male Student Off-campus Felt violated, hurt, and traumatized friends Limiting friendships Felt uncomfortable in academic settings No Illegal Fear of backlash self-blame Lack of faith in LEA self-defense Pepper spray Wrote poetry Emotional support from friends IDI 12 23 Male Gay cisgender Computer Engineering 500 level Unwanted sexual advances Homophobic remarks Male Female Student lecturer Off-campus On-campus Felt embarrassed and ashamed No Distrust Isolated No Lecturer’s authority and potential bias in favor of staff Avoiding the perpetrator IDI 13 21 Male Gay cisgender Psychology 300 level Homophobic remarks Blackmail and threats Males Lecturer Ex-partner On campus (Class) Online Felt helpless, betrayed, sad friends isolation Reserved No Lack of trust LEA Fear of escalation Belief that reporting would not lead to Justice Emotional support from friends Avoiding confrontations Limiting interactions IDI 14 21 Male Gay cisgender Chemistry 400 level Verbal homophobic remarks Male students On campus Embarrassment Sadness friends Limited social interactions No Belief that reporting would not lead to Justice Emotional support from friends Avoiding confrontations IDI 15 22 Male Gay Non binary Computer Science 400 level Sexual assault Verbal Homophobic remarks Female Male Student Staff Off-campus On-campus (staff office) Anger and sadness Fear and anxiety friends and family (father) Social withdrawal limited interactions Emotional distress and fear No Fear of persecution Illegal Belief that reporting would not lead to Justice Avoidance Emotional support from friends Stress eating IDI 16 18 Male Gay cisgender Psychology 100 level Verbal Male Female Students (mates) on-campus (Classroom) Sadness and surprise Hurt and frustration friend Emotional distress and sadness No Belief that Nigeria is not a safe space for SM individuals Fear of further harassment or persecution Emotional support from friends Practicing self-acceptance IDI 17 18 Male Gay cisgender Biochemistry 100 level Verbal Online NA Students Social media Felt betrayed, Sad friends Withdrawal No Felt the incident was not “serious enough” to warrant formal reporting Unnecessary to escalate the matter Emotional support from friends Blocked the perpetrators IDI 18 20 Male Gay cisgender Psychology 200 level Verbal Homophobic remarks Males Student (Roommate) Lecturer Campus hostel Lecturer’s office Felt bad Friends Loss of motivation and productivity No Belief that it would not be considered SH Distraction (movies) IDI 19 19 Male Gay cisgender Medical Rehabilitation 100 level Physical Verbal Homophobic remarks and threats Male Female Students On-campus Hostel and online Felt naïve and used Anger and frustration Friend Emotional distress and sadness Isolation Reflection No Fear of bias due to being a sexual minority Fear of retaliation Fear of legal repercussions Isolation and distancing from others Emotional support from friends IDI 20 18 Male gay Nonbinary Food Science Technology 100 level Verbal Female Male Student Family Online Off campus (Home) Felt angry and frustrated Hurt and sad Friends Emotional distress and sadness Reduced trust in family members No Fear of legal repercussions Illegal in Nigeria Not significant enough to report Emotional detachment and numbness Avoiding interactions SOGI – Sexual orientation and gender identity Prep – Pre exposure prophylaxis SH- Sexual harassment LEA – Law enforcement agents 1. Experience of Sexual Harassment The interviews revealed pervasive experiences of sexual harassment, discrimination, and psychological distress among sexual minority students. Sexual minorities experienced SH in several forms, including verbal assault, attempted rape, rape, blackmail, extortion, bullying, derision or mockery, food poisoning, kidnap, physical assaults, blackmail, extortion, getting infected with STIs, false accusations, physical assaults, homophobic attacks, threats, and intimidation. 1.1. Types of sexual harassment The interviews revealed that respondents had experienced several types of sexual harassment and discrimination, including physical assault, verbal abuse, and religious and cultural harassment. Participants reported attempted rape, forced physical contact, and violent confrontations. One respondent described being held down by a friend who attempted to "purge" them of their bisexuality. Homophobic slurs, derogatory comments, and public shaming were common. In addition, evangelists and religious peers confronted participants, labelling their identities as "evil" and pressuring them to change. In addition, roommates sabotaged food/water to "cure" their sexuality. Harassment was disguised as casual conversations and requests, escalating to forceful attempts. "He dragged me back and said, 'You have to explain why you’re bi.' He held my face down to the bed and shoved his thing between my legs. I started crying, and he stopped only because he feared his neighbours would hear." (IDI ONE, lesbian female) "He penetrated me. It was excruciating, and I was crying. The fact that I was crying didn’t stop him. I felt like fire was lit up in my anus." (IDI FIVE, gay male) "Someone had a lot to say about my nose piecing and how gay I am, I think he said it in Yoruba, the translation was that; they will be fucking this one in the yansh ...” (IDI FOURTEEN, gay male) "My roommate put sand in my water and food to make me sick because she found out I was bi. They all stopped talking to me after that." (IDI ONE, lesbian female) : "My ex-boyfriend anonymously posted about my sexuality in our class group. People made jokes, and I was scared to face my classmates for weeks." (IDI TWO, gay male) 1.2. Perpetrators Harassment originated from multiple sources, including peers (such as roommates, classmates), authority figures (including lecturers), and intimate partners. Notably, some perpetrators were also part of the sexual and gender minority community, exploiting trust and closeness. Harassment occurred in spaces that respondents considered to be safe. Fellow students often leveraged physical strength or social influence to harass sexual minority individuals. Also, homophobic remarks from faculty created hostile learning environments. "My friend knew what was going to happen to me that night... I felt it was a conspiracy." (IDI FIVE, gay male) "It happened in the dormitory. I couldn't believe it because I thought that was a safe space." (IDI FOUR, gay male) “There was like a picture of mine on Tinder… it got to my class group …a friend of another friend… posted it… So, that's when I got to know that, okay, he's a friend with this guy I dated.” (IDI TWO, gay male) “I used to have a roommate who would put stuff into my food and water, because she found out I was bi… To make me sick…I was always like having runny stomach.” (IDI ONE, lesbian female) "A lecturer kept picking on me in class, saying, 'People are bringing Western imports like being gay to destroy this country.' The whole class laughed." (IDI THREE, queer individual) They came to preach to me … they started praying for me, preaching to me, praying, praying. I was so embarrassed that day. Like, they stopped me from like, leaving. (IDI ONE, lesbian female) 1.3. Power dynamics and perpetrators The perpetrators used physical restraint, social status, and coercion to assert dominance. Emotional and psychological manipulation were also evident, with some perpetrators equating bisexuality with an “evil spirit” that needed “purging.” In addition, fear played a key role in the interviewee’s resistance and eventual escape. "He was like, yes, because it is evil spirit, he’s going to purge me of my sins... he’s going to give me good dick, that when I think about it, I would not want to be with a woman again.” (IDI ONE, lesbian female) "Professors should not use grades as a weapon to manipulate students into doing things." (IDI ONE, lesbian female) 2. Community and Social Perceptions Sexual minority individuals were often blamed for their harassment, with perpetrators and bystanders justifying abuse by framing it because of their identity or behaviour. For example, a perpetrator framed the assault as "corrective," blaming the survivor’s bisexuality for the violence. In addition, a survivor’s friend excused the assault by claiming the survivor "would want it," reinforcing blame on the survivor, and others blamed the survivor for "corrupting" culture, justifying public humiliation. "People whispered behind my back, saying I was making up stories for attention." (IDI FIVE, gay male) "Some even blamed me, saying I shouldn’t have worn that dress." (IDI TEN, lesbian female) "My family told me not to report it. They said it would bring shame." (IDI FIVE, gay male) "He felt it was something I would be down for... He could have asked me if I was attracted to him, if I was down for penetrating sex. But no, he just assumed." (IDI FIVE, gay male) 3. Cultural and Religious Factors Homophobia is deeply tied to religious dogma and cultural norms, often weaponized to justify harassment. Religious peers framed queerness as a "sin" requiring violent "correction." Cultural nationalism was also used to legitimize public shaming, and cultural stigma translated into systemic exclusion (e.g., housing discrimination). "They started praying for me, preaching... They said, ‘Why would you even love women?" (IDI ONE, lesbian female) I just had to tell him I wasn't attracted to guys. He tried…forcefully having his way with me like to show me the good dick … he didn’t succeed. (IDI EIGHT, lesbian female) "The neighbour told the caretaker not to rent to us because we’re gay... They threatened to make our lives miserable." (IDI NINE gay male) 4. Psychological and Academic Impacts The harassment led to emotional distress, self-blame, withdrawal, and academic struggles. Participants internalized guilt and shame, questioning their worth, others described persistent fear, depression, post-traumatic stress syndrome, and another noted that the harassment disrupted focus and attendance. Participants reported avoiding social interactions or denying their identity to escape harassment, including missing classes, difficulty concentrating, and zoning out during lectures. "I felt like I was doing something wrong. I felt like even before incurring the wrath of God, I’m already incurring the wrath of humans." (IDI ONE, lesbian, female) "I became more withdrawn. I don’t talk about it anymore. Now, if you ask me, I would deny it outright." (IDI ONE, lesbian, female) "I couldn’t focus in that lecturer’s class or any class that day. For a week, I zoned out, wondering if others knew about me. It affected my learning." (IDI THREE, queer non-conforming) "I wept on the toilet bowl, praying, 'God, if you take this away, I’ll stop being gay.'" (IDI FIVE, gay, male) "I started getting panic attacks every time I walked alone." (IDI ONE, lesbian, female) "My grades dropped because I couldn't focus in class after what happened." (IDI ONE, lesbian, female) "I would wake up in the middle of the night, feeling like it was happening all over again." (IDI SEVEN, gay, male) 5. Coping Mechanisms Survivors employed both adaptive and harmful strategies. Some turned to psychoactive substances such as weed or alcohol to numb associated psychological trauma. Disengagement from perpetrators or hostile spaces was common (e.g., changing hostels, skipping classes) while a few relied on queer friends for validation, though many lacked trusted confidants. Some sought support from friends and family or accessed therapy and counselling. Some reported using humour. "I hid behind comedy skits" . (IDI FIVE, gay male) "Talking to my roommate helped me a lot. She was my pillar of strength." (IDI TEN, lesbian female) "At first, I wanted to forget everything, but therapy helped me process it." (IDI EIGHT, Lesbian, female) "I just stopped attending social events. I didn’t want to be in places where it could happen again." (IDI SIX, gay male) "I was smoking more excessively; I wanted to just like drown my head… I also started taking CO… which is another strain of weed … They call it “colos” “( IDI ONE, Lesbian, Female ) "My friends joked about it with me. Laughing helped, but the depression lingered." (IDI TWO, gay male) Figure 1 illustrates the wide range of strategies survivors employ to manage trauma's aftermath, categorized broadly into adaptive (supporting healing), maladaptive (creating new harms), and safety-focused strategies. It emphasizes that the real-world use of these mechanisms is nuanced and context-dependent. The presence of maladaptive strategies highlights the profound difficulty of coping with trauma and the critical need for accessible, effective support. 