Episode Summary: "Rethinking Mandatory Reporting and Internal Processes in Higher Education"

Podcast: Something Was Wrong
Host: Tiffany Reid (Broken Cycle Media)
Guest: Dr. Katherine Holland
Date: February 10, 2026

Overview:

This impactful episode features Dr. Katherine Holland, an interdisciplinary scholar whose research focuses on how institutional, social, and interpersonal systems impact survivors of sexual violence, especially in higher education. The conversation centers on the problems with mandatory reporting, the shortcomings of current Title IX systems, the nuances of survivor experiences—particularly for marginalized groups—the operation of power in academia, and the urgent need to reimagine institutional responses to sexual harm.

Key Themes & Discussion Points

Dr. Holland’s Background and Advocacy Roots

• Dr. Holland's academic journey began in psychology and women’s and gender studies, motivated by frontline work as a sexual violence advocate in an emergency room (04:03).
• Her interest in institutional responses developed during her graduate years at the University of Michigan, amidst heightened federal attention to campus sexual violence and evolving Title IX guidance (04:03-08:10).
• The catalyst: Dr. Holland’s firsthand experience with mandatory reporting training for graduate instructors, which clashed with her understanding of survivor autonomy.
  Quote:
  "The advocate in me went, I'm sorry, what? … It's really about finding what it is that survivors want and need and then helping leverage the resources to help get them that outcome." (07:08)

Influence of Advocacy on Research Approach

• Dr. Holland emphasizes a trauma-informed perspective rooted in survivor autonomy, both in research and practice, favoring empowerment and informed choice (08:28-10:18).
• She incorporates both qualitative and quantitative methodologies, centering survivor experiences as essential for policy reform (09:55).

Critique of Mandatory Reporting in Higher Education

• Dr. Holland is "anti-mandatory reporting," arguing it rarely serves survivors and often makes things worse by forcing them into unsupportive, compliance-focused systems (10:35-16:34).
• Universities often designate nearly all employees as mandatory reporters, but the systems reported into are not survivor-centered and may exacerbate trauma.
  Quote:
  "A mandatory reporting policy is only as effective as the system you are reporting into. When the system itself...does not have their best interests at heart...you're putting survivors into a system that does not have their best interests at heart." (11:10)
• Survivors frequently describe navigating Title IX as "more traumatic than the assault that they experienced" (13:35).
• Mandatory reporting policies, Dr. Holland notes, may look good on paper but often amount to little more than a list of referrals with minimal practical support for survivors (15:44).

The Nature and Impact of Power Imbalances in Academia

• Even absent explicit threats, significant power imbalances exist between students and faculty, especially in graduate programs; this silent coercion stifles reporting and survivor agency (17:53-20:47). Quote:
  "That threat doesn't have to be stated for it to still be there… I once had a survivor describe it along the lines of something like, 'well, basically I just blew up my life for nothing.'" (18:50 & 19:50)

Institutional Betrayal and Secondary Harm

• Dr. Holland explains institutional betrayal through the lens of "betrayal trauma," with universities’ self-branding amplifying the sense of being let down when systems fail survivors (20:55-25:14).
• Offices like Title IX are often pitched as "report equals support," but the reality is usually far from that promise (24:37). Quote:
  "It's supposed to be there, but it's not. And I think that's one of the things that makes that betrayal feel so harmful. It's the very prominent feeling of being let down." (24:24)

The Effectiveness (or Lack Thereof) of Title IX Systems Today

• Across the board, Title IX systems are described as ineffective, inconsistent, and, since the 2020 regulations, more overtly hostile to victims (26:24-34:51).
• Formal processes rarely find perpetrators responsible; substantive consequences (like expulsion or termination) are even rarer.
• Adversarial processes (e.g., required live cross-examination) are framed as tests of victim credibility, rooted in skepticism toward survivor accounts (28:40). Quote:
  "I have not talked to a single Title IX practitioner who thinks they work well for anyone. And I argue that is the entire point: to create a system...designed to minimize the number of formal grievance processes." (29:47)

Sub-Communities at Greater Risk (Athletics, Greek Life, Theater, etc.)

• Hegemonic masculinity, gendered power dynamics, and clear hierarchies in certain campus communities (athletics, Greek life, theater) provide fertile ground for sexual violence and impede meaningful change (34:51-36:18).

Why Are Sanctions So Rare?

