Microtravel: How to get away without going away

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What’s your vacation destination situation? If funds are low or time is short, you may be resigned to not getting a summer break from your regular life. In that case, this word is for you: microtravel. Microtravel means experiencing your own town or state as a visitor or explorer would, putting aside your usual routine, and embracing discovery. (Yes, it’s pretty much the same concept as “staycation,” but without the hint of inertia.) Travel comes with health and wellness benefits, and our happiness comes from our experiences, not our stuff. Microtravel is a sure way to add to those experiences.

In a recent survey by Student Health 101, 63 percent of respondents said they’d had at least one microtravel experience or staycation. “It’s a blast if you plan it and don’t let yourself get stuck in the mindset that it’s just your town, there’s nothing to do there,” says Spencer R., a second-year undergraduate at the University of North Dakota.

6 motivations for microtravel

1. You won’t spend much money

“Staycations are tha bomb diggity. Cheap, low risk.” —Sal I., second-year undergraduate, Michigan Technological University

2. You’ll minimize travel stress

There’s little risk of flight delays or missed connections. And if the prospect of travel makes you anxious, this is a great way to start. “The best part is you’re already there, so you just get up, go, and explore!” —Paula L., first-year undergraduate, Clemson University, South Carolina

3. You can easily go solo or social

The logistics, time, and costs of microtravel are not too onerous, making it easy to team up with partners, friends, and family—if you want to.

4. Your discoveries will enrich your regular life

Those new eateries, friends, and activities—they’re keepers.

5. You’ll get to be spontaneous and flexible

Ever felt obligated to visit the ancient relics, or devastated that the volcano you came for was hidden in the clouds? When you’re microtraveling, the stakes are lower.

6. You can cherish your roots and your locality

Microtravel is a way to honor your family traditions (or make new ones) and explore your local heritage.

The freedom, health, & happiness of travel

Run free
Students associate travel with freedom—for example, a break in academic and work expectations, a boost to emotional health and relaxation, and an opportunity to experience nature—according to a small study by researchers at California Polytechnic State University (2010).

Stay healthy
Physically active leisure helps people maintain physical and mental health, especially during times of stress, according to a study of 20,000 people in the Canadian Journal of Public Health (2001).

Love your life
Even the anticipation of vacation travel makes us feel good about our lives and health, according to a 2002 study in the Journal of Vacation Marketing.

Go global (with moderate expectations)
Students expect travel to make them more “global”—i.e., expand their knowledge, perspective, and social and cultural connections—according to the same California Polytechnic State University study (2010).

Get creative
Knowing people from other cultures makes us more creative in tasks that draw on multicultural influences and more receptive to new ideas from outside our own experience, suggests a study from Harvard Business School (2011).

Your microguide to microtravel

Compass

Consider a quirky theme or idea

A theme or project can help shape your microtravel explorations. “[You] definitely want to get creative, because [when] you’re so familiar with an area it can seem pretty mundane. Think outside of the box and you can’t not have a good time,” says Jonathan M., a fourth-year undergraduate at The College of New Jersey.

Students: Ideas that made our microtravels

“My boyfriend and I were both broke. We bought disposable cameras and drove around town taking pictures in front of different things or places that started with each letter of the alphabet, like Rockin’ Robin’s Cafe and Ice Cream Parlor for the letter R. It was so much fun and basically free! We got to experience the little town where we grew up in a whole new way.” —Brittney B., second-year undergraduate, University of Central Arkansas

“Think of something that your state isn’t really known for, then try to find a way to do that.” —Casey S., first-year undergraduate, New Jersey Institute of Technology

“During my undergrad in Atlanta, I loved exploring the city to find the urban art murals by street artists. It’s always fun to take a picture in front of it and admire their talent. It’s completely free and gets you out and about. You can do it walking or in a car.” —Nilza S., second-year graduate student, Clemson University, South Carolina

“My girlfriend and I just decided to take off to the mountains and see how many small little nowhere towns we could visit. It was fun, scary at times, but overall very memorable.” —Tanner S., third-year undergraduate, Metropolitan State University of Denver, Colorado

“Sometimes it’s fun to dress/act the part—employ your imagination to maximize the fun times. I used to live in the Florida Keys, and one of the best staycations was dressing like a gaudy tourist and visiting all the attractions.” —Liz S., second-year graduate student, University of Maryland

To do list

Remember to do all the things

Microtravel means finally having time for that stuff you can’t usually do. “Keep a list throughout the year of places you want to go to but don’t necessarily have time to go to,” says Taylor S., a second-year undergraduate at Tulane University, Louisiana.

Students: What we did with that time when we got it

“Going for bicycle rides and hitting up the wineries and breweries like a tourist is always good fun, staying the night at a hotel out at the coast. There’s a reason people from all over the world come here.” —Jason K., first-year graduate student, Sonoma State University, California

“[I would do] different types of fitness classes that I otherwise cannot fit into my day, and different art museums/studios that I may not want to do in my normal weekend routine (or maybe those facilities are too busy on the weekends).” —Kristen S., second-year graduate student, Hofstra University, New York

“I have lived in my college town for almost two years. Any time my family stops by, we all stay in a hotel (even though I could stay at my own place) and we experience new aspects of the city together. Some things, such as the farmer’s market, we experience over time, but for the most part we try different museums and festivals and scavenge for different food spots.” —Jordan M., second-year undergraduate, Drake University, Iowa

“I’ve lived in Wyoming for around eight years, and not once had I been to Yellowstone. Last year I was working in an oil refinery in Montana shortly before my first semester was to begin. My sister and mother drove up there to bring me home. On our way back home we randomly decided to go to Yellowstone. We spent all day at the park, and it was beautiful. Surely a great memory with the people I’m closest to.” —Miguel S., first-year student, Western Wyoming Community College

Suitcase

Seriously consider leaving home

When you microtravel, it’s vital to establish boundaries to protect against the distractions of regular life. That’s especially important if you’ll be based at home.

Students: When to lose (or keep) the homing instinct

Problem
“I feel like individuals still fall into their routines and won’t disconnect like they would on a vacation. Instead they may feel the need to clean up around the house or declutter.” —Kristen S., second-year graduate student, Hofstra University, New York

“Another [drawback] is having work readily available, since you are at home or close to it.” —Name withheld, second-year online student, Fort Hays State University, Kansas

Solution
“Stay in a hotel or hostel so that you don’t have to go home, and then you can spend more time relaxing, and perhaps use the hotel spa to relieve the stress of your day-to-day life.” —Kelsey R., first-year undergraduate, University of North Dakota

“My most memorable staycation was spending time at a local bed-and-breakfast where I grew up and doing the things that were recommended by the owners and were in walking distance. There are so many things I hadn’t even thought to try until the exposure and opportunities were given to me. Alaska has so much to offer.” —Brynn J., second-year undergraduate, University of Alaska Anchorage

Unless being at home is the point
“[I went] camping in my backyard with my little brother.” —Robert G., fourth-year undergraduate, Hofstra University, New York

“I got to stay at home over winter break and visit with old friends
I had not seen in a while.” —Name withheld, fourth-year undergraduate, University of Maryland Baltimore Country

Bus

Got public transportation? Use it

Even if public transportation doesn’t feature much in your regular life, take another look at the routes and schedules (if you have access to them). Buses and trains can deliver you affordably to many adventures.

Students: How we got around

“Start small and use the public transportation. It’s a great learning experience and puts you in closer proximity to the locals.” —Courtney F., fourth-year undergraduate, University of Kansas

“[I did a] tour of Portland using all modes of transportation available—train, car, walking, hiking, streetcar, and elevated tram.” —Dave S., fourth-year graduate student, Oregon Institute of Technology

“Traveling to the beach/tide pools in the San Diego area—I love just getting on the 30 MTS bus and taking it south and getting off at a random spot. One time, I came across a sick sea lion pup with another group of people. We called the rescue people, and they came and took him to safety.” —Gillian E.-E., fourth-year undergraduate, University of California, San Diego

“Uber is also a great way to get around; going from bar to bar or something like that. I want to do this, get my friends, get a room somewhere. For me, travel is typically such a pain. The airport security look suspiciously at my braille laptop, and they try to take my cane, and ask if I need my service dog with me. Apparently, somewhere I signed on to educate the ignorant.” —Caitlin W., fifth-year undergraduate, Northern Illinois University

Map

Plan your plan

Figure out your policy on planning. The risk of going planless is that the demands of routine life may encroach on your precious exploration time. On the other hand, spontaneity is a rare pleasure. “Planning or spontaneity can set the tone for the vacation and can present its own set of pros and cons,” says Cristophet C., a first-year graduate student at the University of California, San Diego.

Students: The pros and cons of planning

The plan plan
“Staycations can become fun as long as they are thought out decently; otherwise you just view your time off as wasted.” —Aron A*., second-year graduate student, University of North Dakota (*Name changed)

The no-plan plan
“You just have to let yourself go wherever you feel your feet are taking you. If you have no idea where you are, that’s even better. It makes the experience more enjoyable and chances are, when you are trying to find your way out, you will find something amazing that you would never have even seen.” —Elizabeth S., first-year undergraduate, University of Wisconsin–Eau Claire

The part-plan plan
“It helps me to make a schedule for the first part of my staycation, to help get into the ‘vacation mood,’ and then leave the latter part a little looser, to decide as I’m going along.” —Reba S., second-year graduate student, University of Wisconsin–Madison

“Having a plan helps, but always be ready for the unexpected. Spontaneity can sometimes be the best part of your staycation! And to make it work you just kind of have to pack your bags and leave. I’ve rarely planned a staycation down to the last detail; it’s more fun to be spontaneous with it!” —Name withheld, fourth-year undergraduate, East Tennessee State University

Tent

Switch off when you can

To protect your downtime and your headspace, try a remote campsite or B&B beyond the reach of phone signals or wifi. You probably won’t get irretrievably lost in the woods—and a printed map (remember them?) is great for getting found again.

Students: How to disconnect

“It was a three-day backpacking trip, and I went with a group of six. We packed all our food and belongings into four large Tupperware bins and canoed out for about three hours to a desolate island in the middle of the Everglades. No phone service, no water, no electricity. It was great!” —Andrea W., graduate student, University of Miami, College of Arts and Sciences

“Put down your cell phone and get off your computer and enjoy the outdoors.... I went to Ricketts Glen State Park, Pennsylvania, with my girlfriend’s family. It’s about three hours from home, and there’s no TV or cell service. Board games, hiking, snow, and family.” —Ben G., fourth-year undergraduate, Harrisburg University of Science and Technology, Pennsylvania

“Rather than taking out your phone to take photographs and video, use a disposable, digital, instant, single lens, or any other type of camera. Another option is to not take photos or video at all, to allow oneself to immerse fully in the present.” —Amy N., fourth-year undergraduate, Western Washington University

“If you are so in love with a town, it can change, and if you used to hate it, it can become the most beautiful city you have ever seen and experienced.”
—Callixte N., first-year graduate student, University of North Dakota

“I was so amazed by the old and the new that I have taken for granted for so long.”
—Emily L., third-year undergraduate, University of New England, Maine

“The key is to not think that this is what you’re doing because you can’t afford to do otherwise. You should be entirely into this and try to get the most out of it.”
—Elham M., graduate student, Clemson University, South Carolina

Students’ stories

Solo, pair, or group?