6. Institutional Support Participants unanimously stated there were no resources for sexual minority survivors of sexual harassment. Respondents noted that the institution lacked inclusive policies or safe reporting mechanisms. Criminalization of queerness in Nigeria further deterred survivors from seeking help. University staff and students perpetrated homophobia, with some lecturers openly condemning LGBTQ + identities, and security officers not providing needed support. Lack of familial or institutional support forced survivors into silence. "The security officer told me there was nothing they could do since I had no proof." (IDI SEVEN, gay male) "I went to report, and they kept asking if I was sure. Of course, I was sure." (IDI EIGHTEEN, gay male) "The university has policies, but no one enforces them. They are just words on paper." (IDI NINE, gay male) "[name of institution] will just depress you more. There’s nothing in the institution that helped me cope." (IDI ONE, lesbian, female) "It’s illegal here. If I report, they’ll turn the story against me." (IDI ONE, lesbian, female) "I dealt with it alone. I couldn’t tell my parents or siblings. Loneliness is something queer people are used to." (IDI THREE, queer individual) 7. Recommendations from Respondents Figure 2 is a summary of the recommendations and highlights that institutions cannot be passive. They must take deliberate, concrete steps to dismantle barriers, prevent harm, and create a truly equitable and supportive environment for SM individuals, especially survivors. Participants suggested institutional reforms include the implementation of anonymous reporting systems. There were also suggestions for diversity training and peer-led support networks. Additionally, participants noted that the institution needs to address these issues proactively to protect its marginalized students. "A body where we can report anonymously... so perpetrators can be cautioned." (IDI TWO, gay male) "Teach people that queer lives matter. Religion has clouded their judgment." (IDI ONE, lesbian, female) "Communities that listen without judgment... even if they can’t ‘fix’ anything." (IDI FIVE, gay, male) "The adults should stop avoiding the topic. It’s happening under their noses—in their houses, their neighbours’ children, even their husbands." (IDI ONE, lesbian female) Discussion The findings of this study underscore the pervasive nature of sexual harassment experienced by sexual minorities and the significant impact it has on their well-being. Sexual minority individuals in OAU face a spectrum of sexual harassment, ranging from verbal abuse and physical assault to more severe forms such as rape and homophobic attacks. This aligns with existing literature that documents the heightened vulnerability of sexual minorities to gender-based violence [ 8 ] due to societal prejudices and institutionalized discrimination [ 23 , 24 ]. The emotional and behavioural consequences, such as self-isolation, absenteeism, anxiety, and a general distrust of people, reflect an attempt to cope with the hostility and discrimination faced within their immediate environment. Survivors employed diverse coping strategies that exist on a spectrum rather than fitting neatly into categories of good or bad. Behaviours such as using social media, appearing less sensitive to criticism, or avoiding certain situations can have different effects depending on their intensity, duration, context, and the individual’s unique circumstances. What may begin as a helpful, adaptive response, like withdrawing briefly to rest, can become maladaptive if prolonged or used rigidly. The strategies discussed are grounded in the real experiences of survivors, not theoretical ideals. Many so-called maladaptive behaviours stem from deep emotional pain and a lack of access to supportive resources. These strategies often offer immediate, short-term relief from distress, but they may impede long-term healing and even create additional difficulties. In contrast, adaptive approaches are more likely to support emotional processing and resilience over time. What matters most is the function behind a behaviour rather than its outward appearance. For example, journaling might serve as a valuable tool for emotional clarity, or it could become a vehicle for obsessive rumination. Similarly, engaging with social media may connect someone to supportive communities, or it might become a means of escape through endless, numbing scrolling. Understanding these nuances requires a trauma-informed perspective, one that recognizes the often complex, conflicting, and deeply personal ways survivors navigate their experiences. This perspective calls for compassionate, non-judgmental support and accessible resources that can help individuals shift toward more adaptive coping as they are ready. Even a behaviour like becoming less sensitive to criticism has layered meaning. It could signal strength and the establishment of boundaries, or it might reflect emotional numbing and self-protective detachment shaped by repeated hurt. This highlights that context matters when providing support. In addition. survivors need to be able to ventilate and tell their stories to promote healing in a safe environment [ 9 ]. These findings also suggest that, in the absence of institutional or legal support, sexual minorities rely on informal support networks and individual coping strategies, some of which may have detrimental long-term effects on their health and well-being [ 25 ]. The reluctance to report incidents of SH stems from multiple factors, including fear of escalation, lack of evidence, and the criminalization of sexual minority activities under Nigerian law [ 26 ]. These legal and institutional barriers reinforce a culture of silence, thereby perpetuating cycles of violence and victimisation against sexual minority individuals. Furthermore, the fear that authorities may turn the case against them highlights the deep-seated systemic discrimination that prevents justice for sexual minority survivors of sexual harassment [ 27 ]. Participants emphasized the need for an institutional approach with proactive measures to address sexual harassment against sexual minorities. The call for institutional protection through policy measures resonates with global best practices in fostering safer environments for marginalized communities [ 28 ]. A critical step in this direction involves raising awareness about gender diversity within university communities, which can create a more accepting and protective environment for sexual minority individuals [ 29 , 30 ]. It is also important to foster institutional accountability. Educational institutions must develop confidential and accessible reporting mechanisms to encourage survivors to come forward without fear of retaliation. This starts with an inclusive institutional sexual harassment policy but also includes relevant structures to ensure mechanisms for enforcement and that the campus community is aware of the rules of social conduct and national laws against discrimination. In addition, partnerships with civil society organizations specializing in sexual and gender minority advocacy can provide sexual minorities with external avenues for support and legal assistance. Diversity training emerged as a potential avenue for fostering tolerance and improving understanding of gender and sexual diversity within the university community. Respondents believed such training could bridge knowledge gaps and challenge deeply entrenched biases against sexual minorities. Numerous studies indicate that well-structured diversity training programs reduce prejudices and increase empathy toward marginalized groups [ 31 ]. However, for diversity training to be effective, it must be carefully designed to address cultural and contextual barriers to acceptance. Resistance to gender and diversity training may exist due to ingrained socio-cultural and religious beliefs. Training programs should thus employ evidence-based approaches like experiential learning, storytelling, and inclusive policy framing to facilitate constructive engagement with diverse perspectives [ 32 ]. Institutional diversity training must also be regular and continuously integrated into institutional curricula and staff training programs [ 33 ]. The suggestions emphasize that institutions need to take proactive responsibility to create environments where safety, dignity, and justice are not optional but foundational. The establishment of robust systems to prevent and respond to harm against sexual and gender minority individuals can be fostered by a culture of inclusion and formally recognizing diversity through training and policies. It is also important to ensure that sexual and gender minority individuals have safe and reliable avenues to report sexual harassment and seek justice. It also underscores the importance of protecting fundamental rights, such as freedom of expression, as essential to personal safety and identity. At the heart of this framework is the imperative to ensure that institutional actions are grounded in the needs, rights, and lived experiences of affected individuals. Conclusion This study reveals the troubling reality of sexual harassment experienced by sexual minorities and the barriers that hinder justice and institutional protection. The reluctance to report incidents due to legal and institutional discrimination underscores the urgent need for policy reforms and cultural shifts. Institutional commitments to gender inclusivity, inclusive policies, and sustained diversity training initiatives are critical in creating safer environments for sexual minority individuals. Addressing these issues requires a multi-pronged approach involving institutional policy review, education, legal protection, and a commitment to fostering an inclusive society where everyone is safe. Future research efforts should prioritize contextualizing existing gender and sexual diversity training that will be easy to roll out and scale up for tertiary institutions in Nigeria. Abbreviations HEI Higher Education Institutions IDI In-depth interviews LEA Law enforcement agents LGBTI Lesbian, gay, bisexual, transgender, intersex Prep Pre-exposure prophylaxis SH Sexual harassment SOGI Sexual orientation and gender identity Declarations Ethics Approval and Consent to Participate The study adhered to the ethical standards outlined in the Declaration of Helsinki. Ethics approval was obtained from the Research and Ethics Committee of the Obafemi Awolowo University Teaching Hospitals Complex, Ile-Ife (IPH/OAU/12/2445). Written informed consent was obtained from the participants. Clinical trial Not applicable. This study is not a clinical trial. Consent for publication Not applicable. This manuscript does not include any individual data requiring consent for publication. Availability of data and materials The datasets used for the current study are accessible on request from the study PI. Competing Interests Moréniké Oluwátóyìn Foláyan is a Senior Editor Board member of BMC Oral Health. All other authors declare no conflict of interest. Funding The project received $1300 in seed funding from the Tertiary Education Trust Fund through the Institution-based Grant at Obafemi Awolowo University, Ile-Ife, Nigeria. Authors’ Contributions BM: Conceptualization, Investigation, Methodology, Project administration, Supervision, Writing original draft, review & editing. BM, OI, and MOF: Conceptualization, Methodology, Formal analysis, Project administration, Supervision, review & editing of original draft. BM, OI, AA, MA, OO, KO, OA, OB, and MOF: Conceptualization, Methodology, Data collection, review & editing of original draft. All authors made intellectual contributions, read and approved the published version of the manuscript. Acknowledgement The authors hereby acknowledge the participants in the study. All the key informants for their time, and all respondents who shared their experience with confidence and hope. We also acknowledge the support of participants who helped to validate our findings. References Wall E. The Definition of Sexual Harassment. Public Affairs Q. 1991;5(4):371–85. Mitchell KJ, Ybarra ML, Korchmaros JD. Sexual harassment among adolescents of different sexual orientations and gender identities. Child Abuse Negl. 2014;38(2):280–95. Konik J, Cortina LM. Policing gender at work: Intersections of harassment based on sex and sexuality. Soc Justice Res. 2008;21:313–37. Bondestam F, Lundqvist M. Sexual harassment in higher education–a systematic review. Eur J High Educ. 2020;10(4):397–419. Mushtaq M, Sultana S, Imtiaz I. The trauma of sexual harassment and its mental health consequences among nurses. J Coll Physicians Surg Pakistan. 2015;25(9):675–9. O’Donohue W, Downs K, Yeater EA. Sexual harassment: A review of the literature. Aggress Violent Beh. 1998;3(2):111–28. Klein LB, Martin SL. Sexual Harassment of College and University Students: A Systematic Review. Trauma Violence Abuse. 