• Few reports make it to the formal grievance stage; even fewer result in findings of responsibility; and institutions avoid strong sanctions to minimize legal risk, protect powerful community members, or downplay the seriousness of sexual violence (36:28-40:02). Quote:
  "At the end of the day, they think that what happened isn't really quite bad enough to potentially get someone fired or potentially have them expelled from school..." (39:12)

Retaliation & Its Impact

• Retaliation is common, hard to prove, and rarely addressed by institutions, often driving survivors out of programs or institutions altogether (40:18-43:43). Quote:
  "It's both a really common fear...but then...will often experience that retaliation that they're concerned about." (40:18)

Experiences of Marginalized Survivors

• The system is least supportive—sometimes overtly hostile—for those from marginalized communities, with microaggressions and additional cultural pressures compounding trauma (43:56-45:51).
• Example of Title IX investigator to LGBTQ survivor: "Don't worry, I'm not going to hold your lifestyle preferences against you in this case." (44:50)

When Perpetrators Are Staff/Faculty

• When perpetrators hold institutional power or prestige (e.g., star faculty, coaches), the cost-benefit calculus leads to their protection at survivors’ expense (46:06-48:15).
• Example: Multiple Title IX reports on Larry Nassar—mandatory reporting itself did not stop abuse. The problem was the institution’s failure to act (47:44).

Media Responses and Policy

• Media reports can sometimes trigger institutional policy changes, but these are often reactive—such as imposing sweeping mandatory reporting—instead of addressing the core systemic failures (48:28-49:39).

What Survivors Ought to Know

• Identify confidential vs. mandatory reporting sources on campus.
• Always consider bringing an advocate when interacting with Title IX systems.
• Survivors can and should ask for creative, needs-based supportive measures—even those not listed on forms or policies.
• Demand clear, consistent communication and transparency from administrators.
• Reject pressure to pursue formal grievance processes solely "for the good of others"; survivor autonomy must remain at the center (49:49-55:55). Quote:
  "For me, this individual person's wants and needs and timeline needs to be at the heart and the center of every single decision that happens afterwards. Which is why black and white kinds of policies and responses are just not going to work. Because at their core they are not survivor centered." (54:41)

Notable Quotes & Memorable Moments

• Dr. Holland on mandatory reporting:
  "I am anti-mandatory reporting… you're putting survivors into a system that does not have their best interests at heart." (11:10)

• On institutional betrayal:
  "It's supposed to be there, but it's not. And I think that's one of the things that makes that betrayal feel so harmful. It's the very prominent feeling of being let down." (24:24)

• On rarity of sanctions:
  "At the end of the day, they think that what happened isn't really quite bad enough to potentially get someone fired or potentially have them expelled from school..." (39:12)

• On survivor autonomy:
  "This individual person's wants and needs and timeline needs to be at the heart and the center of every single decision that happens afterwards." (54:41)

Timestamps for Key Segments

• 00:00–02:20 – [Skip: Ads and disclaimer]
• 03:44–08:10 – Dr. Holland discusses her background and introduction to the field
• 08:10–10:18 – The influence of advocacy on Holland’s scholarly approach
• 10:18–16:34 – Critique of mandatory reporting; dynamics within higher ed
• 17:53–20:47 – How power imbalances in academia impact survivors
• 20:55–25:14 – Institutional betrayal and harm
• 26:24–34:51 – Effectiveness and (in)consistencies in Title IX response
• 34:51–36:18 – Higher rates of violence in sub-communities (athletics, Greek life)
• 36:28–40:02 – Why punitive sanctions are rare
• 40:18–43:43 – Retaliation and its effects
• 43:56–45:51 – Challenges faced by marginalized survivors
• 46:06–48:15 – Impact when perpetrator is staff/faculty; the problem of institutional power
• 48:28–49:39 – Role of media and institutional responses
• 49:49–55:55 – Dr. Holland’s advice to survivors on navigating their rights and the system

Takeaways

• Mandatory reporting policies in higher education often do more harm than good; truly survivor-focused systems must center autonomy and informed choice.
• Title IX systems, especially after 2020 regulations, are widely seen as inefficient and hostile, with a documented culture of minimization, inconsistent support, and institutional betrayal.
• Power imbalances, retaliation, and inadequate institutional responses are systemic problems—worse for marginalized survivors and when perpetrators are powerful employees.
• Survivors benefit from advocacy, clarity about rights, and community supports—inside and outside their educational institution.
• Real reform requires more nuanced, trauma-informed, survivor-driven policies and processes.

For more from Dr. Katherine Holland, visit her lab website or find her publications on Google Scholar. She welcomes inquiries and can share research directly by email. (56:04)