Alone
“It sometimes feels best when experienced alone. I finally explored downtown LA and all the museums that were so close to me, [which] I never visited.” —Nur B., fourth-year undergraduate, University of California, Los Angeles

“Last year for fall break I stayed in St. Louis and explored the city on my own. It was a really nice experience and more relaxing than having to fly or travel to another location.” —Kriti P. third-year undergraduate, Washington University in St. Louis, Missouri

With a friend
“My best friend and I used a weekend to visit different tour spots in our hometown. First, we went to a local rafting place we had never been. It was a blast! After taking a catamaran down the river, we then went to a local putt-putt golf place. We played all 18 holes; I even got a hole in one!” —Abby B., second-year undergraduate, Northern Michigan University

“Went hiking with a friend of mine. Awesome experience.
Saw new sights that I’ve never seen before and pushed
myself to complete things that I hadn’t done.” —Luciano E., third-year undergraduate, New Jersey Institute of Technology

In a group
“I visited Nashville in December for the first time with an all-women group from my church. We toured three of the [historically] black colleges. We enjoyed the beautiful Christmas decorations and lights. Enjoying a nice restaurant and shopping was a treat.” —Name withheld, fourth-year undergraduate, The University of Memphis, Tennessee

“I find it’s better to go in smaller groups than in larger groups. It makes things more intimate, and people tend to not split off into smaller groups.” —Arnaldo M., fourth-year undergraduate, Florida International University

“One weekend, a group of us went the Getty museum and tried a new burger place (thank you, Yelp—great suggestion). Afterward we went to Venice Beach and the Santa Monica Pier. The next day we woke up early, hiked to the Hollywood sign, had a picnic in the park, then ended the day with a movie at a new theater that has reclining seats—super cool. It was all pretty spontaneous, and we all had a great time!” —Briana R., third-year undergraduate, California State University, Channel Islands

What we brought back with us

“I went to a different state where food and hospitality was very different from mine. It was new and refreshing, and I took stuff home and integrated it into my daily life.” —Name withheld, second-year undergraduate, University of Maryland, College Park

“I made it a goal to eat at a brand-new place every day of the week. The experience really opened my eyes to how much more my hometown has to offer.” —Eddie F., third-year undergraduate, University of Massachusetts Lowell

“It opened more doors for me as far as networking and social events. I got the chance to explore the best restaurants and social clubs.” —Rahul S., fourth-year undergraduate, Northern Illinois University

“Boston is big enough that you definitely won’t go everywhere your first year. I mentioned to this guy that I had never seen the Public Garden, and he took me there as our first date. We’ve been together for a year and a half now!” —Jill S., fourth-year undergraduate, Suffolk University, Massachusetts

“It was Christmas break, and I was volunteering at the local food kitchen. After it was all done, I saw an older woman who had missed the event, so I took her home for dinner. The next day I drove her all over some of the neighborhoods to look at the Christmas lights. We remained friends until she quietly passed away four years later. At her memorial, I got to meet her kids and grandkids and could share some of her with them. They knew who I was!” —Manon P.-M.,  third-year graduate student, University of the Pacific, California

Traditions and surprises

“It’s so easy to become smitten with other glamorous places that you forget that excitement, charm, and culture could be hiding right in your hometown.” —Name withheld, second-year undergraduate, University of Illinois Springfield

“We went to the visitors’ center of our hometown and actually found a bust of my great-grandfather and a story about his contribution to the city’s development. It was very moving and inspiring.” —Mary M., second-year undergraduate, Hofstra University, New York

“Many of us take for granted family time, as well as our local communities. Some have an annual trip to the beach or an amusement park. While those trips can be fun and exciting, it’s also important to experience your local community and the sights it has to offer. Many times you can also experience these sights with close friends and family.” —Scott V., third-year graduate student, The University of Memphis, Tennessee

“My friends and I went geocaching here in my small college town. We ended up going to a cute little log cabin and actually discovered that there was a movie about the founding of our town. While we were there, a person who was actually born in the log cabin, a historical site, pulled up and took a picture with us.” —Derick S., second-year undergraduate, Texas Lutheran University

“My favorite staycation was when my family and I hiked [Mount] Katahdin for my brother’s 24th birthday. It had been a goal my whole life, and although the weather didn’t cooperate, it was an experience of a lifetime. We made memories along the way, and it is every Mainer’s aspiration to be able to say they reached the top of Katahdin!” —Katelynn C., first-year undergraduate, University of Maine

Your best instagram

“This was inside a sculpture in Madison Square Park. It’s easy for a native New Yorker like me to hide behind 8 million people and stay comfortable with where I am without ever leaving my neighborhood. But then I remember that I can always be a tourist in my own backyard, if I let myself.” —Persephone Tan, first-year graduate student, University of Pennsylvania

Follow us on Instagram and don’t forget to use the hashtag #Microtravel

[survey_plugin] Article sources

Chua, R. Y. J. (2011). Innovating at the world’s crossroads: How multicultural networks promote creativity. Harvard Business School Working Paper 11-075. Retrieved from https://hbswk.hbs.edu/item/6645.html

Gilbert, D., & Abdullah, J. (2002). A study of the impact of the expectation of a holiday on an individual’s sense of wellbeing. Journal of Vacation Marketing, 8(4), 352–361.

Iwasaki, Y., Zuzanek, J., Mannell, R.C. (2001).The effects of physically active leisure on stress-health relationships. Canadian Journal of Public Health, 92(3), 214–218.

Smith, C. E. (2009). Students’ beliefs about the benefits of travel and leisure: A qualitative analysis. [Unpublished] Retrieved from https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1005&context=rptasp

Student Health 101 survey, February 2016.

Weight vs. wellness: Which goals work for your health?

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How do you feel about your body? And how is that perspective working for you?

Body weight and body image are among the most challenging and perplexing health and wellness issues we face. You may have noticed the tension between these two familiar messages:

  • Being underweight, overweight, or obese may be problematic for our health.
  • Controlling our weight is difficult and may be stressful. Our efforts may backfire and increase our risk of anxiety and depression, disordered eating, obsessive behaviors, and other health problems.

Why weight and health are difficult to navigate

In part, it’s because of the negative judgment attached to some body types. Some health experts say the medical focus on body mass index (BMI)—a person’s weight measurement divided by their height measurement—plays into this stigma. “Weight dissatisfaction” makes people less able to adopt healthy behaviors, according to a 2015 study in Current Obesity Reports.

How body image affects our health

On college campuses, these risks are evident. “There is this cultural belief that people have to be dissatisfied with themselves in order to make behavioral changes to improve their health,” says Sara Stahlman, marketing and communication coordinator of Campus Health Services at the University of North Carolina at Chapel Hill. “In fact, the opposite has been shown; people take better care of their bodies when they hold their bodies in high regard.” Many health care professionals agree. Stigmatizing body size makes people “sicker, poorer, lonelier, and less secure,” says Dr. Deb Burgard, a psychologist in California who specializes in body image, weight, and health issues.

How weight is (and isn’t) relevant

Some experts say we should take weight out of health advice altogether. Others say that is unrealistic because weight is related to health. The evidence seems to come down to this:

  • Can body weight and size negatively affect our health? Yes, but it’s complicated. Body type/weight is one of many factors that influence our well-being. Someone of “normal” weight is not necessarily healthier than an overweight person.
  • Is weight change a useful and effective goal? In practice, probably not, since focusing on weight may introduce other health-related risks. Other benefits of self-care—such as improved energy, stress relief, and pleasure—can be more consistently and positively motivating.

“We can reduce the likelihood of disease without ever talking about weight or BMI,” says Stahlman. This approach, she says, “gives everyone permission to feel good about themselves and good about their process of becoming healthier, even if their weight never changes. And when people focus on the process toward health—the behaviors they have control over—their risk of disease goes down.”

How can I care for my own health and support others?

“Those looking to improve any aspect of their health need a squad. A proper squad should include a medical and/or fitness pro; a friend to relax and have fun with; another friend who’ll throw shade if you let go of what’s been working for you; and, finally, an everlasting cheerleader.”
—Roslyn Mays (Roz the Diva), a fitness trainer and pole-dancing instructor, New York (to SH101)

How campus communities can make this easier

“Here’s how I imagine the idyllic campus environment. Think about how living in a place like this would impact our motivation to take care of ourselves. All of us can work to create communities that are more like this, and in doing so, we shift towards improved health for everyone,” says Sara Stahlman, marketing and communication coordinator of Campus Health Services at the University of North Carolina at Chapel Hill. A campus that supports students’ health and wellness could offer the following, she says:

  • Regardless of how peoples’ bodies look or how much they weigh or how much space they take up, everyone has permission to be a healthy, well-liked, and engaged student. People are told in a million ways that they are great just the way they are.
  • Free, accessible, high-quality health care and mental health care that focus on holistic well-being.
  • Accessible nutrient-dense food options and a culture of mindful eating (eating when you are hungry and stopping when you are full).
  • Many fun ways for people to be active and build friendships while doing it.
  • A culture of valuing sleep, in which students support each other in getting the sleep they need.
  • A culture that values finding a balanced life and avoids competing over who is the busiest.

Student voices

“Many people at my college are obsessed with body image; [they are] mostly coming from a middle-class perspective which idolizes the body and makes people who do not, or cannot, fit into their concept of ‘healthy’ very uncomfortable.” —Andy K., fourth-year undergraduate, Wheaton College, Illinois

Does being overweight or obese increase my risk of disease?

“Weight is not a behavior, or a choice; it’s an outcome, and not entirely under our control. Genes exert an effect, as does the microbiome [micro-organisms in the body]. So there are problems with a focus on it, but there are problems ignoring it as well, as it does correlate with health risk.”
—Dr. David Katz, founding director of the Yale-Griffin Prevention Research Center at Yale University and president of the American College of Lifestyle Medicine (to SH101)

How can my weight affect my health?
  • Being underweight, overweight, or obese can increase the risk of certain diseases, though the exact role of body weight in influencing disease is not well understood, says the Society for Science-Based Medicine, an organization that evaluates the evidence relating to medical treatments and illness.
  • Being overweight is a risk factor for some diseases, including type II diabetes, obstructive sleep apnea, and heart disease, according to the National Institutes of Health and the Centers for Disease Control and Prevention. A risk factor is anything that influences our chance of developing a disease and how that disease affects us. Chronic diseases involve multiple risk factors.
  • Some studies of certain diseases suggest that overweight people survive longer than those in the “normal” weight range. However, the data are complex, says Science-Based Medicine (the website). Just as weight can be falsely blamed for causing health problems, it can also be mistakenly exonerated.
  • For people who are more than moderately overweight, the health risks increase, according to the Canadian Medical Association Journal, 2011.

Student voices

“We have seen problems in both directions: people suffering the ill effects of [weight] stigma, and people suffering the ill effects of ‘oblivobestiy,’ i.e., denial of the importance of weight to health. Weight…should be taken seriously, but without any stigma, like an indicator light on the dashboard of your car.” —Dr. David Katz, president of the American College of Lifestyle Medicine

Why is body mass index (BMI) controversial?

“Science supports trying to control weight in general but it doesn’t support forcing every individual into the same mold of an ideal BMI range of 20–25. Fitness may be as important [to health] as fatness.”
—Dr. Harriet Hall (“The SkepDoc”), a family physician writing at Science-Based Medicine

What does my BMI mean for my health?
  • Body mass index (BMI) is a number used by health care providers. To get your BMI, divide your weight in kilograms by the square of your height in meters. The resulting number puts you into one of these categories: underweight, normal, overweight, or obese.
  • BMI is commonly used because it is easily accessible. All it requires is a person’s weight and height.
  • As a measure of health and even body type, BMI is somewhat crude and can be misleading. For example, lean athletes may be categorized as overweight because of their heavy muscle. Increasing lean weight (muscle and bone weight) is beneficial to health.
  • BMI does not necessarily correlate with other measures of health, such as blood pressure, blood sugar, and cholesterol. People whose BMIs are in the overweight or obese categories may be healthy by other measures, and people with “normal” BMIs may be unhealthy by other measures, according to a 2016 study in the International Journal of Obesity.
  • BMI may come to be replaced by other measures of body composition that may be more meaningful for health (e.g., waist circumference, lean body mass index, frame size, and percent fat).

Student voices

“Body size/shape is a simple indicator of a complex characteristic. It cannot be measured accurately by visual measurement, but by physical activity, ability, and medical tests.” —Joshua W., fourth-year undergraduate, Truman State University, Missouri

“At age 12 I was told I needed to lose 10 pounds. I had issues with body image and food for 20 years after that, until I learned about Health at Every Size. However, I still struggle with body image. I’m going into health care and I worry people will think I don’t know what I’m taking about, since I am in the overweight BMI category.” —Crystal V., second-year graduate student, California State University, Chico

“Being slightly overweight does not mean that I am unhealthy. I’m in fact quite healthy.” —Male second-year undergraduate, University of Guelph, Ontario

What’s the risk in focusing on my BMI and weight?

“The stigma of [being] overweight—in the media, society as a whole and even the medical profession—can hold people back from getting help. The over-focus on shape and size can lead to unhealthy practices and even a sense of helplessness and hopelessness.”
—Dr. Ramani Durvasula, clinical psychologist and professor of psychology at California State University, Los Angeles (to SH101)

Is it harmful for me to try to lose weight?
  • Standard health care practice emphasizes the value of the “normal” BMI range and encourages us to manage our weight as a means of being healthier.
  • Categorizing some body types but not others as “normal” or “healthy” arguably leads to judgment about personal behaviors, and blame and discrimination based on body type. “Weight dissatisfaction” is an obstacle to healthy behaviors, and is linked to worse health outcomes, according to a 2015 study in Current Obesity Reports.
  • Even health care professionals exhibit “weight bias” (negative judgments about heavier people); this may discourage heavier people from adopting healthier behaviors and seeking health care, says a 2014 study in the Journal of Obesity.
  • Weight management can be difficult. Studies highlight the challenge of sustaining weight loss over the long term, and link dieting to “yo-yo” weight cycles and disordered eating. The focus on weight control may promote a sense of “learned helplessness,” says the same 2014 study.
  • Body type and weight are about more than personal behaviors, research indicates. Scientists are exploring the roles of genes, our environment, socioeconomic factors, our microbiology, and other factors.