2021;22(4):777–92. Smith DM, Johns NE, Raj A. Do sexual minorities face greater risk for sexual harassment, ever and at school, in adolescence? Findings from a 2019 cross-sectional study of US adults. J interpers Violence 2022, 37(3–4): NP1963- NP1987. Mapayi BM, Oloniniyi IO, Oginni OA, Opara OJ, Olukokun KJ, Harrison A, Folayan MO. Stifled screams: experiences of survivors of sexual harassment in first-generation universities in Southwestern Nigeria. Social Sci. 2023;12(7):401. Johnson LM, Matthews TL, Napper SL. Sexual orientation and sexual assault survivorization among US college students. Social Sci J. 2016;53(2):174–83. Li MN, Zhou X, Cao W, Tang K. Sexual assault and harassment (SAH) survivorization disparities between sexual minority and heterosexual Chinese youth. J Soc Issues. 2023;79(4):1325–44. Woodford MR, Han Y, Craig S, Lim C, Matney MM. Discrimination and mental health among sexual minority college students: The type and form of discrimination does matter. J Gay Lesbian Mental Health. 2014;18(2):142–63. Zeeman L, Sherriff N, Browne K, McGlynn N, Mirandola M, Gios L, Davis R, Sanchez-Lambert J, Aujean S, Pinto N. A review of lesbian, gay, bisexual, trans and intersex (LGBTI) health and healthcare inequalities. Eur J Pub Health. 2019;29(5):974–80. Mink MD, Lindley LL, Weinstein AA. Stress, stigma, and sexual minority status: The intersectional ecology model of LGBTQ health. J Gay Lesbian Social Serv. 2014;26(4):502–21. Oginni OA, Mosaku KS, Mapayi BM, Akinsulore A, Afolabi TO. Depression and associated factors among gay and heterosexual male university students in Nigeria. Arch Sex Behav. 2018;47:1119–32. Garnets L, Herek GM, Levy B. Violence and survivorization of lesbians and gay men: Mental health consequences. J interpers Violence. 1990;5(3):366–83. Zinzow HM, Grubaugh AL, Frueh BC, Magruder KM. Sexual assault, mental health, and service use among male and female veterans seen in Veterans Affairs primary care clinics: A multi-site study. Psychiatry Res. 2008;159(1–2):226–36. Mapayi BM, Oginni O, Akinsulore A, Aloba OO. Homophobia and perceptions about homosexuality among students of a tertiary institution in Nigeria. Gend Behav. 2016;14(3):7624–37. Ogunbajo A, Iwuagwu S, Williams R, Biello KB, Kahler CW, Sandfort TG, Mimiaga MJ. Experiences of minority stress among gay, bisexual, and other men who have sex with men (GBMSM) in Nigeria, Africa: The intersection of mental health, substance use, and HIV sexual risk behavior. Glob Public Health. 2021;16(11):1696–710. Meyer IH. Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence. Psychol Bull. 2003;129(5):674. Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Res Psychol. 2006;3(2):77–101. Booth A, Hannes K, Harden A, Noyes J, Harris J, Tong A. COREQ (consolidated criteria for reporting qualitative studies). Guidelines for reporting health research: a user's manual. 2014 Jul 25:214–26. Hayes BE, Richards TN, Gillespie LK. Sexual misconduct survivorization and reporting decisions among gender and sexual minorities college students. J Criminal Justice. 2025;98:102387. Müller A, Daskilewicz K, Kabwe ML, Mmolai-Chalmers A, Morroni C, Muparamoto N, Muula AS, Odira V, Zimba M et al. the S Experience of and factors associated with violence against sexual and gender minorities in nine African countries: a cross-sectional study. BMC Public Health : 2021, 21(1):357. Goldberg-Looney LD, Perrin PB, Snipes DJ, Calton JM. Coping styles used by sexual minority men who experience intimate partner violence. J Clin Nurs. 2016;25(23–24):3687–96. Arimoro AE. The criminalisation of consensual same-sex sexual conduct in Nigeria: A critique. J Hum Rights Social Work. 2019;4(4):257–66. Hussain S, Saleem S, Ahmad R. Sexual Harassment in Public and Occupational Domains: Obstacles to the Robust Enforcement of Legislative Mandates in Pakistan. J Res Rev. 2024;1(04):480–91. Cooper KM, Auerbach AJJ, Bader JD, Beadles-Bohling AS, Brashears JA, Cline E, Eddy SL, Elliott DB, Farley E, Fuselier L, et al. Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ + Individuals in Academic Biology. CBE Life Sci Educ. 2020;19(3):es6. Rosa R, Clavero S. Gender equality in higher education and research. J Gend Stud. 2022;31(1):1–7. Hinton-Smith T. Positioning gender inequality awareness in higher education teaching internationally: colonial legacies, cultural explanations and responsibility of universities. Gend Educ. 2025;37(1):1–15. Devine PG, Ash TL. Diversity training goals, limitations, and promise: A review of the multidisciplinary literature. Ann Rev Psychol. 2022;73(1):403–29. Harris JC, Linder C. Intersections of identity and sexual violence on campus: Centering minoritized students' experiences. Taylor & Francis; Eds.) 2023. Fuentes MA, Zelaya DG, Madsen JW. Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teach Psychol. 2021;48(1):69–79. Additional Declarations Competing interest reported. Moréniké Oluwátóyìn Foláyan is a Senior Editor Board member of BMC Oral Health. All other authors declare no conflict of interest. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7208235","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":509528828,"identity":"3c64bad2-6325-4f70-a027-87f6a30acb78","order_by":0,"name":"Boladale 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mechanisms\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7208235/v1/1a18997bc818b8ecc24d9529.png"},{"id":90710675,"identity":"e1594f1b-4909-4453-92b0-d642d233b6fe","added_by":"auto","created_at":"2025-09-06 06:43:49","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":34174,"visible":true,"origin":"","legend":"\u003cp\u003eRecommendations from survivors\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7208235/v1/d415584ece02ac5c2d6b33f2.png"},{"id":90710765,"identity":"58112a74-dd19-45ec-940d-afd55569ac11","added_by":"auto","created_at":"2025-09-06 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Moréniké Oluwátóyìn Foláyan is a Senior Editor Board member of BMC Oral Health. All other authors declare no conflict of interest.","formattedTitle":"Sexual Harassment Against Sexual Minority Students in a University in Nigeria","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSexual harassment is unsolicited and inappropriate sexual advances or requests for sexual favours[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] affecting all people irrespective of gender and sexual identity[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. It occurs in diverse settings, including higher institutions. Individuals who are sexually harassed often carry physical and mental scars that negatively impact their interpersonal relationships and mental health [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. However, prompt detection and support for these persons may reduce the risk of a lifetime impact[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOne factor associated with the likelihood of being a survivor of sexual harassment is being a sexual minority individual [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. However, there has been silence about the needs of sexual minority adolescents and young people when the management of sexual harassment in higher institutions is framed within Nigeria. Most Nigerian universities, especially in Southwest Nigeria, take pride in their zero tolerance for sexual harassment stance. These institutions also have sexual harassment policies and trained focal persons within most faculties. However, most of these policies do not recognize the peculiarities of sexual minority individuals. One of the known strategies for addressing sexual harassment against sexual minority individuals is to promote tolerance and acceptance of sexual diversity [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Few empirical studies have explored the experiences of sexual harassment by sexual minority individuals in higher institutions in Nigeria [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eViable ways to create a supportive environment for the prevention and reporting of sexual harassment among sexual minority individuals in Nigerian tertiary institutions need to be proposed and implemented. This is because sexual minority individuals experience higher rates of sexual harassment than heterosexual individuals at work [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] and in school [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. A hostile environment that promotes discrimination and stigma [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] and their marginalized status in society [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] are unique challenges that increase their risk for sexual harassment.\u003c/p\u003e\u003cp\u003eSexual harassment can have serious mental and physical health consequences. Survivors may experience anxiety, depression, post-traumatic stress disorder, and other adverse health outcomes [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. In environments like Nigeria, where the socio-cultural and legal environments are homophobic [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], sexual minority individuals who face sexual harassment are less likely to report and seek justice because of the fear of persecution or criminalization [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study is an attempt to generate evidence for the formulation of gender sensitive higher education institutions (HEI) policies that can protect sexual and gender minority individuals. The design and implementation of this research were driven by the minority stress theory, which proposes that sexual minority health disparities can be explained in large part by stressors induced by a hostile, homophobic culture, which often results in a lifetime of harassment, maltreatment, discrimination, and victimisation. Minority stress theory can help to explain the vulnerability of sexual minority students to sexual violence [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe study aimed to explore the lived experience of sexual minority survivors of sexual harassment in a HEI in Nigeria, its consequences, and the coping style used by sexual minority individuals in a HEI in Nigeria. In addition, the study would generate recommendations on how to create a safe environment for the prevention and management of sexual harassment in HEIs in Nigeria.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cb\u003eStudy design and study site\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis is a qualitative study using the narrative phenomenological approach. It focused on exploring the lived experiences of sexual harassment among sexual minority (sexual minority) individuals. Data collection occurred between February and June 2024.\u003c/p\u003e\u003cp\u003eThe study was conducted at a HEI in Southwestern Nigeria, known for its structured student governance system and disciplinary architecture. The institution operates under a centralized administration with a Vice Chancellor at the helm, supported by Deans of Faculties and the Directorate of Student Affairs, which is charged with student welfare, including SH reporting. The institution maintains a public commitment to anti-sexual harassment policies, although the prevailing institutional culture is influenced by conservative sociocultural and religious values.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy participants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eStudy participants were 20 sexual minority students, 18 years and older, who had to be currently enrolled or had been students at a HEI within the past 5 years to be eligible, and had to provide informed consent to participate in the study. Study participants also had to self-identify as survivors of sexual harassment. All participants were proficient in English. There was no exclusion criterion.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRecruitment procedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study adopted a purposive sampling technique to recruit sexual minority (sexual minority) individuals who had experienced sexual harassment in the HEI in Nigeria. The recruitment process was designed to ensure sensitivity, confidentiality, and trust, crucial factors given the vulnerability and legal risks faced by sexual minority individuals in the Nigerian context.\u003c/p\u003e\u003cp\u003eRecruitment was carried out through two primary channels. First, the research team engaged the Directorate of Student Affairs within the HEI to identify possible entry points for reaching sexual minority students. While the Directorate did not directly identify or refer participants (to maintain confidentiality), it facilitated access to institutional networks, which were instrumental in disseminating information about the study. The second recruitment strategy was through peer supporters known to the research team members. The peer supporters were trusted individuals within the sexual minority community who had established rapport with potential participants. These supporters sensitively introduced the study to sexual minority individuals who had experienced sexual harassment, explained the study objectives, and provided reassurances about confidentiality and voluntary participation. Interested individuals were then referred to the research team.