Talking With Your Student About Hazing 

Joining a team, club, or organization is often one of the most rewarding ways for students to build community, discover shared interests, and develop leadership skills. For many, these experiences become a cornerstone of their time at Cornell — fostering lifelong friendships, personal growth, and a sense of belonging. 

Unfortunately, not all group experiences support student well-being. While most organizations at Cornell welcome new members in positive and inclusive ways, some groups may misuse their influence or require unsafe behaviors during the joining process. In these cases, what begins as a desire to belong can be undermined by harmful practices that meet Cornell’s definition of hazing. 

Hazing is sometimes dismissed as harmless pranks or “rites of passage,” but the reality can be quite different. Secretive initiation rituals — even those intended as bonding experiences — can negatively impact students’ mental and physical health. Cornell takes this issue seriously: 93% of Cornell students agree that it’s never okay to humiliate or intimidate new members. And while the majority of campus groups do not haze, any group with a selective or structured joining process has the potential to cross the line. 

This information is designed to help you understand the dynamics of group involvement, recognize signs of hazing, and support your student in making safe, healthy choices as they navigate campus life. 

The scope and impact of hazing

Hazing has been documented in many types of student organizations, including sports teams, performing arts groups, fraternities and sororities, academic clubs, honor societies, pre-professional organizations, military groups, faith-based organizations, and other campus clubs. 

Your student may have encountered hazing even before arriving at Cornell. According to the National Study of Student Hazing, nearly half (47%) of students reported experiencing hazing during high school. These early experiences can shape how students perceive group norms and belonging in college. 

More than half (55%) of students involved in college groups report experiencing hazing. Common behaviors include forced sleep deprivation, acts of humiliation, social isolation, verbal or physical abuse, and coercive drinking. These actions can result in emotional distress, academic struggles, alcohol poisoning, and long-term mental and physical health concerns. 

To address these risks, the Stop Campus Hazing Act — the first federal legislation focused on hazing — was signed into law in December 2024. This landmark law strengthens requirements for prevention, transparency, and reporting across colleges and universities nationwide. 

Why hazing persists 

Students often have mixed feelings about hazing—as participants, bystanders, or those who have experienced it directly. 

Those who haze may view their actions as upholding long-standing traditions, believing that shared adversity builds stronger bonds or builds character. New members, in turn, may feel intense pressure to conform, fearing exclusion or punishment if they speak up or step back. 

Some students may even express a willingness—or expectation—to be hazed. This mindset often stems from internalized norms or previous exposure to hazing-like dynamics, rather than true consent. In many cases, students don’t realize that strong group bonds and personal growth can be built through inclusive, respectful, and uplifting traditions—without risk, humiliation, or harm. 

The important role of parents and families

Parents and families play a vital role in helping students make informed and thoughtful decisions. By sharing information, setting expectations, asking open-ended questions, and actively listening, you can help your student feel supported as they navigate new social environments.

We encourage you to talk with your student about hazing—ideally before each semester begins, such as during summer or winter break, or whenever they’re considering joining a new group. These conversations can help them evaluate the history, culture, and values of any organization and recognize red flags that may signal an unhealthy dynamic.

That said, it’s never too late to start the conversation. Whether your student is new to college or already deeply involved in campus life, your support and guidance can make a meaningful difference.

Talking matters

Hazing thrives in secrecy. Talking about it—openly and early—helps reduce its power, challenge unhealthy norms, and create space for safer, more inclusive alternatives.

Many students who have been hazed say they wished someone had asked them what they were going through. They often want to share—but feel pressure from the group to stay silent, fearing social fallout or group consequences.

As a parent or family member, you’re in a strong position to start this important conversation. 

How to talk with your student