Student voices

“[People criticizing my weight] made me more depressed and less motivated to make myself healthier. I ended up just eating more unhealthy food.” —Male fourth-year undergraduate, Temple University, Pennsylvania

“I am an obese person with social anxiety working on a BS in kinesiology. I was seeing a doctor and he told me, ‘No offense but you might want to lose weight; you don’t want to enter your program looking like that.’ If a doctor was willing to judge me for my weight, how much more would the people around me judge me? I became very anxious about starting the program and nearly dropped out. Even in my third year, I still find it hard to participate in class, due to the fear of being judged negatively.” —Female third-year undergraduate, University of New Brunswick

Is there a more effective way to set health goals?

“Healthy at any weight means an evaluation of one’s overall self and body, instead of just reducing oneself to a number. If a person feels that, at any weight, their choices promote their overall health and well-being (rather than engaging in unhealthy practices to ‘get the number down’), they can establish lifelong health habits.”
—Dr. Durvasula (to SH101)

How would I benefit from choosing other health goals?
  • The “weight inclusive” approach, which does not focus solely on weight or body shape, lends itself better to self-care and health, its proponents say. This approach is represented by the Health at Every Size (HAES) movement. “A person’s health is determined by so much more than willpower and lifestyle habits. HAES recognizes this,” says Stahlman.
  • Weight-inclusive approaches identify health and wellness as the goal, regardless of weight. They emphasize healthy behaviors, such as intuitive eating, and the broader benefits of physical activity, such as pleasure and improved energy.
  • Weight-inclusive approaches aim to reduce the shame and stigma associated with body type. This makes healthy behaviors more accessible and sustainable, suggests a 2014 review of studies in the Journal of Obesity.

Student voices

“What really matters is your health. If you have a little extra fluff, who cares? As long as your health is not at risk, you shouldn’t care what others think of your body image. Rock it!” —Lacy O., second-year student, University of Wisconsin, Richland

“As a skinny person I know I have societal privileges that fat people don’t. But a lot of ‘body positivity’ campaigns revolve around shaming skinny people rather than criticizing the culture that says skinniness is the only beautiful/healthy body type (looking at you, Meghan Trainor).” —Alex C., second-year student, University of Wisconsin, Waukesha

How to think about your body in ways that work
  • “Silencing the inner critic is a key step in the process [of accepting your body]. But it also involves being willing to let go of that critic,” says Dr. Megan Jones, clinical assistant professor at Stanford University, California, and chief science officer at Lantern, an evidence-based program for improving body image and reducing disordered eating behaviors.
  • Practice shifting your thinking. “Whenever possible, challenge yourself to think about your body in terms of what it can do instead of in terms of how it looks,” says Dr. Renee Engeln, psychology professor at Northwestern University, Illinois. “For example, if you find yourself feeling bad about how your legs look, remind yourself of all the things those legs do for you. They move you around in the world. They let you dance. Focusing on the functions of your body is a great way to treat your body with more kindness and respect.”
  • Incorporate walks, yoga, or other physical activities into your day. Almost any type of regular physical activity can help people feel better about their bodies, regardless of the effects on their fitness and body shape, according to a 2009 meta-analysis of studies by researchers at the University of Florida. 
  • Intuitive eating—learning to align your eating habits with internal appetite cues—can lead to a positive relationship with food, health benefits, and improved weight management, according to a 2014 review of studies in the Journal of the Academy of Nutrition and Dietetics. See Find out more today (on the page).
  • Keep healthy options easily accessible and make less healthy options inconvenient. Much evidence points to the power of environmental tweaks in changing our behavior, including our eating habits. See Find out more today.
  • In conversation, don’t focus on appearance. You may think you’re complimenting someone by saying, “Have you lost weight?” or “You look like you’ve been working out.” But you’re reinforcing the stereotype that thin means beautiful or that muscular means good-looking. Also, you don’t know what unhealthy behaviors you may be complimenting. Instead, ask your friend whether the dance classes are helping him feel stronger or sleep better.
  • Never criticize someone else’s body, even obliquely. “You cannot shame someone into healthy habits,” says Roslyn Mays (Roz the Diva), a fitness trainer and pole-dancing instructor in New York. “Sure, the potential for embarrassment can motivate change, but ultimately, if you feel bad, you’ll treat yourself badly.”
  • Accountability and support are key. “Work with groups of people who are going through the same process,” says Dr. Durvasula.

Student voices 

“I’ve always been a bit resentful of how telling someone they’ve lost weight is seen as a compliment.... It’s like imparting one’s own insecurities on another. I hear it often enough to detest it.” —Brendan G., fifth-year undergraduate, University of Mount Union, Ohio

“As someone who has struggled with disordered eating and body image since my early teens, I understand the temptation to punish my body. It is very easy to hate yourself in a world that trains you to critique and loathe your body for what it isn’t instead of appreciate it for what it is. Physical exercise forces you to come to terms with the fact that your body is a miracle, and can lead to positive body image and an increased sense of accomplishment and self-worth.” —Female second-year undergraduate, Mount Allison University, New Brunswick

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Fitness for focus: How to power up your brain

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If an exam or assignment deadline is too close for comfort and your study session has become a brutal slog, you may feel you don’t have time for a workout. Chances are, though, a quick walk or 20 minutes on the basketball court is exactly what your brain needs.

Physical activity makes us smarter

Increasingly, research is indicating that exercise may give us a more powerful brain boost than anything else does. “Exercise is the single best thing you can do for your brain in terms of mood, memory, and learning. Even 10 minutes of activity changes your brain,” says Dr. John Ratey, author of Spark: The Revolutionary New Science of Exercise and the Brain (Little, Brown, 2008).

Have you noticed the effects on your grades?

Have you noticed the effects?
Getting moving can improve our mental functioning in the short term, helping us pass an exam (and throughout our lives, helping us stave off dementia). “If you are having a mental block, go for a jog or hike,” writes Dr. Justin Rhodes, who researches the effects of physical activity on the brain at the University of Illinois, in Scientific American. 

If you tend to focus best in the class that immediately follows your game of Ultimate Frisbee, this could be why. In a recent survey by Student Health 101, 76 percent of respondents said physical activity had brought them mental or intellectual benefits, such as improved memory, focus, or efficiency. Another 17 percent were unsure.

Does your physical fitness predict your academic success?
In a 2009 study of young men, researchers were able to use changes in the men’s cardiovascular fitness through middle to late adolescence to predict their cognitive performance at 18 (after accounting for other influences). Physical activity could be an important tool for improving educational outcomes, the researchers concluded (PNAS: Proceedings of the National Academy of Sciences, 2009).

Exercise makes us better at simple and difficult mind tasks

A 2003 analysis of multiple studies, published in the journal Acta Psychologica, found that physical activity can improve our mental performance in various ways:

  • Physical activity can make us quicker and more efficient at certain mental tasks, and sometimes more accurate too.
  • Aerobic exercise improves our working memory and concentration. It helps us switch between tasks without making errors.
  • The benefits of exercise can be seen in simple tasks (for example, speedier reaction times) and complex problem-solving tasks (like creative brainstorming).

Students: “How exercise improves my academics”

Better memory  
“I find when I’m having trouble remembering facts I’m trying to learn, if I go for a run and think about something else for a while, studying comes easier.”
—Erin M., second-year undergraduate, Clemson University, South Carolina

Improved problem solving 
“While exercising, I find that some of the roadblocks I’ve been dealing with in school/work are more easily solved. I’ve taken a step back and focused on something else and gained a fresher perspective.”
—Matt E., second-year graduate student, University of North Dakota

Higher grades
“Whenever I’ve exercised after studying I’ve seemed to do better on the exam or paper.”
—Layla G., third-year undergraduate, University of Maryland, Baltimore County

More productive
“After a workout or activity I feel tired, but after a quick shower I am always my most productive.”
—Drew S., third-year undergraduate, Grand View University, Iowa

More motivated
“I went to the gym and exercised for about 30 minutes. Afterwards, I felt motivated and ready to sit down and study for an upcoming bio exam.”
—Julia D., first-year undergraduate, University of Delaware

For the biggest brain boost, go aerobic and get coordinated

The improvements in mental performance come from aerobic activity. That’s any workout that makes us breathless or sweaty, like running, cycling, basketball, or dance.

The brain boost is bigger when we’re doing complicated aerobic activities that require coordination, rhythm, strategy, and concentration, like playing tennis or taking a dance class.

Q&A: “How much cardio will help my brain?”

How hard to I need to work it?

You don’t have to exercise to the point of exhaustion, but you do need a little vigor. The brain benefits seem to be “in proportion with the intensity of the activity,” said Dr. Justin Rhodes, a psychologist at the University of Illinois who researches the effects of physical activity on the brain. “If you walk sluggishly, you get a little benefit. If you run, you get more.” (Quoted on the University of Illinois website). 

Activities involving motor coordination (like dance) or strategy (like a team sport) are especially beneficial for the brain. “You’re challenging your brain even more when you have to think about coordination. Like muscles, you have to stress your brain cells to get them to grow,” says Dr. Ratey. 

In most studies, participants exercised for 20–60 minutes. The effects of exercise may depend on how we work out and for how long. It’s not clear yet whether other forms of exercise, such as strength and flexibility training, also help us think more clearly or creatively.

Could exercise ever make me too tired to think straight?
Eventually, yes. When we work out to the point of dehydration, our cognitive function declines. Being so physiologically depleted compromises our speed of information processing and memory, according to Acta Psychologica (2003). In other words, it was wise of you not to run a half-marathon the morning of your exam.

Does my fitness level make a difference?

Does my fitness level make a difference?
Several studies suggest that people who are routinely active and physically fit may experience a bigger brain boost from exercise than sedentary people do, according to Acta Psychologica (2003).

Some brain effects may also be bigger for those who are experienced in sports that require rapid responses and decision making. For example, in one study, participants with fencing experience had the strongest performance improvements (e.g., quicker reaction time).

“Fencing; it’s both a very physical and mental sport. As a result of fencing, I can focus better and have improved problem-solving skills.”
—Brittany R., fourth-year undergraduate, Clemson University, South Carolina

“I play soccer and go to the gym a lot and try to be as active as possible. I have always found that after completing exercises I feel a bit more focused and mentally sharper.”
—Cole L., first-year undergraduate, Santa Clara University, California

“Running exploits my muscles and relaxes my mind. I’ve noticed I feel more comfortable during the test after my body has exercised. This speeds up my work performance in the classroom. I really enjoy exercising.”
—Daelynn H., first-year undergraduate, Utah State University

It works for mice too. Check this out.

Researchers compared the IQ gains of mice in four different living environments. Some had a running wheel; some had toys and highly flavored foods, with or without a running wheel; others had boring cages and dull diets.

Several months in, the mice that exercised had healthier brains and did better on cognitive tests than the sedentary mice—even the ones that had other sources of stimulation.

For mouse brainpower, “Only one thing had mattered, and that’s whether they had a running wheel,” said Dr. Justin Rhodes of the University of Illinois (speaking to the New York Times).

Smart moves

How to use exercise to raise your grades

  • Incorporate aerobic (cardiovascular) activity into your regular schedule
  • Try an activity that combines aerobic exercise with coordination or strategy, such as dance or a team sport
  • For a quick brain break, do several minutes of jumping jacks, pushups, burpees, and other moves that get your heart pumping—or take a short walk or hit the stairs
  • Circuit workouts will boost your brainpower while you work on strength or flexibility too
  • If you’re physically fit, try high-intensity interval training (HIIT)

The following examples are methods that researchers have used in studies. Brain benefits are not exclusive to these activities. Try various forms of cardio and see what works for you.

For new ideas and a fresh perspective, take a walk

We think more creatively while walking than when we are sitting, according to a 2014 study involving college students. Walking helps with tasks requiring “a fresh perspective or new ideas,” according to researchers who published in the Journal of Experimental Psychology: Learning, Memory and Cognition. Walking works outdoors or on a treadmill.

For brainstorming, get a half-hour of moderate cardio

In a 2005 study, 60 college students got 30 minutes of moderate aerobic exercise. They followed that with creativity tests measuring their brainstorming skills. The brain boost was effective for at least two hours after exercising. (Creativity Research Journal).

For creative thinking and problem solving—dance!