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy procedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eOnce potential participants were identified, the study team contacted them directly via telephone calls and shared detailed information about the study, including purpose, procedures, risks, benefits, and ethical safeguards. Participation was entirely voluntary, and written informed consent was obtained from each participant before data collection.\u003c/p\u003e\u003cp\u003e To ensure participants\u0026rsquo; comfort and safety, they were given the option to choose the interview modality (in-person, telephone, or online video call) based on their convenience and perceived safety. All the participants chose to conduct the interviews via phone calls. The research team ensured that all interviews were conducted in private settings where participants could speak freely without fear of being overheard or identified.\u003c/p\u003e\u003cp\u003eIn-depth interviews (IDIs) were conducted to generate the data for the study. The in-depth interviews took approximately 70 minutes, explored the types of sexual harassment experienced, the consequences and coping styles, the support systems, and perspectives on institutionalizing preventive and management support for sexual minority individuals who may experience sexual harassment, including the need for sexual and gender diversity training within Nigerian campuses.\u003c/p\u003e\u003cp\u003e Throughout the recruitment and data collection process, the study team adhered to strict ethical guidelines to protect participants' anonymity, including the use of coded identifiers, secure data storage, and referral to mental health support services when necessary. Research assistants were also trained on how to offer psychological first aid to survivors and psychological support to cope with vicarious trauma. Referral to a psychologist for the management of post-traumatic effects was offered to all participants.\u003c/p\u003e\u003cp\u003eTo ensure methodological rigor, the study findings were collaboratively reviewed by multiple researchers to resolve discrepancies. Areas of divergence were resolved through discussions between the study leads (MB, IO, and AA). Member checking sessions were held for five participants, who validated the themes and interpretations or provided clarifications. Feedback was incorporated into the final analysis. Confirmability was enhanced using anonymized direct quotes, which grounded the findings in participants\u0026rsquo; voices, and by employing trained assistants to ensure trauma-informed and ethical data collection.\u003c/p\u003e\u003cp\u003eIn addition, the interviewers and analysts maintained reflexive journals, documenting their assumptions, emotional responses, and analytical decisions throughout the research process. This journal served as a tool for continuous self-examination and was reviewed during team debriefings. Furthermore, a formal audit trail was created, detailing methodological decisions from recruitment through analysis. Finally, a peer debriefing was done with an external qualitative expert unaffiliated with the study, who also helped with validating the study findings by reviewing the audit trail.\u003c/p\u003e\u003cp\u003e\u003cb\u003eData analyses\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAll interviews were audio-recorded, transcribed verbatim, and anonymized. Transcripts were stored in a password-protected Microsoft Word document on an encrypted computer accessible only to the lead investigators. A log of data access and retrieval activities was maintained to ensure traceability and integrity.\u003c/p\u003e\u003cp\u003eThe transcribed interview recordings were imported into ATLAS.Version 24, and then the individual questions were coded for emerging themes. An inductive analysis was conducted to generate themes from the transcripts based on grounded theory proposed by Braun and Clark [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The themes were later reorganized into themes and sub-themes based on the centrality of ideas within each category. The qualitative data were coded using ATLAS.ti qualitative data analysis software. Excerpts and illustrative quotes of general insights and deviant cases were selected from the transcripts to substantiate the presentation of the key findings in this report. The Consolidated Criteria for Reporting Qualitative Research guidelines guided the reporting of the study findings [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cb\u003eEthical Considerations\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003cp\u003e was obtained from the Institute of Public Health Research Ethics Committee (IPH/OAU/12/2445), Obafemi Awolowo University, Ile-Ife, Nigeria. All research team members received training on interacting with survivors of violence, research ethics, confidentiality, obtaining consent, and psychological first aid. Informed consent was received from all study participants. Confidentiality was assured, and all data was stored without participants\u0026rsquo; identities. Referrals for therapy were made for participants who exhibited or reported distress. Documents were stored on password-protected laptops.\u003c/p\u003e\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cb\u003eSociodemographic characteristics of respondents\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that the sexual minority survivors were between 18 and 29 years old. Seventeen were males, and three were females. Sixteen self-identified as gay, three as lesbians, and one as queer. Sixteen were cisgender, and one each was transgender, non-binary, and gender fluid. Eighty-nine percent of the survivors were between 18 and 25 years old, and 11% were above 25 years. Their disciplines included psychology (5), Chemistry (2), Medicine \u0026amp; Surgery (2), and one from the departments of English Education, Sociology and Anthropology, Kinesiology, Health Recreation, Electronics and Electrical engineering, Microbiology, Demography and Social Statistics, Computer Science, Biochemistry, Medical Rehabilitation, Food Science, and Technology respectively. Survivors were identified across the following levels of study: 100 level (4 individuals), 200 level (3), 300 level (4), 400 level (5), 500 level (2), and 600 level (1).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eExperiences of Sexual Harassment and Coping Strategies Among Sexual Minority Students in Nigerian Tertiary Institutions (In-Depth Interview Data)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"15\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSOGI\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCourse\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eLevel\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eType of SH\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eSex of perp\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStatus of perp\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eLocation of SH\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eEmotional reaction\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c11\"\u003e\u003cp\u003eReportage to anyone\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c12\"\u003e\u003cp\u003econsequences\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c13\"\u003e\u003cp\u003eReport to the school or LEA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c14\"\u003e\u003cp\u003eReasons for not reporting\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c15\"\u003e\u003cp\u003eCoping\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003cp\u003eLesbian\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePsychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e200 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal Attempted rape\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus\u003c/p\u003e\u003cp\u003e(Perp\u0026rsquo;s place)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt demeaned\u003c/p\u003e\u003cp\u003eFelt betrayed and traumatized,\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eless open about her sexuality\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eIllegal in Nigeria \u003c/p\u003e\u003cp\u003eLack of trust in LEA as they often dismiss or blame survivors\u003c/p\u003e\u003cp\u003eFear of stigma\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eBecame a \"workaholic\"\u003c/p\u003e\u003cp\u003eSmoked weed excessively,\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eChemistry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e200 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal \u003c/p\u003e\u003cp\u003ePhysical\u003c/p\u003e\u003cp\u003eOnline\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent (ex-partner)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eHostel\u003c/p\u003e\u003cp\u003eSocial media\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt sad, angry, and traumatized\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003emore withdrawn\u003c/p\u003e\u003cp\u003eAvoided people\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eIllegal\u003c/p\u003e\u003cp\u003eFear of exposure and societal judgment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eUsed music\u003c/p\u003e\u003cp\u003efriends within the LGBTQ\u0026thinsp;+\u0026thinsp;community humour\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003emale queer Transgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMedicine and Surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e600 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal harassment Public humiliation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLecturer (staff)\u003c/p\u003e\u003cp\u003eStudent (mates)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eClassroom\u003c/p\u003e\u003cp\u003eclassmates)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt isolated\u003c/p\u003e\u003cp\u003eand unsafe in class\u003c/p\u003e\u003cp\u003epoor concentration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eBecame isolated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eIllegal\u003c/p\u003e\u003cp\u003eFear of further exposure and potential backlash\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eIsolated self\u003c/p\u003e\u003cp\u003efriends within the LGBTQ\u0026thinsp;+\u0026thinsp;community\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNot stated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal Derogatory statements and jokes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent (friend)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCampus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt embarrassed Angry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eFelt isolated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of public exposure and societal judgment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eBecame used to the comments\u003c/p\u003e\u003cp\u003eFriends within the LGBTQ\u0026thinsp;+\u0026thinsp;community Humour\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEnglish Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e400 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSexual assault\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eFriend\u0026rsquo;s boyfriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003ePerp\u0026rsquo;s residence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFear, guilt, trauma, betrayal, powerlessness,\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eDistrust and withdrawal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of stigma and discrimination\u003c/p\u003e\u003cp\u003eLack of trust in LEA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eUsed social media as a distraction, avoided hookup apps like Grindr\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSociology and Anthropology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e400 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003everbal Homophobic remarks and discrimination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMales\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent (mates)\u003c/p\u003e\u003cp\u003eLecturer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus hostel\u003c/p\u003e\u003cp\u003eOn-campus (Classroom)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFeeling unsafe, anxious\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eIncreased anxiety and hypervigilance\u003c/p\u003e\u003cp\u003eDistrust\u003c/p\u003e\u003cp\u003eImpaired academic performance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of retaliation or further harassment\u003c/p\u003e\u003cp\u003eBelief that reporting