1. 对学校员工或学生造成人身或情感伤害； 
2. 对学校员工或学生的财产造成损害； 
3. 使学校雇员或学生合理地担心：
   1. 损害学校员工或学生的身心健康；或者
   2. 损害学校员工或学生的财产； 
4. 由于以下原因造成敌对，威胁，侮辱或虐待的教育环境：
   1. 行为的普遍性，持久性或严重性；要么 
   2. 欺凌者与目标之间的力量差；要么 
5. 实质上干扰具有安全的学校环境的学生，这对于促进学习成绩，机会或收益是必不可少的。

助理法律顾问–合规官
杰弗里·克里斯滕森
9361南300东
桑迪（UT 84070）
(801) 826-5061

1. The following list includes examples of harassment when based on a totality of the circumstances, and the conduct is based on a person or group’s actual or perceived membership in a Protected Class. This is not an exhaustive or comprehensive list and is not intended to cover all acts of harassment.
   1. Threatening, intimidating, or aggressive conduct directed at a student;
   2. Use of discriminatory language, epithets, slurs, negative stereotypes, name calling verbal abuse, derogatory comments, degrading descriptions, and hostile acts
   3. Verbal, written, or graphic material containing comments or stereotypes aimed at degrading students
   4. Graffiti containing derogatory language, symbols, or picture
   5. Offensive or degrading communications (whether written, verba. or sent by electronic or other means)
   6. Jokes, notes, stories, drawings or pictures, gestures, or the display or distribution of offensive or degrading material
   7. Displaying degrading words, pictures, or symbols on clothing
   8. Mocking someone’s speech, clothes, hairstyle, or customs 

1. Title 76, Chapter 5, Part 4, Sexual offenses;
2. Title 76, Chapter 5b, Sexual Exploitation Act;
3. Section 76-9-102, incest; Section 76-9-702; lewdness; and 76-9-702.1, sexual battery

1. Quid pro quo harassment. A District employee, agent, or other person authorized by the District to provide an aid, benefit, or service under the District’s education program or activity explicitly or impliedly conditioning the provision of such an aid, benefit, or service on a person’s participation in welcome sexual conduct; or
2. Hostile environment harassment: Unwelcome sex-based conduct that, based on the totality of circumstances, is subjectively and objectively offensive and is so severe or pervasive that it limits or denies a person ability to participate in or benefit from the District’s education program or activity (i.e., creates a hostile environment). Whether a hostile environment has been created is a fact-specific inquiry that includes consideration of the following:
   1. The degree to which the conduct affected the complainant’s ability to access the recipient’s education program or activity;
   2. The type, frequency, and duration of the conduct;
   3. The parties’ ages, roles within the District’s education program or activity, previous interactions, and other factors about each party that may be relevant to evaluating the effects of the conduct;
   4. The location of the conduct and the context in which the conduct occurred; and
   5. Other sex-based harassment in the recipient’s education program or activity.
3. Sexual Assault:
   1. 强奸，强迫鸡奸或强迫抚摸；
   2. 乱伦和法定强奸；
   3. 出于性满足的目的，不受欢迎地触摸人的私人身体部位。在确定行为是否符合此定义时，管理者应考虑事件周围的所有情况，例如当事方的年龄和成熟度，事件的持续时间，行为的地点和秘密性质，当事方的意图以及对各方的影响。参见20 USC 1092（f）（6）（A）（v）。
4. 与或曾经与申诉人建立浪漫或亲密关系的人所犯的暴力行为，例如性虐待或身体虐待，或威胁要进行此类虐待，这可能由以下因素决定：（1）这段恋情的持续时间；（2）关系的类型；（3）涉及关系的人之间的互动频率；
5. Domestic Violence: committed by a current or former spouse or intimate partner of the complainant, by a person with whom the complainant shares a child in common, by a person who is cohabitating with or has cohabitated with the complainant as a spouse or intimate partner, by a person similarly situated to a spouse of the complainant under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other person against an adult or youth complainant who is protected from that person’s acts under the domestic or family violence laws of Utah; or
6. Stalking: Stalking as defined by the Title IX regulations (See, 34 U.S.C. 12291 (a)(30)): Engaging in a course of conduct directed at a specific person that would cause a reasonable person to fear for his or her safety or the safety of others, or suffer substantial emotional distress.