Twenty-one young women took a 20-minute dance class, and 16 did not, before undergoing three tests measuring their creative thinking and problem-solving skills. In the study, the women who had danced scored higher on all three tests than the women who hadn’t, Acta Psychologica reported (2003).

For improved focus, dance, play a team sport, or do a martial art

In a 2008 study, 150 teens were assigned to either a 10-minute activity involving more complicated, coordinated exercise or to a regular sports lesson. Afterward, the teens who had been engaged in coordinated exercise had bigger improvements on a test of attention and concentration than the others, according to Neuroscience Letters.

For better memory, work out strenuously

In a 2011 study, sedentary male students took a memory test. Then half of them rode a stationary bike, revving up the pace until they were exhausted, and the others were inactive. When they retook the test, the students who had exercised improved on their scores while the rested students did not, according to Physiology & Behavior.

Students: “How these workouts worked for me”

“During breaks when studying, going for a walk helps your memory, and thus helps you do better in recalling and processing information.”
—Sagar P., fifth-year undergraduate, University of Maryland, Baltimore County

“Dancing—I can move around and gain a fresh perspective. I am able to regain focus and get more done.”
—Ashley S., fifth-year undergraduate, University of Alaska Anchorage

“Swimming helps me relax and rationally think about homework problems and how to work through them.”
—Taylor T., third-year undergraduate, Northern Illinois University

“Physical activity helps me be more energized and willing to learn. It also helps me remember concepts that I’m learning in my classes.”
—Name withheld, fourth-year undergraduate, California State University, Northridge

“Basketball and weight lifting help me with focusing and getting ‘in the zone.’ This enhances my ability to maintain my attention and strive to succeed. Basketball, since it is a team sport, helps my ability to adapt and communicate with others toward [the goal of] winning the game.”
—Anthony V., fourth-year undergraduate, California State University, Northridge

“I took a walk around campus on a Sunday morning when I was feeling worn out and overwhelmed. It rejuvenated me and I was able to do a great deal of work later with a clearer mind.”
—Karen P., second-year undergraduate, Ithaca College, New York

“In one of the dance classes I teach, when I know the kids have a big test coming up, I incorporate terms, definitions, and other things they need to know into the movements, which they seem to find helpful.”
—Laura B., second-year undergraduate, Memorial University of Newfoundland, Newfoundland and Labrador

Five ways physical activity boosts our brain

Exercise sends blood to the brain

Physical activity increases blood flow to the brain, delivering extra oxygen and generating more energy. “When our ancestors worked up a sweat, they were probably fleeing a predator or chasing their next meal. During such emergencies, extra blood flow to the brain could have helped them react quickly and cleverly to an impending threat or kill prey that was critical to their survival,” writes Dr. Rhodes in Scientific American.

“Physical activity will make the blood circulation good, [which brings] mental improvements as well.”
—Rabindra K., second-year graduate student, University of Massachusetts

Cardio boosts brain growth

Physical activity activates the hippocampus, a brain region involved in learning and memory. It increases our levels of brain chemicals called growth factors. These help stimulate new brain cell growth and build strong connections between those cells. The hippocampus is larger in people who exercise regularly than in people who don’t, research shows.

Perhaps most importantly, physical activity raises our levels of a protein known as BDNF (brain-derived neurotrophic factor). “The one factor that shows the fastest, most consistent and greatest response [to exercise] is BDNF. It seems to be key to maintaining not just memory but skilled task performance,” says Dr. Ahmad Salehi, associate professor of psychiatry and behavioral sciences at Stanford University, California (talking to the New York Times).

“Cardiovascular exercise seems to stimulate brain function and increases my energy level, which makes me more alert and receptive to learning.”
—David M., third-year online undergraduate, University of North Dakota

Exercise acts like medication

Physical activity influences the same neurotransmitters that are targeted by antidepressant and ADHD medication, says Dr. Ratey, a neuropsychiatrist at Harvard Medical School. This is why a workout “is akin to taking a mix of Prozac and Ritalin.” Among these effects, exercise helps us visually pick out relevant information from a confusing or chaotic scene, according to Acta Psychologica (2003).

“Whenever I can’t focus on a topic, I will indulge myself in extracurricular activities and it really helps me!”
—Sandeep R. P., first-year graduate student, University of Maryland, College Park

“If my mind is scattered or I’m overwhelmed with too many projects, going for a brief fast-paced jog helps me have better mental clarity when I go back to my tasks.”
—Elise B., third-year undergraduate, Berklee College of Music, Massachusetts

“In the mornings I participate in spinning class at my university and it seems to help me focus during the rest of my classes. Even though I am sometimes physically tired, I am mentally alert.”
—Katie N., third-year undergraduate, University of Maryland, College Park

Cardio regulates energy and sleep

Physical activity regulates our sleep and our energy through the day. In studies involving students, lower GPAs are associated with irregular sleep patterns, later bedtimes, and later wake-up times. Some evidence suggests that memory formation may be prompted by deep sleep and then consolidated by REM sleep, helping to explain why we need the sequential stages of the sleep cycle.

“Exercising the day before a test helps me to be well rested for the test.”
—Ryan S., recent graduate, University of Maryland, Baltimore County

“Working out in the morning made me more awake during the school day. In turn, this helped me pay more attention in my classes.”
—Samantha L., fourth-year undergraduate, Northern Illinois University

Physical activity relieves stress and improves mood

Working out alleviates our stress and anxiety, which are barriers to clear thinking. In addition, exercise lifts our mood, so we are more likely to feel energized and confident enough to tackle the topics we find difficult.

“When I’m stressed I go on really long mountain bike rides. They leave me exhausted and make it easier to focus on what’s important.”
—John K., first-year undergraduate, Colorado School of Mines

“I am a CrossFit coach and therefore do a lot of CrossFit exercises. Sometimes when I am stressed out, I can’t focus well on the information I am trying to study, and after working out I feel more clear-headed and can focus better on my work.”
—Yarelix E., fourth-year undergraduate, Johns Hopkins University, Maryland

“Whenever I do any form of exercise, but especially cardio, I feel happier throughout that day. This keeps me optimistic and helps me to be a higher achiever and get things done early.”
—Sam M., third-year undergraduate, University of North Dakota

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Jason

Sonoma State University, California

“Cycling! Getting your heart pumping and blood flowing on the way up, and the rush and danger of coming down, make the mind and body better connected. I always feel better after a ride and feel like I could take on anything!”

Follow us on Instagram and don’t forget to use the hashtag #BrainBoost

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Why is everyone talking about sexual assault on campus?

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The evidence is clear: Sexual assault and coercion are common on campuses, and have been for decades. Why have we taken so long to see it?

In part, because most sexual assault does not look as we might expect it to. We may struggle with the notion of our classmate as a sexual predator, or alcohol as a weapon. Acts of sexual violence and coercion can be camouflaged by the college party scene and our own beliefs about sexual behavior. Many campus survivors resist the terms “sexual assault,” “rape,” and “victim,” even while describing experiences that meet those definitions.

In a random survey of more than 1,000 current or recent students, 25 percent of women and 7 percent of men reported at least one nonconsensual sexual experience in college, according to the Washington Post and Kaiser Family Foundation in 2015. Disabled, gay, bisexual, and transgender people face a higher-than-average risk, a White House report concluded in 2014.

Whatever we call sexual assault, it can have serious, long-term consequences for survivors’ academic success and physical and emotional health. That’s why colleges and the federal government are working to establish safer campuses for all.

Is it true that most men are not violent?

Most men are not violent, sexually or otherwise, says Corey Ingram, MSW, coordinator of the Sexual Assault Violence Intervention & Prevention program at the University of South Carolina.

According to Ingram’s analysis of multiple studies, it is likely that

  • 92–94 percent of men do not commit sexual assault.
  • 82–87 percent of men do not commit acts of interpersonal violence.

Many male students are speaking up and taking action to interrupt sexual violence, and many others want to learn how. Male advocates are active in organizations such as Mentors in Violence Prevention (MVP) and Men Can Stop Rape, and on some campuses.



What attitudes and beliefs play a role?

Sexual assault within specific communities is often associated with:

  • Social norms that make it harder to speak up in defense of oneself or others; e.g., a double sexual standard that judges people differently for sexual activity.
  • A party culture that links alcohol with expectations of sex.

On and off campus, certain groups, organizations, and communities are associated with harassment and exploitation, including sexual violence. “What we may notice is a harsh group culture that accepts mockery even when it becomes harmful, and targets people who are seen as lower status, like women, people of color, LGBTQ people, and disabled people,” says Lee Scriggins, an expert in sexual assault education at the University of Colorado, Boulder. In isolation, any single instance may seem insignificant, but it is part of a continuum of coercion that starts with sexual comments and judgments.

On campuses, sexual assault has been associated with some fraternities and athletics teams. However, similar group dynamics manifest in other communities within and beyond college. Such groups may be social, political, athletic, or professional, and tend to share the following characteristics, says Scriggins:

  • High-status organizations with strong internal hierarchies
  • Strong group identity and boundaries (the sense of insider and outsider)
  • Higher than average similarity among members
  • A feeling of being somewhat apart from society and embattled
  • Secret traditions
  • Bonding through drinking


How does alcohol come into it?

Alcohol does not cause sexual assault; perpetrators do. Nevertheless, on campuses, alcohol use and sexual assault are closely connected. Here’s why:

  • Alcohol can be a weapon: Campus sexual aggressors may deliberately get their targets drunk; intoxicated victims may be less able to evade assault and easier to blame, according to Dr. David Lisak.
  • People who drink use more aggression: The amount of alcohol that perpetrators consume is related to how much aggression they use and to the type of sexual assault they commit, a study in the Journal of Interpersonal Violence (2003) suggests.
  • Alcohol clouds social awareness: Consuming alcohol may make it harder to pick up on signs of threat and risk, researchers say (Journal of Family Violence, 2007).

And here are the numbers:

  • Every year, 97,000 students aged 18–24 are victims of alcohol-related sexual assault, suggests a 2009 study in the Journal of Studies on Alcohol and Drugs.
  • Every year, more than 100,000 students aged 18–24 may be too intoxicated to know whether or not they consented to sex (CDC, 2002).
  • Rape is more common on campuses that have higher rates of heavy drinking, according to a 2004 study of 119 schools (Journal of Studies on Alcohol and Drugs).
  • Most incapacitated sexual assaults of students occur at parties, according to the National Institute of Justice (2008).

For more on alcohol and sexual assault, see Student Health 101, October 2015.



How do campus social dynamics contribute?

“Self-blame and victim-blaming, including by women of other women, are surprisingly prevalent on campuses,” says Tara Schuster, coordinator of health promotion at Rensselaer Polytechnic Institute, New York.

In part, this reflects a mistaken belief that many accusations of sexual assault are false. “David Lisak’s research shows that only about 2–10 percent of all reported rapes are fabricated. Students (men and women alike) often think this number is much higher,” says Schuster.

  • Among college students, demeaning attitudes toward women are associated with rape myths and sexual aggression, according to a 2004 study in Violence Against Women.
  • In a study involving 205 college athletes, most said they did not accept rape myths, yet many participants misunderstood consent, believed in “accidental” and fabricated rape, and thought that women provoke rape (Affilia: Journal of Women and Social Work, 2007).
  • The negative judgment of women for being sexually active helps explain why perpetrators target first-year students, who are seen as “fresh” and “clean,” according to a 2012 analysis in the Journal of College and Character.


Is sexual assault deliberate?

Sexual assaults on campus are deliberate and planned, according to Dr. David Lisak, a clinical psychologist and forensic consultant whose research has been pivotal in understanding sexual violence on and off campus. These acts are not “misunderstandings.”

  • Perpetrators target vulnerable students; for example, those who are younger and new to college, less experienced with alcohol, and eager to fit in, Dr. Lisak found.
  • Perpetrators target people they know; In 85–90 percent of sexual assaults reported by college women, the survivor knew the attacker; about half occurred on a date, according to the National Institute of Justice (2008).

The perp mindset
Certain attitudes are more common among sexual aggressors than in the general population:

  • Reduced empathy toward others (Journal of Interpersonal Violence, 1995)
  • Hostility toward women and a belief in rape myths (e.g., that victims are to blame) (Violence Against Women, 2004; Journal of Family Violence, 2004).

Stereotypically “male” attitudes and behaviors, including toughness and violence (Sex Abuse, 1996).



How much of a difference can I make?

We are all part of this community and we all experience opportunities to do and say the right thing. Most of us want to help others. Nevertheless, sometimes we may feel conflicted: Is this really my business? Will it be awkward if I say something and it turns out he doesn’t need my help after all?