would not lead to justice or protection\u003c/p\u003e\u003cp\u003eLack of trust in LEA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003eAvoidance of perpetrators and triggering environments\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePsychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e300 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePhysical Verbal homophobic insults Discrimination and threats\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMales\u003c/p\u003e\u003cp\u003eFemales\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents (mates)\u003c/p\u003e\u003cp\u003eLecturers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCampus (hostel)\u003c/p\u003e\u003cp\u003eonline platform\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFear, helplessness, and trauma\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003electurer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eIncreased anxiety and hypervigilance\u003c/p\u003e\u003cp\u003eAvoidance\u003c/p\u003e\u003cp\u003eDistrust of peers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eLack of trust in LEA\u003c/p\u003e\u003cp\u003eBelief that the law does not protect SM\u003c/p\u003e\u003cp\u003eFear of retaliation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eAvoidance of perpetrators and triggering environments Ignoring verbal insults\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003cp\u003eLesbian\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eKinesiology Health Recreation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e300 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAttempted sexual assault Verbal property damage discrimination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus hostel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt embarrassed,\u003c/p\u003e\u003cp\u003eangry, insulted\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eAnger\u003c/p\u003e\u003cp\u003eFrustration Avoidance\u003c/p\u003e\u003cp\u003eFear\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFirst incident: Embarrassment and lack of evidence\u003c/p\u003e\u003cp\u003eA waste of time\u003c/p\u003e\u003cp\u003eLack of trust in LEA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eFirst incident: Smoking, crying, and stress eating\u003c/p\u003e\u003cp\u003eRetaliation Emotional support from friend\u003c/p\u003e\u003cp\u003eLearning new skills\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003egay Genderfluid\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eElectronics and Electrical Engineering\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e500 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal Cyberbullying Discrimination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents\u003c/p\u003e\u003cp\u003eLecturer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCampus \u003c/p\u003e\u003cp\u003eOnline\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt embarrassed\u003c/p\u003e\u003cp\u003eHypervigilant\u003c/p\u003e\u003cp\u003eFear and sadness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eDistrust\u003c/p\u003e\u003cp\u003eEmotional distress crying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eLack of trust in LEA\u003c/p\u003e\u003cp\u003eFear of retaliation Belief that reporting would not lead to justice or protection\u003c/p\u003e\u003cp\u003eLack of evidence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eFocus on personal growth and skill-building\u003c/p\u003e\u003cp\u003eAvoidance of certain social interactions\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003cp\u003eLesbian\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMicrobiology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e400 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCoercion Physical homophobic remarks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff campus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eAnger, disgust, and sadness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eDistrust\u003c/p\u003e\u003cp\u003eReserved\u003c/p\u003e\u003cp\u003eIsolated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eNot aware of institutional resources\u003c/p\u003e\u003cp\u003eFelt it was unnecessary\u003c/p\u003e\u003cp\u003eA waste of time, energy, and money\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eSmoking weed Avoiding perpetrators Emotional support from friends\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDemography and Social Statistics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e300 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDiscrimination\u003c/p\u003e\u003cp\u003eRape\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt violated, hurt, and traumatized\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eLimiting friendships Felt uncomfortable in academic settings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eIllegal\u003c/p\u003e\u003cp\u003eFear of backlash\u003c/p\u003e\u003cp\u003eself-blame\u003c/p\u003e\u003cp\u003eLack of faith in LEA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eself-defense\u003c/p\u003e\u003cp\u003ePepper spray\u003c/p\u003e\u003cp\u003eWrote poetry Emotional support from friends\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eComputer Engineering\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e500 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUnwanted sexual advances Homophobic remarks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003cp\u003electurer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus\u003c/p\u003e\u003cp\u003eOn-campus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt embarrassed and ashamed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eDistrust\u003c/p\u003e\u003cp\u003eIsolated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eLecturer\u0026rsquo;s authority and potential bias in favor of staff\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eAvoiding the perpetrator\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePsychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e300 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eHomophobic remarks\u003c/p\u003e\u003cp\u003eBlackmail and threats\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMales\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLecturer\u003c/p\u003e\u003cp\u003eEx-partner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOn campus (Class)\u003c/p\u003e\u003cp\u003eOnline\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt helpless, betrayed, sad\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eisolation\u003c/p\u003e\u003cp\u003eReserved\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eLack of trust LEA Fear of escalation Belief that reporting would not lead to Justice\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003eAvoiding confrontations Limiting interactions\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eChemistry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e400 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal\u003c/p\u003e\u003cp\u003ehomophobic remarks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003estudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOn campus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eEmbarrassment Sadness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eLimited social interactions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eBelief that reporting would not lead to Justice\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003eAvoiding confrontations\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003eNon binary\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eComputer Science\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e400 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSexual assault\u003c/p\u003e\u003cp\u003eVerbal Homophobic remarks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFemale Male\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003cp\u003eStaff\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOff-campus On-campus (staff office)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eAnger and sadness\u003c/p\u003e\u003cp\u003eFear and anxiety\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends and family (father)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eSocial withdrawal limited interactions Emotional distress and fear\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of persecution Illegal\u003c/p\u003e\u003cp\u003eBelief that reporting would not lead to Justice\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eAvoidance\u003c/p\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003eStress eating\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePsychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e100 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents\u003c/p\u003e\u003cp\u003e(mates)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eon-campus (Classroom)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eSadness and surprise\u003c/p\u003e\u003cp\u003eHurt and frustration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eEmotional distress and sadness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eBelief that Nigeria is not a safe space for SM individuals\u003c/p\u003e\u003cp\u003eFear of further harassment or persecution\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003ePracticing self-acceptance\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBiochemistry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e100 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal\u003c/p\u003e\u003cp\u003eOnline\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eNA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSocial media\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt betrayed, Sad\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eWithdrawal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFelt the incident was not \u0026ldquo;serious enough\u0026rdquo; to warrant formal reporting\u003c/p\u003e\u003cp\u003eUnnecessary to escalate the matter\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003cp\u003eBlocked the perpetrators\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePsychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e200 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal\u003c/p\u003e\u003cp\u003eHomophobic remarks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMales\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent (Roommate)\u003c/p\u003e\u003cp\u003eLecturer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCampus hostel\u003c/p\u003e\u003cp\u003eLecturer\u0026rsquo;s office\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt bad\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eFriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eLoss of motivation and productivity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eBelief that it would not be considered SH\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eDistraction (movies)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eGay\u003c/p\u003e\u003cp\u003ecisgender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMedical Rehabilitation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e100 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePhysical\u003c/p\u003e\u003cp\u003eVerbal Homophobic remarks and threats\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOn-campus\u003c/p\u003e\u003cp\u003eHostel and online\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt na\u0026iuml;ve and used\u003c/p\u003e\u003cp\u003eAnger and frustration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eFriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eEmotional distress and sadness\u003c/p\u003e\u003cp\u003eIsolation\u003c/p\u003e\u003cp\u003eReflection\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of bias due to being a sexual minority\u003c/p\u003e\u003cp\u003eFear of retaliation Fear of legal repercussions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eIsolation and distancing from others\u003c/p\u003e\u003cp\u003eEmotional support from friends\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIDI 20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003egay\u003c/p\u003e\u003cp\u003eNonbinary\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFood Science Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e100 level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eVerbal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003cp\u003eFamily\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eOnline\u003c/p\u003e\u003cp\u003eOff campus (Home)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFelt angry and frustrated\u003c/p\u003e\u003cp\u003eHurt and sad\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eFriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003eEmotional distress and sadness\u003c/p\u003e\u003cp\u003eReduced trust in family members\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c14\"\u003e\u003cp\u003eFear of legal repercussions\u003c/p\u003e\u003cp\u003eIllegal in Nigeria\u003c/p\u003e\u003cp\u003eNot significant enough to report\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c15\"\u003e\u003cp\u003eEmotional detachment and numbness\u003c/p\u003e\u003cp\u003eAvoiding interactions\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSOGI \u0026ndash; Sexual orientation and gender identity\u003c/p\u003e\u003cp\u003ePrep \u0026ndash; Pre exposure prophylaxis\u003c/p\u003e\u003cp\u003eSH- Sexual harassment\u003c/p\u003e\u003cp\u003eLEA \u0026ndash; Law enforcement agents\u003c/p\u003e\n\u003ch3\u003e1. Experience of Sexual Harassment\u003c/h3\u003e\n\u003cp\u003eThe interviews revealed pervasive experiences of sexual harassment, discrimination, and psychological distress among sexual minority students. Sexual minorities experienced SH in several forms, including verbal assault, attempted rape, rape, blackmail, extortion, bullying, derision or mockery, food poisoning, kidnap, physical assaults, blackmail, extortion, getting infected with STIs, false accusations, physical assaults, homophobic attacks, threats, and intimidation.