Examining the Knowing–Doing Gap in Sexual Assault Prevention Education

Abstract

Sexual assault is a prevalent and deeply troubling issue in Utah—one that affects communities and individuals throughout the state. In response, several programmes have been developed and implemented in both community and institutional settings, aiming to provide evidence-based education to prevent sexual assault. This study examined the knowing–doing gap among sexual assault prevention facilitators to understand whether practitioners understand what should be taught (knowing) and what barriers or limitations hinder their ability to effectively implement that knowledge (doing). A survey was completed by 62 individuals who work in various agencies across the state that implement education opportunities, trainings or other initiatives to prevent sexual assault. Results from the quantitative analyses, complemented by qualitative themes, indicated that while more than half of facilitators are implementing best practices, many programmes remain underdeveloped in areas concerning conceptual approaches and diverse, comprehensive frameworks. Additionally, evidence suggested that practitioners face significant barriers related to their ability to deliver the material as intended, indicating a gap between knowing and doing. This knowing–doing gap is prevalent in the facilitation of sexual assault prevention programmes due to barriers that will be discussed. Limitations and implications for practice are discussed.