Bystander intervention training aims to empower us to act on our helping instincts. We probably can’t change perpetrators’ motives, but we can create an environment in which it’s harder for them to act on their aggressive intentions and easier for us to hold them accountable.

Active bystanders do any or all of the following:

  • Check our own ideas and assumptions, so that we are not part of the problem.
  • Resist behaviors that support sexual violence, such as demeaning language and victim-blaming.
  • Disrupt risky situations that may precede an assault; intervention may be indirect (e.g., turning the lights on to expose and disrupt a potentially threatening scenario) or direct (e.g., telling an aggressor to back off, or offering the targeted person an easy out).
  • Support a survivor following an assault.

Students who are trained in bystander intervention are more confident in their ability to prevent assault, research shows.



How many perpetrators are involved?

In the last 15 years, research has shown that most sexual assaults on campuses are carried out by a relatively small number of aggressors. This is similar to other settings, such as in the US Navy.

For example, in a groundbreaking study involving 1,900 male university students, 120 men (1 in 16) self-reported actions that met the legal definition of rape or attempted rape (Violence and Victims, 2002):

  • Most of the 120 were repeat rapists.
  • The repeat rapists averaged six rapes each.
  • Four percent of the men were responsible for more than 400 attempted or completed rapes.
  • Most of the aggressors used alcohol to intoxicate or incapacitate their victims.
  • Most of the 120 had committed other acts of violence, such as battery or child abuse.

Most studies focus on male perpetrators of sexual assault and abuse. Less commonly, women can be perpetrators: Reliable data are scarce, in part because many male survivors are embarrassed about or ashamed of acknowledging that they have been assaulted.

What we think about when we think about sex

The 4-step bystander self-intervention

The risk of judgment makes it harder for survivors of sexual assault to speak up and more difficult for us to hold sexual aggressors accountable. We may not always be aware that our own comments and behaviors can reinforce barriers to addressing sexual violence. Here’s how to think about our own thinking. By Jaclyn Friedman, author of What You Really Really Want: The Smart Girl’s Shame-Free Guide to Sex and Safety (Seal Press, 2011).

1. Check your influences on your ideas about sexuality

“What messages have you learned about sex and what was the motive behind them? You can take control of your relationship with those influences,” says Jaclyn Friedman, sexual assualt survivor and author of What You Really Really Want: The Smart Girl’s Shame-Free Guide to Sex and Safety (Seal Press, 2011). 

Our ideas about sexuality have been shaped by family and peers, religious institutions, schools, media and popular culture, and other sources.

Re-evaluating these influences includes checking your assumptions about what everyone else is doing. “College students do a lot less hooking up than everyone thinks. You may be trying to aspire to a norm that’s not a norm at all. Do what works for you,” says Friedman. Three out of four college students said they had zero or one sexual partner in the last 12 months, according to the American College Health Association—National College Health Assessment survey (spring 2014).



2. Stop judging other people’s sexuality – and your own

“As long as you’re not hurting anyone else or invading their autonomy, there are no right or wrong ways to go about your sex life,” says Friedman.

“It’s liberating to stop judging other people because their sex life is different from yours. The insidious thing about those judgments, even if we don’t say them out loud, is that they reinforce to us that we deserve to be judged as well. It’s harming us too.”

The risk of judgment and sexual shaming makes it harder for survivors of sexual assault to speak up, and more difficult to hold sexual predators accountable.



3. Value quality over quantity

“Shift to the idea of sex as a collaborative, creative experience with another person. Then we start taking responsibility for our partner having a good time. This is the backbone of enthusiastic consent,” says Friedman.

“Let go of the idea that sex is an accomplishment, something to collect, a commodity that we trade in, something one person gives up and the other person gets.”

What this looks like
“When a friend says, ‘I just had sex with so-and-so,’ the response shouldn’t be, ‘That’s awesome!’ The response should be, ‘How was it?’ Sex is not an inherent good.”



4. Understand enthusiastic consent

“If we as a campus culture adopt enthusiastic consent as a cultural value, and the idea of sex as a pleasurable, creative concept, then the rapists among us become obvious. The rest of us are going to stop making excuses for the rapists,” says Friedman.

Why this matters   
At the Steubenville, Ohio, rape trial in 2013, two high school athletes were found guilty of sexually assaulting a 16-year-old girl who was incapacitated by alcohol. 

“At the trial, a bystander said he didn’t intervene because he didn’t know that was what rape looked like,” says Friedman. “Why not? Because sex is seen as a commodified exchange in which the woman lies there and guys do stuff to her. If the bystander had understood sex as an engaged, collaborative experience for all parties, that incident would have looked like rape to him.”




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The parent pop quiz: Helpful, hands-off, or helicopter?

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Is your parent or guardian helpful, hands-off, or helicopter? And what effect is that having on your college experience? Take our quiz, track your score, and click on the result for info and resources. Also check out students’ stories of parenting hits and misses.

Disclaimer: Expectations and norms around parenting, and the relationships between parents and their adult children, differ across cultures. In addition, parents and families have widely divergent access to relevant skills and resources influencing parenting styles and levels of involvement.

1. What do they say when they drop you off at college?

  • A: Drop me off—are you kidding? I got myself here.
  • B: “I can’t believe we have to work with that hippy professor this semester.”
  • C: “I’m just a phone call away, honey.”

2. What do they send you in  the mail?

  • A: Three perfect papers meeting your assignment requirements, starched and pressed.
  • B: The Ultimate Student Guide to Student Stuff.
  • C: Invoices for your tuition and 18 years of groceries.

3. What happens when they come see you for dinner?

  • A: They take you for a delicious meal and spend the whole evening saying they’re proud of you, with a brief nudge to dab the sauce off your chin.
  • B: They follow you to your grimy student kitchen and stand there looking hungry and expectant.
  • C: They bring a basket packed with organic superfoods, to be washed down with a bottle of breast milk.

4. What happens to your laundry?

  • A: Your parent drives 60 miles a week to bring you pristine bed linens and a batch of new outfits, including your underwear (ironed and folded).
  • B: You wear everything two or three times then eventually drag it to the laundromat.
  • C: When you call your guardian, they explain with endless patience what washing machines are for and where to put the quarters.

5. When you don’t get the grade you think you deserve, what happens?

  • A: You finally get hold of your folks, and they mention that your hometown Blisterin’ Burgers still has an opening.
  • B: They encourage you to make an appointment with your professor to discuss what went wrong and how to address it next time.
  • C: You attend a high-powered meeting in a nearby skyscraper with a team of their top lawyers, to which your professor has been summoned.

6. At your graduation, you expect them toâ€Ķ

  • A: Show up on time, have clean hair, and applaud in the right places.
  • B: Have a limo drive you all up to the stage, then accompany you to the podium, modestly acknowledging the applause.
  • C: Attend Uncle Eli’s barbecue instead. It’s been arranged for weeks.

Add up your score

  • A=1,  B=3,  C=2
  • A=3,  B=2,  C=1
  • A=2,  B=1,   C=3
  • A=3,  B=1,   C=2
  • A=1,  B=2,  C=3
  • A=2,  B=3,  C=1

Click on your score

The hands-off parent

If you scored 6–9, your parent or guardian seems pretty hands-off. You’ve likely been prepping your own dinner and attending your own parent-teacher conferences since 2005.

This is a lighthearted quiz and not diagnostic. For some families in some situations, hands-off parenting can work. But if you’ve experienced parental neglect, you’re not alone: Neglect is the most common form of child maltreatment, according to a 2012 report by the National Scientific Council on the Developing Child.

Growing up with uninvolved parents can lead to anxiety and stress, delayed social and emotional maturity, academic struggles, and/or substance abuse. Recovery involves building your resilience skills.

When you could use support, consider reaching out to your campus counseling center or clergy.

Resilience tools: American Psychological Association

The helpful parent

If you scored 10–13, you may be one of the lucky ones: Your parent or guardian is helpful. They strike the balance between supporting you and promoting your independence.

Not surprisingly, supportive relationships between parents and their adult children are linked to well-being and health. Three out of four young adults say they get along a lot better with their parents now than they did in their mid-teens, according to theClark University Poll of Emerging Adults (2012).

Some tension between parents and their adult children is typical, but many families are able to work toward mutual understanding and solutions, according to a 2009 study. “Avoidance doesn’t work as a strategy for dealing with conflicts. It appears to make things worse,” said lead researcher Dr. Kira Birditt of the University of Michigan Institute for Social Research.

Worksheet for resolving family conflict: Clemson University

The helicopter parent

If you scored 14–18, you appear to have a helicopter parent or guardian. That might feel OK when they’re doing your laundry, but not when they’re choosing your major. True helicopter parents can undermine “the higher education goal of helping young adults develop the ability to think for themselves,” according to the George State University Law Review (2013). Among college students, helicopter parenting is associated with higher levels of depression, suggests a 2013 study in the Journal of Child and Family Studies.

But hold up—the evidence is mixed.Helicopter parenting is uncommon, according to the National Survey of Student Engagement, 2009. And although grown children who received intense support from their parents perceived it as too much, they also reported better psychological adjustment and life satisfaction in a 2012 study (Journal of Marriage & Family). That’s because parental support often meets real needs. Hands-on parenting is particularly important for students who are the first in their families to attend college, says the Journal of Personality and Social Psychology (2012).

How my parent set me up for success

“I got a DUI and I paid for my lawyer, fines, and a new car. They have taught me that they will be there for me, but I need to fix my own problems or I will never learn.”
—Third-year undergraduate, University of Kansas

“My parents encouraged me to be my own advocate during difficult times. In junior high and high school, they encouraged me to talk to professors and administrators if I ran into problems, instead of them getting involved right off the bat.”
—Second-year graduate student, University of Wyoming

“My dad got me into whitewater kayaking at age 12. I continued to learn and practice and eventually train professionally to paddle deadly rivers, which has given me the confidence that nothing life throws at me will ever be too much.”
—Fourth-year undergraduate, University of Wyoming

“My mom was abused by my father, so her being able to get out of that situation and stand strong helped me.”
—Student, certificate program, Hancock College, California

“My mother always had me check into appointments, even when she was there. That has really helped me learn how to talk to people I don’t know, and it has surprisingly helped me be more comfortable at job interviews.”
—Third-year undergraduate, University of Wyoming

“Since I was 17 (I am 26) I have done my taxes on my own. My dad told me from the beginning that it’s my responsibility, no one else’s, to keep track of my finances. I keep track of my financial records online, and I also make/keep copies of any important documents.”
—Third-year graduate student, Northern Illinois University

Parents who could not always step up

Hands-off parents may lack emotional or behavioral skills, financial means, or other resources.

“I did not have the fortune of a family member who had been through college, so the entire experience was alien to me. I have no idea what I’m doing; I have no guidance.”
—Third-year undergraduate, University of Wisconsin–Platteville

“My mom only encouraged me to be ‘normal’ or socially acceptable. Honestly, I developed an [emotional health disorder]. I was never prepared for anything.”
—Third-year undergraduate, Lander University, S Carolina

“My parents raised me to be agreeable. Now I have trouble dealing with people when they’re taking advantage or asking me favors that I don’t want to do.”
—First-year graduate student, University of Manitoba

“My mom kicked me out when I was 16 years old. I learned how to take care of myself.”
—First-year undergraduate, Wake Technical Community College, North Carolina

“My parents unintentionally instilled racist prejudices in me.”
—Second-year undergraduate, University of Wisconsin–Madison

“I wasn’t raised to handle emotion. In my family we either cry alone in a locked room and then pretend it never happened, or we suppress it entirely. Living away from home and starting a new life requires much more than common sense and financial responsibility. One’s internal self takes a beating.”
—Undergraduate, University of California, Riverside

“My family is messed up. Mom’s been in and out of jail, and my dad pays me child support but other than that doesn’t talk to me.”
—Undergraduate, University of Lethbridge, Alberta

The highs & lows of helicopter parents

“My parents rescue me when I’m upset or overwhelmed, so I’ve never had to deal with a crisis on my own. Gee, that sounds pathetic.”
—Fourth-year undergraduate, Fleming College, Ontario

“I wasn’t allowed to choose exactly what I wanted when I first entered college. My mother thought I wouldn’t excel at the majors that interest me. I dropped out after a year since I didn’t know why I was there. It was my mother’s way or no way.”
—Second-year student, Empire State College, New York

“My parents expect me to act like an adult but treat me like a child.”
—Fifth-year undergraduate, Portland State University, Oregon

“Time management is extremely difficult. I’m so used to being told what to do. When [I’m] given a list of tasks and about 18 hours a day to do them, it’s hard to get things done.”
—Fourth-year undergraduate, University of Massachusetts Amherst

“Children in my family are not allowed to move outside of the parental household until after marriage. It has been difficult for me to move across states and into apartments by myself. Because of this fear that’s been instilled, I feel that I can’t necessarily take care of myself, even though I do.”
—Third-year graduate student, University of Delaware

“My mom is a businesswoman and very good at getting what she wants. Sometimes when I’ve been in trouble, I’ve used her to get out of it.”
—Second-year undergraduate, Trent University, Ontario

“We were upper middle class, and I think it was just assumed that money issues would not be anything I needed to worry about. This was a blatant disregard of reality. It led me down the primrose path to credit card disaster.”
—Third-year undergraduate, Empire State College, New York

What tasks do you not feel prepared to handle?