\u003c/p\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e1.1. Types of sexual harassment\u003c/h2\u003e\u003cp\u003eThe interviews revealed that respondents had experienced several types of sexual harassment and discrimination, including physical assault, verbal abuse, and religious and cultural harassment. Participants reported attempted rape, forced physical contact, and violent confrontations. One respondent described being held down by a friend who attempted to \"purge\" them of their bisexuality. Homophobic slurs, derogatory comments, and public shaming were common. In addition, evangelists and religious peers confronted participants, labelling their identities as \"evil\" and pressuring them to change. In addition, roommates sabotaged food/water to \"cure\" their sexuality. Harassment was disguised as casual conversations and requests, escalating to forceful attempts.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"He dragged me back and said, 'You have to explain why you\u0026rsquo;re bi.' He held my face down to the bed and shoved his thing between my legs. I started crying, and he stopped only because he feared his neighbours would hear.\"\u003c/em\u003e\u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"He penetrated me. It was excruciating, and I was crying. The fact that I was crying didn\u0026rsquo;t stop him. I felt like fire was lit up in my anus.\"\u003c/em\u003e\u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"Someone had a lot to say about my nose piecing and how gay I am, I think he said it in Yoruba, the translation was that; they will be fucking this one in the yansh ...\u0026rdquo;\u003c/em\u003e\u003cb\u003e(IDI FOURTEEN, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"My roommate put sand in my water and food to make me sick because she found out I was bi. They all stopped talking to me after that.\"\u003c/em\u003e\u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"My ex-boyfriend anonymously posted about my sexuality in our class group. People made jokes, and I was scared to face my classmates for weeks.\"\u003c/em\u003e\u003cb\u003e(IDI TWO, gay male)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e1.2. Perpetrators\u003c/h2\u003e\u003cp\u003eHarassment originated from multiple sources, including peers (such as roommates, classmates), authority figures (including lecturers), and intimate partners. Notably, some perpetrators were also part of the sexual and gender minority community, exploiting trust and closeness. Harassment occurred in spaces that respondents considered to be safe. Fellow students often leveraged physical strength or social influence to harass sexual minority individuals. Also, homophobic remarks from faculty created hostile learning environments.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"My friend knew what was going to happen to me that night... I felt it was a conspiracy.\"\u003c/em\u003e \u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"It happened in the dormitory. I couldn't believe it because I thought that was a safe space.\"\u003c/em\u003e\u003cb\u003e(IDI FOUR, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;There was like a picture of mine on Tinder\u0026hellip; it got to my class group \u0026hellip;a friend of another friend\u0026hellip; posted it\u0026hellip; So, that's when I got to know that, okay, he's a friend with this guy I dated.\u0026rdquo;\u003c/em\u003e \u003cb\u003e(IDI TWO, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I used to have a roommate who would put stuff into my food and water, because she found out I was bi\u0026hellip; To make me sick\u0026hellip;I was always like having runny stomach.\u0026rdquo;\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"A lecturer kept picking on me in class, saying, 'People are bringing Western imports like being gay to destroy this country.' The whole class laughed.\"\u003c/em\u003e \u003cb\u003e(IDI THREE, queer individual)\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThey came to preach to me \u0026hellip; they started praying for me, preaching to me, praying, praying. I was so embarrassed that day. Like, they stopped me from like, leaving.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e1.3. Power dynamics and perpetrators\u003c/h2\u003e\u003cp\u003eThe perpetrators used physical restraint, social status, and coercion to assert dominance. Emotional and psychological manipulation were also evident, with some perpetrators equating bisexuality with an \u0026ldquo;evil spirit\u0026rdquo; that needed \u0026ldquo;purging.\u0026rdquo; In addition, fear played a key role in the interviewee\u0026rsquo;s resistance and eventual escape.\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"He was like, yes, because it is evil spirit, he\u0026rsquo;s going to purge me of my sins... he\u0026rsquo;s going to give me good dick, that when I think about it, I would not want to be with a woman again.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"Professors should not use grades as a weapon to manipulate students into doing things.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003e2. Community and Social Perceptions\u003c/h3\u003e\n\u003cp\u003eSexual minority individuals were often blamed for their harassment, with perpetrators and bystanders justifying abuse by framing it because of their identity or behaviour. For example, a perpetrator framed the assault as \"corrective,\" blaming the survivor\u0026rsquo;s bisexuality for the violence. In addition, a survivor\u0026rsquo;s friend excused the assault by claiming the survivor \"would want it,\" reinforcing blame on the survivor, and others blamed the survivor for \"corrupting\" culture, justifying public humiliation.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"People whispered behind my back, saying I was making up stories for attention.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"Some even blamed me, saying I shouldn\u0026rsquo;t have worn that dress.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI TEN, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"My family told me not to report it. They said it would bring shame.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"He felt it was something I would be down for... He could have asked me if I was attracted to him, if I was down for penetrating sex. But no, he just assumed.\"\u003c/em\u003e \u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e3. Cultural and Religious Factors\u003c/h3\u003e\n\u003cp\u003eHomophobia is deeply tied to religious dogma and cultural norms, often weaponized to justify harassment. Religious peers framed queerness as a \"sin\" requiring violent \"correction.\" Cultural nationalism was also used to legitimize public shaming, and cultural stigma translated into systemic exclusion (e.g., housing discrimination).\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"They started praying for me, preaching... They said, \u0026lsquo;Why would you even love women?\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI just had to tell him I wasn't attracted to guys. He tried\u0026hellip;forcefully having his way with me like to show me the good dick \u0026hellip; he didn\u0026rsquo;t succeed.\u003c/em\u003e \u003cb\u003e(IDI EIGHT, lesbian female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"The neighbour told the caretaker not to rent to us because we\u0026rsquo;re gay... They threatened to make our lives miserable.\"\u003c/em\u003e \u003cb\u003e(IDI NINE gay male)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e4. Psychological and Academic Impacts\u003c/h3\u003e\n\u003cp\u003eThe harassment led to emotional distress, self-blame, withdrawal, and academic struggles. Participants internalized guilt and shame, questioning their worth, others described persistent fear, depression, post-traumatic stress syndrome, and another noted that the harassment disrupted focus and attendance. Participants reported avoiding social interactions or denying their identity to escape harassment, including missing classes, difficulty concentrating, and zoning out during lectures.\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I felt like I was doing something wrong. I felt like even before incurring the wrath of God, I\u0026rsquo;m already incurring the wrath of humans.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I became more withdrawn. I don\u0026rsquo;t talk about it anymore. Now, if you ask me, I would deny it outright.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I couldn\u0026rsquo;t focus in that lecturer\u0026rsquo;s class or any class that day. For a week, I zoned out, wondering if others knew about me. It affected my learning.\"\u003c/em\u003e \u003cb\u003e(IDI THREE, queer non-conforming)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I wept on the toilet bowl, praying, 'God, if you take this away, I\u0026rsquo;ll stop being gay.'\"\u003c/em\u003e \u003cb\u003e(IDI FIVE, gay, male)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"I started getting panic attacks every time I walked alone.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"My grades dropped because I couldn't focus in class after what happened.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"I would wake up in the middle of the night, feeling like it was happening all over again.\"\u003c/em\u003e\u003cb\u003e(IDI SEVEN, gay, male)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e5. Coping Mechanisms\u003c/h3\u003e\n\u003cp\u003eSurvivors employed both adaptive and harmful strategies. Some turned to psychoactive substances such as weed or alcohol to numb associated psychological trauma. Disengagement from perpetrators or hostile spaces was common (e.g., changing hostels, skipping classes) while a few relied on queer friends for validation, though many lacked trusted confidants. Some sought support from friends and family or accessed therapy and counselling. Some reported using humour.\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I hid behind comedy skits\"\u003c/em\u003e.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003e(IDI FIVE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"Talking to my roommate helped me a lot. She was my pillar of strength.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI TEN, lesbian female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"At first, I wanted to forget everything, but therapy helped me process it.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI EIGHT, Lesbian, female)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I just stopped attending social events. I didn\u0026rsquo;t want to be in places where it could happen again.\"\u003c/em\u003e \u003cb\u003e(IDI SIX, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"I was smoking more excessively; I wanted to just like drown my head\u0026hellip; I also started taking CO\u0026hellip; which is another strain of weed \u0026hellip; They call it \u0026ldquo;colos\u0026rdquo; \u0026ldquo;(\u003c/em\u003e\u003cb\u003eIDI ONE, Lesbian, Female\u003c/b\u003e\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"My friends joked about it with me. Laughing helped, but the depression lingered.\"\u003c/em\u003e \u003cb\u003e(IDI TWO, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e illustrates the wide range of strategies survivors employ to manage trauma's aftermath, categorized broadly into adaptive (supporting healing), maladaptive (creating new harms), and safety-focused strategies. It emphasizes that the real-world use of these mechanisms is nuanced and context-dependent. The presence of maladaptive strategies highlights the profound difficulty of coping with trauma and the critical need for accessible, effective support.