Source: Student Health 101 survey, March 2014.

In our survey, students said they were unprepared for certain demands. They most commonly cited:

  • Taxes
  • Personal finances
  • Student loans
  • Health insurance
  • Medical appointments
  • Car troubles
  • Choosing major/courses
  • Cooking

“I was never taught how to handle my own finances independently, so I commonly call my parents to inquire about money, taxes, loans, etc.”
—Fifth-year undergraduate, Missouri University of Science and Technology

In what situations do you call home for support?

Problem & percentage who admit to calling home

  • Financial struggles — 60%
  • Physical health issue — 45%
  • Emotional health issue — 36%
  • Choosing a class or major — 33%
  • Domestic tasks, e.g., laundry or cooking —32%
  • Need job or internship — 31%
  • Bad grade or missed deadline — 24%
  • End of a close relationship — 15%
  • Difficulty meeting people or making friends — 10%
  • Reprimanded by faculty or administration — 5%
  • Arrested or other legal trouble — 3%

Source: Student Health 101 survey, March 2014

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Breaking budget?: 6 steps to smart spending

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Where the money goes is a brutal mystery—unless we plan and track our spending. In a recent CampusWell survey, 91 percent of students thought keeping a budget would help them better manage their personal finances. These six concepts are the key to making sure you’ve got the dough for pizza night, spring break, or grad school. To put them into practice, use a digital tool like Mint.com or your bank or credit union app.

EXPERTS

  • BRYAN ASHTON, BSBA, assistant director, Student Life Student Wellness Center, The Ohio State University, Columbus
  • LARRY PIKE, CFA, financial planner and principal of Client Priority Financial Advisors LLC, Needham, Massachusetts

1. Know the importance of a spending plan

“The biggest challenge to budgeting is the idea that because students have limited resources, they don’t need to take steps to take control of their finances. They do.” —BA

2. Know your current spending

“The most important step is to understand where your money really is going. If you can’t get a handle on your spending, it will be difficult to take control and make changes.” —LP

3. Know which choices you want to prioritize

“Some choices or goals aren’t strictly financial but have significant financial implications. How much should you allocate each month to meet these goals?” —BA

Examples of spending choices or goals

Maybe your short-term goal is to have enough money for late-night pizza tomorrow. What could you do throughout the month that will help ensure that you get your pizza splurge and make it to February without going into debt?

Type of choice or goal Example Cost How much to spend or save each week (sample figures)
Social Can I eat out with my friends a second time this week? Above and beyond grocery expenses. (Convenience is expensive.) Spend $40
Academic Can I go to graduate school? Tuition; reduced or missed earnings over two years; standardized test fees; application fees; travel for interviews Save $20
Financial Can I build an emergency fund to reduce financial stress? Several hundred dollars set aside for unexpected events Save $10

4. Know your wants vs. your needs

“The key is to be realistic about what you need versus what you want. The greatest value in making a budget is seeing where your actual dollars have gone. Then we realize how much of our spending is discretionary.” —LP

5. Know the cost of convenience

“Eating out is more expensive than making your own meals, and buying coffee is more expensive than brewing your own. This is where any student has the ability to really affect their budget.” —BA

6. Know how to use your bank accounts to your advantage

Use your checking account for your current costs. Keep larger sums in your savings account for future expenses. This way, you won’t spend your tuition money on pizza.

Money

Mint.com: your most popular tool for planning your spending
Mint is the digital tool most frequently recommended by students in a recent Student Health 101 survey. It’s a free online tool and app that connects securely to your banks, credit unions, and other financial institutions, pulls the relevant info, and organizes it for you in one place.

Mint makes it easy to track your spending and create a realistic, adaptable budget. It sorts your expenses into categories, which you can customize. You’ll need to check and adjust the categorization, especially in the early days. (Mint will learn your habits over time.)

How secure is Mint.com?
How useful is Mint.com?
Your favorite online money tools and apps
“I would highly recommend Mint.com. It is really simple to use, and all your transactions go in automatically. It really makes it simple to see where your money is going.”
- Zach D., fourth-year student at Michigan Technological University, Houghton

“The AllBudget2 app for students details the common expenses that college students are expected to worry about, and has a simple user interface.”
- Petah S., second-year student at Georgia Gwinnett College, Lawrenceville

“Mint.com, LearnVest.com, and CreditKarma.com are great for tracking your current cash flow, and have well-written articles.”
- J. W. third-year student at Valencia College, Orlando, Florida

“YNAB [You Need a Budget] costs money but is powerful and teaches good budgeting principles.”
- Chris C., fourth-year graduate student at the University of Rochester, New York

“A regular computer spreadsheet can be helpful. Most programs offer templates to get you started. You also don’t have to be online to access it.”
- Elizabeth M., fifth-year student at Western Carolina University, Cullowhee, North Carolina

“See if your bank or credit union offers any application. It’s the quickest and most direct way to monitor your money.”
- Nathan J., fifth-year student at the University of North Alabama, Florence
How to make a credit card work for you
“Credit cards are too convenient. We tend to forget we need to pay the money back at the end of the month, which exposes us to steeply increasing interest payments. If there was no such thing as credit, we would only spend what we have and we would find a way to make it work.” —LP

“Credit scores are increasingly important. Employers, rental agencies, and mortgage companies are likely to check them. We’re seeing value in students beginning to build credit.” —BA

Credit cards are an important backup for these purposes:
  • Emergencies
  • Online purchases
  • Establishing a credit score
To avoid going into debt:
  • Choose a low credit limit
  • Use the credit card for a regular expense, e.g., groceries, and leave it home during other trips
  • Set aside the money to pay it off in full every month

The Art of Change


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Deal-breaker or game-starter?: Check your relationship criteria

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Opposites Similarities attract. In relationships, we tend to get along better with people like us—a whole lot of studies prove it. But there are lots of ways we can be like each other, and in romantic compatibility, some of those ways are more important than others. Researchers have tried to figure out what matters most. To check out your relationship checklist, click on the criteria.

But first, various disclaimers:

  • Shared traits and experiences can bring us together and help us navigate long-term relationships, according to research. This does not mean that partners who have less in common with each other are doomed. Many couples handle differences successfully. There’s also the question of how we define difference (for more on this, start clicking).
  • Our priorities vary according to what kind of relationship we’re looking for. If we’re looking for something brief, we won’t care that they want zero kids and we want six.
  • The research is based largely on heterosexual couples. The main conclusions apply to long-term same-sex relationships too, research suggests.

Do you both laugh at the same stuff?

What you say
Are you both laughing at (or scorning) the Judd Apatow movie? And does it matter? Yes. Students see sense of humor as the most important shared trait in relationships. In our survey, 67 percent of women and 62 percent of men said
this is “pretty important.”

What the research says   
Maybe. Shared humor seems important for compatibility. It might matter most to women who are evaluating men, according to a 2005 study: In heterosexual relationships, women want men who make them laugh, and men want women they can make laugh. (Beautiful symmetry there. The research doesn’t say how this plays out for gay couples.)

Takeaway  
A skeleton walks into a juice bar: “I’ll have a smoothie. And a mop.”


Are you as smart and educated as they are? Should you care?

What you say
It depends on what we mean by brainpower. In our survey, only 18 percent of students considered an IQ match “pretty important.” Education level was rated higher. Twenty-five percent of students rated similar education level
as “pretty important” and 42 percent said it “seems to help.”

What the research says   
Science seems undecided on whether an intellectual match matters. But what if you’re getting a PhD and they’re not sure they want a degree? Matched education matters far more to us than it did to our grandparents, for whom sex roles were more traditional and defined. The trend for people of similar education levels to marry each other has increased economic inequality by 25 percent since 1960, according to a recent study.

Takeaway  
Education level tends to correlate with our attitudes and life goals.
Again, it’s really about compatible goals and values.


They can’t get into Lorde. Deal-breaker?

What you say
Yes, music matters. In our survey, 21 percent said it’s “pretty important,” and a further 47 percent said it “seems to help.”

What the research says   
Yes. A 2006 study showed that college students socializing online asked about music preferences more often than all other conversation topics combined. That’s because music works pretty well as shorthand for our personality and values. When people share our music tastes, we like them more.

Here’s how music tastes influenced heterosexual attraction, according to a classic study (1989): (Note: These are not objective findings on musical genres.)

  • Heavy metal: Makes men more attractive, women less attractive*
  • Classical: Makes women more attractive, men less attractive
  • Country: Makes all of us less attractive

* The late 1980s were the era of heavy metal. Don’t expect the same effect today.

How well do your music tastes reflect your personality? Take the quiz.


Opposites attract: Yes or no?

What the folklore says             
We like the idea that opposites attract and help us meet each other’s needs. In a 2008 study of college-educated adults who were using a dating website, 86 percent said they wanted a complementary (different) partner rather than a similar one.

What the research says   
Not so much. In fact, we tend to choose partners like us—people we consider similarly attractive, who have compatible values, and who share certain characteristics, experiences, and even genes. This conclusion is based on decades of research and applies to long-term gay relationships too.

In a recent study of people using the dating website eHarmony, “of the 102 traits in the data set, there was not one for which women were more likely to contact men with opposite traits,” wrote researcher Emma Pierson in FiveThirtyEight this year. “Men were a little more open-minded.”

Exceptions
When both partners are OK with traditional gender roles, opposites can be more easily accommodated (because different education levels don’t matter so much). Science has also identified the following opposite pairings that seem to work:

  • Night person + morning person
  • Person who attracts mosquitoes + person who doesn’t
  • Person with a good sense of direction + directionally challenged person

These three are brought to us by 23andMe, a website covering genetics research.


Can a (social) butterfly land on a wallflower?

Here’s what we mean by personality: Introvert or extrovert?
Conscientious or sloppy? Agreeable or grouchy? That sort of thing.

What you say
Maybe. One in three of our survey respondents said matching personality traits are “pretty important.”

What the research says   
Maybe. Matching personality traits appear to be less important than some of the other stuff—at least initially. That might be a good thing: “[P]eople seem to want to find partners whose personalities are similar to theirs, but for some reason fail to do so,” according to a 2005 study. Apparently, there’s a gap between our perception and reality: If we like someone, we think their personality is closer to ours than it actually is. In long-term relationships, a personality match seems to matter more.

Takeaway  
How partners interact with each other is vital—and probably more important than a personality match. Prioritize the personality traits that contribute to positive interaction: kindness, reliability, and emotional stability.


Are you seeing it the same way?

What you say
You rated this low. In our survey, fewer than one in five students said shared values are “pretty important.”

What the research says   
Yes. Shared core values are the game-maker, and opposing values the deal-breaker.
We are attracted to people whose attitudes and values match our own, and those relationships last longer. Core values vary from person to person, but tend to include:

  • Religious beliefs
  • Ethical issues; e.g., attitudes relating to honesty and fidelity
  • Attitudes relating to money, spending, and saving
  • Political perspective
  • Family plans; e.g., do you want kids?

Takeaway  
Cherish your values and be alert for a potential partner who will cherish them with you. How you treat each other is also key. Among the shared values you’re looking for, prioritize kindness, respect, and thoughtful communication.


Do you like doing the same things?

What you say
Shared hobbies and activities ranked “pretty important” to more than a third of the students who took our survey. A further 51 percent said shared activities “seem to help.” You ranked this well above similar politics, worldview, values, or IQ.

What the research says
Maybe not so much. Of course, a shared interest might be how you meet. Many close relationships start with two people repeatedly running into each other—which could be on the soccer field. Alternatively, once you’re in a relationship, you might join your partner on that hike into the Rockies and learn to like it.

Takeaway  
Although it’s important to spend time together, the relationship doesn’t necessarily have to be about your thing for Grand Theft Auto or their determination to make it to Everest base camp.


Does your voting really matter?

What you say
Is it a problem if they vote for the libertarian and you’re all about the liberal? You say no. In our survey, fewer than one in ten students thought a shared
political perspective is “pretty important” in relationships. More than one in three said it’s “hardly relevant.”