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\n\u003ch3\u003e6. Institutional Support\u003c/h3\u003e\n\u003cp\u003e Participants unanimously stated there were no resources for sexual minority survivors of sexual harassment. Respondents noted that the institution lacked inclusive policies or safe reporting mechanisms. Criminalization of queerness in Nigeria further deterred survivors from seeking help. University staff and students perpetrated homophobia, with some lecturers openly condemning LGBTQ\u0026thinsp;+\u0026thinsp;identities, and security officers not providing needed support. Lack of familial or institutional support forced survivors into silence.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"The security officer told me there was nothing they could do since I had no proof.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI SEVEN, gay male)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"I went to report, and they kept asking if I was sure. Of course, I was sure.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI EIGHTEEN, gay male)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"The university has policies, but no one enforces them. They are just words on paper.\"\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI NINE, gay male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"[name of institution] will just depress you more. There\u0026rsquo;s nothing in the institution that helped me cope.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"It\u0026rsquo;s illegal here. If I report, they\u0026rsquo;ll turn the story against me.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"I dealt with it alone. I couldn\u0026rsquo;t tell my parents or siblings. Loneliness is something queer people are used to.\"\u003c/em\u003e \u003cb\u003e(IDI THREE, queer individual)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e7. Recommendations from Respondents\u003c/h3\u003e\n\u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e is a summary of the recommendations and highlights that institutions cannot be passive. They must take deliberate, concrete steps to dismantle barriers, prevent harm, and create a truly equitable and supportive environment for SM individuals, especially survivors.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eParticipants suggested institutional reforms include the implementation of anonymous reporting systems. There were also suggestions for diversity training and peer-led support networks. Additionally, participants noted that the institution needs to address these issues proactively to protect its marginalized students.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"A body where we can report anonymously... so perpetrators can be cautioned.\"\u003c/em\u003e \u003cb\u003e(IDI TWO, gay male)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"Teach people that queer lives matter. Religion has clouded their judgment.\"\u003c/em\u003e \u003cb\u003e(IDI ONE, lesbian, female)\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"Communities that listen without judgment... even if they can\u0026rsquo;t \u0026lsquo;fix\u0026rsquo; anything.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI FIVE, gay, male)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"The adults should stop avoiding the topic. It\u0026rsquo;s happening under their noses\u0026mdash;in their houses, their neighbours\u0026rsquo; children, even their husbands.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(IDI ONE, lesbian female)\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings of this study underscore the pervasive nature of sexual harassment experienced by sexual minorities and the significant impact it has on their well-being. Sexual minority individuals in OAU face a spectrum of sexual harassment, ranging from verbal abuse and physical assault to more severe forms such as rape and homophobic attacks. This aligns with existing literature that documents the heightened vulnerability of sexual minorities to gender-based violence [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] due to societal prejudices and institutionalized discrimination [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. The emotional and behavioural consequences, such as self-isolation, absenteeism, anxiety, and a general distrust of people, reflect an attempt to cope with the hostility and discrimination faced within their immediate environment.\u003c/p\u003e\u003cp\u003eSurvivors employed diverse coping strategies that exist on a spectrum rather than fitting neatly into categories of good or bad. Behaviours such as using social media, appearing less sensitive to criticism, or avoiding certain situations can have different effects depending on their intensity, duration, context, and the individual\u0026rsquo;s unique circumstances. What may begin as a helpful, adaptive response, like withdrawing briefly to rest, can become maladaptive if prolonged or used rigidly.\u003c/p\u003e\u003cp\u003eThe strategies discussed are grounded in the real experiences of survivors, not theoretical ideals. Many so-called maladaptive behaviours stem from deep emotional pain and a lack of access to supportive resources. These strategies often offer immediate, short-term relief from distress, but they may impede long-term healing and even create additional difficulties. In contrast, adaptive approaches are more likely to support emotional processing and resilience over time.\u003c/p\u003e\u003cp\u003eWhat matters most is the function behind a behaviour rather than its outward appearance. For example, journaling might serve as a valuable tool for emotional clarity, or it could become a vehicle for obsessive rumination. Similarly, engaging with social media may connect someone to supportive communities, or it might become a means of escape through endless, numbing scrolling.\u003c/p\u003e\u003cp\u003eUnderstanding these nuances requires a trauma-informed perspective, one that recognizes the often complex, conflicting, and deeply personal ways survivors navigate their experiences. This perspective calls for compassionate, non-judgmental support and accessible resources that can help individuals shift toward more adaptive coping as they are ready. Even a behaviour like becoming less sensitive to criticism has layered meaning. It could signal strength and the establishment of boundaries, or it might reflect emotional numbing and self-protective detachment shaped by repeated hurt. This highlights that context matters when providing support. In addition. survivors need to be able to ventilate and tell their stories to promote healing in a safe environment [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThese findings also suggest that, in the absence of institutional or legal support, sexual minorities rely on informal support networks and individual coping strategies, some of which may have detrimental long-term effects on their health and well-being [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The reluctance to report incidents of SH stems from multiple factors, including fear of escalation, lack of evidence, and the criminalization of sexual minority activities under Nigerian law [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. These legal and institutional barriers reinforce a culture of silence, thereby perpetuating cycles of violence and victimisation against sexual minority individuals. Furthermore, the fear that authorities may turn the case against them highlights the deep-seated systemic discrimination that prevents justice for sexual minority survivors of sexual harassment [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e Participants emphasized the need for an institutional approach with proactive measures to address sexual harassment against sexual minorities. The call for institutional protection through policy measures resonates with global best practices in fostering safer environments for marginalized communities [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. A critical step in this direction involves raising awareness about gender diversity within university communities, which can create a more accepting and protective environment for sexual minority individuals [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. It is also important to foster institutional accountability. Educational institutions must develop confidential and accessible reporting mechanisms to encourage survivors to come forward without fear of retaliation. This starts with an inclusive institutional sexual harassment policy but also includes relevant structures to ensure mechanisms for enforcement and that the campus community is aware of the rules of social conduct and national laws against discrimination. In addition, partnerships with civil society organizations specializing in sexual and gender minority advocacy can provide sexual minorities with external avenues for support and legal assistance.\u003c/p\u003e\u003cp\u003eDiversity training emerged as a potential avenue for fostering tolerance and improving understanding of gender and sexual diversity within the university community. Respondents believed such training could bridge knowledge gaps and challenge deeply entrenched biases against sexual minorities. Numerous studies indicate that well-structured diversity training programs reduce prejudices and increase empathy toward marginalized groups [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. However, for diversity training to be effective, it must be carefully designed to address cultural and contextual barriers to acceptance. Resistance to gender and diversity training may exist due to ingrained socio-cultural and religious beliefs. Training programs should thus employ evidence-based approaches like experiential learning, storytelling, and inclusive policy framing to facilitate constructive engagement with diverse perspectives [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Institutional diversity training must also be regular and continuously integrated into institutional curricula and staff training programs [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe suggestions emphasize that institutions need to take proactive responsibility to create environments where safety, dignity, and justice are not optional but foundational. The establishment of robust systems to prevent and respond to harm against sexual and gender minority individuals can be fostered by a culture of inclusion and formally recognizing diversity through training and policies. It is also important to ensure that sexual and gender minority individuals have safe and reliable avenues to report sexual harassment and seek justice. It also underscores the importance of protecting fundamental rights, such as freedom of expression, as essential to personal safety and identity. At the heart of this framework is the imperative to ensure that institutional actions are grounded in the needs, rights, and lived experiences of affected individuals.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study reveals the troubling reality of sexual harassment experienced by sexual minorities and the barriers that hinder justice and institutional protection. The reluctance to report incidents due to legal and institutional discrimination underscores the urgent need for policy reforms and cultural shifts. Institutional commitments to gender inclusivity, inclusive policies, and sustained diversity training initiatives are critical in creating safer environments for sexual minority individuals. Addressing these issues requires a multi-pronged approach involving institutional policy review, education, legal protection, and a commitment to fostering an inclusive society where everyone is safe. Future research efforts should prioritize contextualizing existing gender and sexual diversity training that will be easy to roll out and scale up for tertiary institutions in Nigeria.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eHEI\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Higher Education Institutions\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIDI\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;In-depth interviews\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLEA \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Law enforcement agents\u003c/p\u003e\n\u003cp\u003eLGBTI\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Lesbian, gay, bisexual, transgender, intersex\u003c/p\u003e\n\u003cp\u003ePrep\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Pre-exposure prophylaxis\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSH \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Sexual harassment\u003c/p\u003e\n\u003cp\u003eSOGI \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Sexual orientation and gender identity\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study adhered to the ethical standards outlined in the Declaration of Helsinki.