What the research says
Yes. Politics matter very much—more so than looks and personality, according to a 2011 study. Relationships that involved a shared political perspective lasted more than twice as long as those that didn’t (5.83 years vs. 2.30 years).

Takeaway  
Regardless of whether or not we vote, political affiliation tends to represent our core values. And values matter a lot for compatibility.


Do they have to be as hot as you?

What the research says  
We value physical attractiveness a whole lot. Here’s how that works:

  • We tend to pair up with people we think are about as attractive as us. This is known as the matching hypothesis.
  • We’re tempted to think physical appearance means more than just physical appearance. In a classic study, undergrads rated more conventionally attractive people as kinder, more sensitive, more outgoing, more interesting, and more modest than their less conventionally attractive counterparts.

Takeaway
What if they’re good-looking—and also unkind, insensitive, and boring?
Or the other way around? Just saying.


You’re from the south side. They’re from the north side. What of it?

What you say
No. Only 16 percent of students in our survey said this was “pretty important.” Maybe we don’t like to think we’re judging people on where they’ve come from. Or that we’re being judged.

What the research says   
Yes. This might be because socioeconomics has a lot to do with our education level, political perspective, and values—which are all important for compatibility. Of course, it’s possible to derive shared values from different socioeconomic experiences, and some couples do well at this. Again, the research captures generalities, not individuals.

Takeaway  
Be aware that it might be difficult to meet in the middle.


What if I worship Jesus and they worship Marduk?

What you say
Yes. Thirty percent of students who responded to our survey rated shared ideas about religion as “pretty important,” and almost as many said this “seems to help.”

What the research says   
Yes. Relationships are more likely to thrive when they’re founded on a shared belief system. Couples who share a religious faith have more harmonious and enduring relationships (in general) than do partners of different faiths. When only one of the two is religious, relationships tend to struggle.

Takeaway  
In case you’re wondering, Marduk was the ancient Babylonian god of magic.
Chances are you won’t run into a Marduk worshipper.


Must we both be faithful to the idea of being faithful?

What you say
You didn’t tell us about sexual fidelity specifically, but students taking our survey ranked “ideas about sex” as the third most important shared factor in compatibility.

What the research says   
Yes. Fidelity is highly valued by men and women. It rated above looks, family commitment, and wealth and status in a study of 1,000 people age 18—24.

What the relationship expert says  
Sexual fidelity is the right choice for many couples, and sexual promiscuity generally isn’t, says Dan Savage, the media pundit. But if you’re in it for the long haul, sometimes “monogamish” is a more realistic goal. Note: Only if both partners sincerely agree. No pressure.

Takeaway  
You can agree either that sexual fidelity is vital, or that it’s overrated. If you disagree, tread carefully.

Which compatibility factors divide men and women?

Proportion of women who say it’s important Proportion of men who say it’s important And is it important?
Shared religious beliefs 33% 24% Yes
Shared ideas about sex 54% 46% Yes
Similar future goals 62% 46% Yes

Student Health 101 survey, October 2014. 1,600 students answered this question.

Which similarities do students overestimate and underestimate?

In our survey, students tended to overestimate the importance ofâ€Ķ

  • Specific leisure activities
  • Personality traits

Students underestimated the importance ofâ€Ķ

  • Political views
  • Worldview, values, and ideas
  • Education level
  • Socioeconomic background

Student Health 101 survey, October 2014. 1,600 students answered this question.


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Fact-check the flu: Immunize yourself against the myths

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The flu spreads rapidly among students—and so do myths and misunderstandings about what the flu means for them and how to avoid it. We asked a leading expert on vaccine safety to answer your questions about the flu and the flu vaccine. More than 800 students participated. The questions revealed many false beliefs about the safety and effectiveness of the flu vaccine, the science behind it, and its relevance to students.

Unreliable info

Many college students think they know more about the flu vaccine than is actually the case, according to a study published in Risk Analysis (2012). Students’ “knowledge” relies heavily on dubious sources, like social media and anecdotes.

Your risk

Everyone is at high risk of catching the flu because the influenza virus is so contagious. The flu hurts students’ academic performance and grades. Teens and young adults are disproportionately prone to serious (including life-threatening) flu complications.

Why are young adults at relatively high risk of serious flu complications?

The influenza virus can kill in three ways:

  1. Directly—it reproduces in the lungs, sometimes leading to pneumonia.
  2. Indirectly—it sets the scene for a bacterial superinfection, such as Staphylococcus aureus, on top of the pneumonia.
  3. The influenza virus can cause an overwhelming immune response that lowers blood pressure and leads to a condition similar to sepsis (a blood infection that can cause organ failure). This accounts for the relatively high death rate among otherwise healthy teens and young adults. Essentially, people die at the hands of their own immune system. You get some time to recover from the virus, but if it’s not looking good, you get culled from the herd. From a group perspective, this has benefits.

Expert Paul Offit, MD, professor of vaccinology and professor of pediatrics at the University of Pennsylvania School of Medicine

#1. Does the flu shot work?

How effective has the flu vaccine proven to be through empirical research?

  • The influenza vaccine as a shot, across all age groups, is 65 percent effective at preventing moderate to severe illness caused by influenza.
  • For young, healthy people with stronger immune systems, its effectiveness is higher than 65 percent. For young children, the live attenuated nasal spray is 80—90 percent effective.
  • It’s not a perfect vaccine, but if you don’t get it, your protection is 0 percent.
  • The influenza virus changes every year, so immunization doesn’t protect you year after year.
  • In the last two years we’ve seen the same predominant strains, so the vaccine functions like a booster and the effectiveness has been higher.

With the flu vaccine
At least 65 percent protection

Without the flu vaccine
0 percent protection

#2. Am I at risk?

If I never get the flu, why should I get the vaccine?

Reasons to get vaccinated:

  • You might be the person who gets very sick from the flu
    Every year more than 200,000 people in the US catch influenza and 20,000 are hospitalized. An influenza pandemic is most dangerous for the very young and very old. Teens and young adults are also at elevated risk of serious complications.Natural infection (also called the wild type) is uncontrollable. The young adults who died in the 1918—19 flu pandemic were overwhelmed by their own vigorous immune response. The vaccine provides a controlled immune response.
  • Your immunization protects people who can’t get vaccinated
    The US population of 315 million includes 500,000 people who can’t be vaccinated. That’s because they are undergoing chemotherapy or immunosuppressant therapy, or are less than six months old. They rely on herd immunity (the immunization of the population) for protection from disease.
  • Everyone, regardless of health status, is susceptible to the influenza virus
    If I took your blood and separated the serum and sent it to a lab, the chance that you’re going to have antibodies directed against several influenza viruses is about 100 percent. No one gets to young adulthood without at least a mild influenza infection.

#3. Which flu strain?

Is it true that the flu vaccine is just a guess as to which strain will hit this year, and could be wrong?

  • Usually the guess is right on the button.
  • The influenza vaccine protects against the four influenza strains considered most likely to predominate in any given year.
  • Each year we usually have four predominant circulating strains: one H1N1, one H3N2, and two B types. Scientists developing the vaccine take an educated guess based on the strains circulating in South America, since those strains usually sweep across North America.
  • Last year all four of the predominant strains were in the vaccine.

#4. Can the flu shot backfire?

Why do some people get the flu after getting the flu vaccine? Can the vaccine cause the flu?

  • The flu shot can’t possibly cause flu, because it’s not a live virus.
  • The nasal spray is a live attenuated vaccine, weakened so that it can’t cause infection. Those viruses can’t reproduce at body temperature, survive in the lungs, or cause the flu.

Why some people might believe they’ve caught the flu from the vaccine:

  • The vaccine is usually given at the start of the influenza season, when they might be exposed to the virus in any case—e.g., the student coughing next to them in class or at the health center.
  • The vaccine takes 7 to 10 days to become fully effective. During that period, they can continue to be exposed to the virus and/or develop symptoms.
  • What they’re calling influenza is actually another respiratory virus.

#5. Are there side effects?

How often do adverse effects occur, and are they permanent?

  • The flu shot can cause pain and redness at the site and sometimes a low-grade fever.
  • The nasal spray can sometimes cause mild upper respiratory symptoms, like sniffles.
  • These days even people with severe egg allergies can get the flu vaccine. Vaccines are made in eggs, and in the past they could become contaminated. Now there is so little contamination, that risk has gone.

#6. Could I have natural immunity?

I like to think my body can take care of itself. Can it?

  • There are two ways we can become immune to a specific organism:
    • Natural infection
    • Immunization
  • You’re not going to have natural immunity before you’ve been exposed. The vaccine provides the same immunity that’s induced by natural infection without your having to pay the price of natural infection. “Natural” is not always good. Smallpox is natural.
  • People who put their faith in “Mother Nature” must have had pretty mean-spirited mothers.

#7. Do healthy habits help?

If I take care of myself by exercising, eating a healthy diet, and hand washing, am I protected against the flu?

  • Healthy habits like exercise and good nutrition do not strengthen your immune system or protect you from infection.
  • Frequent, thorough hand washing can reduce your exposure to infections that spread via contaminated surfaces. If you’re exposed, hand washing won’t protect you from developing symptoms. And remember, the influenza virus is airborne.
  • Your natural immune system can only do so much. Franklin D. Roosevelt was a vigorous, active, healthy, wealthy man who exercised and ate the right food. At age 39 he came into contact with the polio virus and was paralyzed for the rest of his life. If he’d been offered the vaccine, I’m sure that would have been his choice.
  • Caveat: Healthy behaviors could in theory provide a limited immune boost via the placebo effect. Feeling good about your healthy lifestyle might help protect you from stress. Stress can raise your blood pressure and affect your immune system.

#8. What about the long term?

I’m curious whether the more times you get the vaccine the less effective it is for preventing the flu. Also, does the flu vaccine allow the virus to mutate and become stronger?

  • No. Getting the influenza vaccine every year does not reduce its effectiveness over time.
  • You cannot “use up” your immune response. Every day we each make one billion new antibody-producing cells, to add to the “memory cells” from past immunizations. That’s why we don’t die from the germs we’re exposed to routinely. This is also why we can safely handle vaccinations.
  • Viruses don’t work like bacteria. The measles vaccine was introduced in 1963, mumps in 1967, rubella in 1969, and polio in 1955. Those viruses haven’t mutated away from the vaccine. To mutate away from the vaccine, the virus would probably have to undergo a series of changes that would be lethal to the virus itself.
  • Influenza virus mutation is an ongoing process related to the way the virus replicates. It has nothing to do with the influenza vaccine.

#9. Do we have enough data?

I’ve heard the flu shot is still in the new stages of medicine and we can’t be sure of its safety—or that it’s a ploy to make money for pharmaceutical companies.

  • How much more data do you want? We have a population of 300 million people. Every year, two-thirds of the population gets the flu vaccine. We have 60 years of evidence. Vaccines are the safest thing we put into our children.
  • The flu vaccine was introduced in 1947. Each year it targets a varying combination of influenza strains. It is manufactured in an identical process each year, and therefore its safety profile doesn’t change.
  • Does the vaccine work? Yes. The conspiracy suggestion is a straw man issue. Yes, vaccines are made by a for-profit industry. But the issue is not “Are people making money from vaccines?” The issue is its effectiveness.

#10. What about the other ingredients?

Is it true that the flu shot contains mercury and other ingredients associated with health problems?

  • The type of mercury used in vaccines is different from environmental mercury. It is eliminated from the body 10 times more quickly. The amount is trivial—less than you’re exposed to every day, assuming you drink anything made from water. Babies are exposed to more mercury every day in breast milk or formula than they’d ever get from a vaccine.
  • When a Congressman says, “I have zero tolerance for mercury!” that’s someone who needs to find another planet to live on.
  • Formaldehyde is used to make sure the virus can’t reproduce itself. Formaldehyde is a by-product of human metabolism, and circulates in your bloodstream at levels far greater than you would ever get from the vaccine.

Why students value the flu vaccine

In a recent CampusWell survey, 61 percent said the flu vaccine was either “very important” or “somewhat important” in protecting them from the flu. 1,700 students answered the question.