\u0026nbsp;Ethics approval was obtained from the Research and Ethics Committee of the Obafemi Awolowo University Teaching Hospitals Complex, Ile-Ife (IPH/OAU/12/2445). Written informed consent was obtained from the participants.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable. This study is not a clinical trial.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable. This manuscript does not include any individual data requiring consent for\u0026nbsp;\u003c/p\u003e\n\u003cp\u003epublication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used for the current study are accessible on request from the study PI.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMoréniké\u0026nbsp;Oluwátóyìn Foláyan is a Senior Editor Board member of BMC Oral Health. All other authors declare no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe project received $1300 in seed funding from the Tertiary Education Trust Fund through the Institution-based Grant at Obafemi Awolowo University, Ile-Ife, Nigeria.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors’ Contributions\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBM: Conceptualization, Investigation, Methodology, Project administration, Supervision, Writing original draft, review \u0026amp; editing. BM, OI, and MOF: Conceptualization, Methodology, Formal analysis, Project administration, Supervision, review \u0026amp; editing of original draft. BM, OI, AA, MA, OO, KO, OA, OB, and MOF: Conceptualization, Methodology, Data collection, review \u0026amp; editing of original draft. All authors made intellectual contributions, read and approved the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors hereby acknowledge the participants in the study. All the key informants for their time, and all respondents who shared their experience with confidence and hope. We also acknowledge the support of participants who helped to validate our findings.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWall E. The Definition of Sexual Harassment. Public Affairs Q. 1991;5(4):371\u0026ndash;85.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMitchell KJ, Ybarra ML, Korchmaros JD. Sexual harassment among adolescents of different sexual orientations and gender identities. Child Abuse Negl. 2014;38(2):280\u0026ndash;95.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKonik J, Cortina LM. 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Trauma Violence Abuse. 2021;22(4):777\u0026ndash;92.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSmith DM, Johns NE, Raj A. Do sexual minorities face greater risk for sexual harassment, ever and at school, in adolescence? Findings from a 2019 cross-sectional study of US adults. J interpers Violence 2022, 37(3\u0026ndash;4): NP1963- NP1987.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMapayi BM, Oloniniyi IO, Oginni OA, Opara OJ, Olukokun KJ, Harrison A, Folayan MO. Stifled screams: experiences of survivors of sexual harassment in first-generation universities in Southwestern Nigeria. Social Sci. 2023;12(7):401.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJohnson LM, Matthews TL, Napper SL. Sexual orientation and sexual assault survivorization among US college students. Social Sci J. 2016;53(2):174\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi MN, Zhou X, Cao W, Tang K. 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J Gay Lesbian Social Serv. 2014;26(4):502\u0026ndash;21.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eOginni OA, Mosaku KS, Mapayi BM, Akinsulore A, Afolabi TO. Depression and associated factors among gay and heterosexual male university students in Nigeria. Arch Sex Behav. 2018;47:1119\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGarnets L, Herek GM, Levy B. Violence and survivorization of lesbians and gay men: Mental health consequences. J interpers Violence. 1990;5(3):366\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZinzow HM, Grubaugh AL, Frueh BC, Magruder KM. Sexual assault, mental health, and service use among male and female veterans seen in Veterans Affairs primary care clinics: A multi-site study. Psychiatry Res. 2008;159(1\u0026ndash;2):226\u0026ndash;36.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMapayi BM, Oginni O, Akinsulore A, Aloba OO. Homophobia and perceptions about homosexuality among students of a tertiary institution in Nigeria. Gend Behav. 2016;14(3):7624\u0026ndash;37.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eOgunbajo A, Iwuagwu S, Williams R, Biello KB, Kahler CW, Sandfort TG, Mimiaga MJ. Experiences of minority stress among gay, bisexual, and other men who have sex with men (GBMSM) in Nigeria, Africa: The intersection of mental health, substance use, and HIV sexual risk behavior. Glob Public Health. 2021;16(11):1696\u0026ndash;710.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMeyer IH. Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence. Psychol Bull. 2003;129(5):674.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBraun V, Clarke V. Using thematic analysis in psychology. Qualitative Res Psychol. 2006;3(2):77\u0026ndash;101.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBooth A, Hannes K, Harden A, Noyes J, Harris J, Tong A. COREQ (consolidated criteria for reporting qualitative studies). Guidelines for reporting health research: a user's manual. 2014 Jul 25:214\u0026ndash;26.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHayes BE, Richards TN, Gillespie LK. Sexual misconduct survivorization and reporting decisions among gender and sexual minorities college students. J Criminal Justice. 2025;98:102387.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eM\u0026uuml;ller A, Daskilewicz K, Kabwe ML, Mmolai-Chalmers A, Morroni C, Muparamoto N, Muula AS, Odira V, Zimba M et al. the S Experience of and factors associated with violence against sexual and gender minorities in nine African countries: a cross-sectional study. BMC Public Health : 2021, 21(1):357.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGoldberg-Looney LD, Perrin PB, Snipes DJ, Calton JM. Coping styles used by sexual minority men who experience intimate partner violence. J Clin Nurs. 2016;25(23\u0026ndash;24):3687\u0026ndash;96.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eArimoro AE. The criminalisation of consensual same-sex sexual conduct in Nigeria: A critique. J Hum Rights Social Work. 2019;4(4):257\u0026ndash;66.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHussain S, Saleem S, Ahmad R. Sexual Harassment in Public and Occupational Domains: Obstacles to the Robust Enforcement of Legislative Mandates in Pakistan. J Res Rev. 2024;1(04):480\u0026ndash;91.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCooper KM, Auerbach AJJ, Bader JD, Beadles-Bohling AS, Brashears JA, Cline E, Eddy SL, Elliott DB, Farley E, Fuselier L, et al. Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ\u0026thinsp;+\u0026thinsp;Individuals in Academic Biology. CBE Life Sci Educ. 2020;19(3):es6.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRosa R, Clavero S. Gender equality in higher education and research. J Gend Stud. 2022;31(1):1\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHinton-Smith T. Positioning gender inequality awareness in higher education teaching internationally: colonial legacies, cultural explanations and responsibility of universities. Gend Educ. 2025;37(1):1\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDevine PG, Ash TL. Diversity training goals, limitations, and promise: A review of the multidisciplinary literature. Ann Rev Psychol. 2022;73(1):403\u0026ndash;29.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHarris JC, Linder C. Intersections of identity and sexual violence on campus: Centering minoritized students' experiences. Taylor \u0026amp; Francis; Eds.) 2023.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFuentes MA, Zelaya DG, Madsen JW. Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teach Psychol. 2021;48(1):69\u0026ndash;79.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Sexual harassment, sexual minority, higher education institution, policy","lastPublishedDoi":"10.21203/rs.3.rs-7208235/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7208235/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eAlthough most universities in Nigeria have a stringent policy against sexual harassment, most of these policies fail to recognize the unique needs of sexual minority individuals. The study aimed to explore the lived experience of sexual minority survivors of sexual harassment in OAU, Nigeria.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eThis was an observational study that collected data from sexual minority students (aged 18\u0026ndash;29 years) who had experienced sexual harassment, policymakers, and peer supporters, using the phenomenological approach between February and June 2024. In-depth interviews were conducted with sexual minority students recruited from a Nigerian university who had experienced sexual harassment. The data was transcribed, coded, and inductively analysed to generate themes using ATLAS.ti version 24.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe study included 20 sexual minority students who participated in in-depth interviews. The analysis revealed seven key themes (i) Experiences of sexual harassment, including verbal and physical assault, rape, and homophobic violence, which led to self-isolation, absenteeism, anxiety, and diminished trust in others (ii) Community and social perceptions (iii) Cultural and religious factors (iv) Psychological and academic impacts (v) Coping mechanisms with survivors reporting different strategies, such as confiding in friends, avoiding perpetrators, stress eating, crying, using social media as a distraction, and psychoactive substance use. (vi) Institutional support, with most survivors reluctant to report incidents to law enforcement or institutional authorities due to fears of escalation, lack of evidence, Nigeria\u0026rsquo;s criminalization of same-sex relationships, and concerns about further victimization by authorities. (vii) Recommendations for prevention, including calls for gender and diversity training. Respondents recommended that the institution should encourage sexual minority individuals to speak up, embrace gender inclusive approaches, implement protective anti-sexual harassment policies, inclusive of sexual minorities, and raise awareness of gender diversity within the university community through targeted training. Respondents believed that such diversity training could improve understanding and foster greater tolerance.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe experience of sexual harassment among sexual minorities has implications for the well-being of its survivors. Legal and institutional prejudice make reporting difficult, highlighting the need for institutional policy reforms and cultural changes. Institutions need to pay more attention to social inclusion and diversity training for relevant stakeholders about SH and the peculiarities of sexual minorities. Training is essential to making sexual minority spaces safer.\u003c/p\u003e","manuscriptTitle":"Sexual Harassment Against Sexual Minority Students in a University in Nigeria","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-06 06:35:44","doi":"10.21203/rs.3.rs-7208235/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-30T05:17:18+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-13T06:19:24+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-10T08:36:54+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"18947901670105092451910277963593732499","date":"2025-09-03T08:02:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"319737488903575301727020003193783449436","date":"2025-09-03T05:53:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-01T21:50:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"26477403533638626155055669733243923250","date":"2025-08-29T16:32:27+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-29T05:41:44+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-30T08:31:49+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-30T07:12:46+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2025-07-30T07:09:20+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4f91a1ea-951c-4fd9-bfc1-b9492a1038cc","owner":[],"postedDate":"September 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-01-27T07:55:28+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-06 06:35:44","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7208235","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7208235","identity":"rs-7208235","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}