I’m a nurse. The myth that most are scared of is that if they take the shot then they will get the flu. This is not true. The shot can, however, make you feel a little on the “blah” side.
—Lisa M., second-year student at University of Tennessee Martin

People are getting so mistrustful of medicine that they’re not getting flu shots, increasing everyone else’s risk. Herd immunity is best for everyone.
—Alaine W., second-year student at Moorpark College, California

To think vaccines are all just government scams is uneducated. Doctors and nurses across the world have to get them, and they are taking care of you, the jerk who chose not to get vaccinated. Do everyone a favor and do the smart thing. Vaccinate yourself and your children.
—Emily R., second-year student at Southern Alberta Institute of Technology in Calgary, Canada

Propaganda is being circulated by alternative medicine quacks and media sensationalists making bogus claims. Vaccines in general have become a symbol of distrust for modern medicine. It would be sad if it weren’t so ridiculous.
—Eric S., fourth-year student at the College of New Jersey in Ewing Township

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Sleep study: Top 10 tips for better nights

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The benefits of sleep have been unarguably established by science. Restful nights are strongly associated with happiness, healthy weight maintenance, reduced risk of chronic disease, and having a tolerable personality.

Students present like budding narcoleptics, says William C. Dement, a leading sleep expert, in his book The Promise of Sleep (2000). Still, that doesn’t stop you from knowing what you should be doing to get a better night’s sleep. In a survey for Student Health 101, 1,200 students ranked 10 of the most common sleep strategies from least to most helpful. Then you told us what we’d missed.

How would you rank these tips?

#10 Medications & supplements

More than a third of respondents ranked prescription medications the least useful of our 10 options. That might be because zolpidem, the most commonly prescribed sleep drug, is associated with dangerous behaviors like sleep-driving and that ridiculous email I sent my ex at 4 a.m. Science has yet to bring us a medication with the side effect of sleep-writing an awesome statistics paper.

You also said “no” to over-the-counter sleep aids, like melatonin, valerian, and antihistamines. Their safety and effectiveness have not been well established. Melatonin seems to have modest benefits and antihistamines can help temporarily. Melatonin is somewhat protective against nuclear radiation, so there’s that.

#9 Sleep apps

Our students don’t use them much, but many people swear by sleep management apps.

Sleep Cycle tracks your sleep habits, helps you identify unhelpful behaviors, and wakes you up gently.

Sleep As Android lets you know when you’re not getting enough zzzs and what you’re muttering in your sleep (but do you want to find out?).

Apps make your phone your bedmate, which might be problematic for those of us with compulsive technology habits.

#8 The beautiful day you just had

Less than 5 percent of you said a beautiful day is what best helps you sleep. Three times as many said it was your least helpful sleep strategy.

Is this because students don’t have beautiful days? “Bedtime stress and worries were the main predictors of sleep quality,” concluded a study in Sleep Medicine (2012). Charlotte BrontÃŦ put it more eloquently: “A ruffled mind makes a restless pillow.”

If your angst is keeping you up, try consigning it to paper: Keep a pad and pen by your bed.

#7 Conscious relaxation or breathing exercises

Relaxation exercises can ease physical tension and mental activity and help us fall asleep more quickly.

Techniques include progressive muscle relaxation (tensing and relaxing), consciously relaxing different body parts, and visualization.

Just over 1 in 10 of you ranked this in your top 3 of our sleep solutions. Free guided relaxation exercises are available online.

#6 No alcohol and/or caffeine in the evening

“Take coffee then—this juice divine shall banish sleep,” wrote the French poet Maumenet long ago. No argument there. Caffeine lasts in your system for eight hours—and some of the most common coffee brands and energy drinks are very high in it.

But our survey respondents seem confused about alcohol. Some commented that alcohol helps them fall asleep. Maybe—but it disrupts the later stages of sleep and leaves us groggy the next day. [The legal minimum age for consuming alcohol is 21.]

In a 2007 study, the combination of not enough sleep (four hours) and one or two drinks severely impaired students’ performance on a driving simulator: 35 percent had accidents.

A quarter of respondents ranked avoiding caffeine and/or alcohol before bed among the top 3 of our 10 sleep strategies.

For a video on how alcohol affects sleep, CLICK HERE. 

#5 No computer use before (or in) bed

Electronic gadgetry is the vicious enemy of sleep. The blue wavelength light emitted by our tablets, laptops, and phones suppresses melatonin, the hormone that regulates sleep cycles.

Many sleep disorders are probably related to evening or nighttime light exposure, sleep experts say.

Almost a third of our respondents ranked avoiding electronic screens before bed in their top 3 of our 10 solutions.

#4 Exercise Regularly

Physical activity helps us sleep—as confirmed yet again by the Sleep in America poll from the National Sleep Foundation. Even light exercise helps.

And although we’ve traditionally been advised not to work out in the evening, evidence from that poll suggests the timing of our workouts might not matter. More than 4 in 10 students who took our survey ranked this in the top 3 of our strategies.

#3 Dark and/or cool room at night

The lightbulb has many fine qualities, but wreaks havoc on our sleep. Having the lights on after dusk suppresses melatonin and disrupts sleep cycles. It might also raise blood pressure and the risk of diabetes, says a 2010 study.

Air temperature matters too. A room that’s too hot or too cold can interfere with your body temperature cycle through the night. The right room temperature varies: try 65°F, and be ready to adjust it up or down. Forty-five percent of our student respondents put this in their top three of our sleep strategies.

#2 A super-comfortable bed

The Princess and the Pea, the fairy tale by Hans Christian Andersen, taught us that even minor physical discomforts can be a fearsome impediment to sleep.

While it’s hard to buy the princess’s story that the pea left her “black and blue all over,” the general point holds: We sleep better in a comfortable bed than on broken glass and porcupine spines.

Half of our student respondents ranked physical comfort in their top three sleep solutions. The poet Rupert Brooke wrote of “the cool kindliness of sheets, that soon/Smooth away trouble” (The Great Lover).

#1 Get up at a consistent time each day

“The single most important thing a person can do to set the body’s clock is to wake up at the same time every morning,” says Dr. Stephen Amira of the Division of Sleep Medicine at Harvard Medical School. For his video on maintaining a consistent wake time, CLICK HERE.

Fifty-six percent of our survey respondents ranked this in their top 3 of our 10 sleep strategies. As many students pointed out, the key is a consistent sleep schedule in general: going to bed and getting up at the same times each day. The painful piece is matching weekend and weekday wake-ups. Weekend disruption is likely to keep you groggy through the week.

Other popular sleep strategies

Recommended by students

  • Sensible consistent bedtime
  • Reading
  • Journaling
  • An orgasm (or several)
  • Soft music or ambient noise
  • Getting coursework done early
  • Prayer or meditation
  • Active days
  • Aromatherapy
  • Hot bath or shower
  • Pillow talk
  • Less partying
  • Herbal tea

Recommended by our experts

  • Strategic afternoon naps of 20–30 minutes
  • Diaphragmatic breathing combined with neck and shoulder massages

Sleep study


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Bike here, not there: How to be an assertive cyclist

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“Look at what happens to you on a bicycle. You pedal. You make decisions. You experience the tang of the air and the surge of power as you bite into the road. You’re alive!”
—The late Richard Ballantine, from New York, founder of the assertive cycling movement

Cycling is quick, cheap, environmentally blameless, and great for the legs and heart. Local and state governments are encouraging us to ride our bikes to school or work. As this timeless student activity re-emerges in the modern world, the key is not aerodynamic bikes and snazzy gear, but the skills to safely navigate campus and public roads.

That’s a daunting prospect in our car-centric cities. Typically, cyclists are expected to hug the gutter, and cycling accidents are cited as evidence that cars and bikes cannot co-exist. Increasingly, though, cyclists are re-occupying the roads.

How? By claiming our space in the lanes and following traffic rules just as we would when driving cars. This is the central principle of assertive cycling, also known as effective or mindful cycling. And it turns out the middle of the lane is the most visible—and the safest—place for cyclists to be.

This approach is key to biking in traffic, experts say. “I loved cycling, but about eight years ago I was finding road traffic so miserable I was thinking of giving it up,” says Keri Caffrey, who has since co-founded CyclingSavvy, a cyclist training program based in Orlando, Florida.

Then she discovered assertive cycling. “One day I moved out into the lane and it felt really weird.  It took about a month for anyone to honk at me, but only a week for me to say I would never again ride in the gutter. If you love riding a bike, this is life changing. All your problems go away.” Her CyclingSavvy training program is now available in 17 states.

Students and bikes: Who’s riding and why?
The number of people biking (and walking) their commutes is rising slowly and steadily, according to a 2013 report by the Alliance for Biking and Walking, a nationwide advocacy network based in Washington DC.

Of 1,135 students who responded to a recent Student Health 101 survey, 25 percent ride their bikes on campus, or plan to. Their top reason (of five choices) was convenience, followed by the physical fitness benefits, low transport costs, access to fresh air, and enjoyment. Many students also cited environmental considerations.

“It’s the most convenient way to get around, it’s faster, and I enjoy biking,” says Lindsay H., a senior at Southwestern University in Georgetown, Texas.

“Biking is fun, great exercise, shortens my commute time, and is easy to park on campus,” says Maryalice W., a graduate student at the University of Southern Maine in Portland.

“Riding a bike at night feels much safer than walking,” says Pekka G., a graduate student at Temple University in Philadelphia, Pennsylvania.

Cyclists are legal drivers in every state, points out Kirby Beck, a bike safety expert and former police officer, who trains cyclists in Minneapolis, Minnesota. “But ‘Stay off the road, it’s too dangerous’ is the mindset a lot of people have gotten into, even though the first road users were cyclists and they’ve never lost that right,” he says.

Assertive cycling: what it isn’t

Ignoring road rules
Many American cyclists don’t  respect the rules of the road. “Police officers don’t hold cyclists accountable,” says Kirby Beck. Dashing across red lights might seem an exciting route to the lecture hall, but it’s also a route to the emergency room.

Cycling in gutters and on sidewalks
“The worst possible place a bike can operate is on the edge of the traffic system, because it makes them invisible and irrelevant,” says Keri Caffrey. “The four leading crash types account for probably 95 percent of all bike crashes. All four are exacerbated or caused by riding on the edge of the road.” On sidewalks, pedestrians move unpredictably, and cyclists are unsafe at driveways and intersections.

Leading crash types involving cyclists
Right hooks
The motorist passes the bike then turns right across the cyclist’s path.
Cyclist crash: Right hooks

Left cross
The motorist turns left across the path of the oncoming cyclist.
Cyclist crash: Left Cross

Drive out
The motorist pulls out of a driveway and into the path of the cyclist, who is likely screened by trees and other obstacles.
Cyclist crash: Drive Out

Sideswipe
The motorist tries to pass without giving the bike enough space.
Cyclist crash: Sideswipe

Cyclists’ risk of having an accident declines as they gain experience. The risk to cyclists also declines as more people take to their bikes and drivers become better at sharing the road.

Use caution when cycling in bike lanes
Bike lanes make us feel safer, but their effectiveness is controversial. “Don’t trust your safety to paint—there’s no guarantee that the planner or engineer had any clue what he was doing,” says Kirby Beck. Typically, bike lanes are too narrow to allow vehicles (especially buses and large trucks) to pass safely. Bike lanes are associated with accidents at intersections, because cyclists are awkwardly positioned and difficult to spot. Stay vigilant.

Assertive cycling: what it is

Biking safely and confidently involves a skill set that enables you to position yourself in ways that motorists expect and respect, while keeping your distance from their mistakes. In addition, it gives you the confidence to overcome drivers’ occasional disapproval.

Follow the rules of the road
“The best way to be traffic-safe on a bike is to obey the rules of the road for drivers of vehicles,” says John Forester, a cycling transportation engineer in Lemon Grove, California, who pioneered this approach. “In-traffic skills are easily learned. The difficulty is the psychological strain of escaping from society’s taboo against cycling in traffic.”

Basic rules of the road
  • Never ride your bike on the wrong side of a street, including riding the wrong way on a one-way street.
  • Always obey red lights and other traffic signals. At stop signs, always yield to approaching traffic.
  • Long before reaching an intersection, check the traffic, signal, and move laterally to the correct position. Yield to traffic as you do so.
  • Claim your space in the road. Position your bike in the lane just as you’d position your car.
  • Never ride in the parked cars’ open-door zone.
  • Use your knowledge of how traffic operates to be alert to drivers making mistakes.
Clothing
Black, gray, and pastel clothes blend into the background and shadows. Wear reflective clothing or bright colors to stand out in traffic.

Lights
Flashing strobes might help in daytime. At night, add solid lights for your own consistent vision.

Overcome your fear of the road
We’re scared of getting into the lane because bikes in traffic are exposed and slow, says Keri Caffrey: “But when you take away all the crashes caused by being invisible and irrelevant, there are tremendous advantages to being exposed and slow.” Road cyclists are visible. Drivers see them ahead and change lanes, avoiding the dilemma about whether there’s room to pass. Road cyclists have no blind spots. And at their slower speeds, cyclists can process more information than drivers can, allowing for greater control of their environment.

Bike here not there


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