; (III) indicators of discrimination, and positive and negative trends for intimate relationships that incorporates information about gender identity and sexual orientation; (IV) the effectiveness of campus sexual violence awareness and prevention programs and policies for the overall student body and different student populations, such as students of color, students in the LGBTQ communities, and students with disabilities; (V) the effectiveness of current processes for complaints on and investigations into sex-based, race-based, national origin-based, sexual orientation-based, gender identity-based, and disability-based harassment, assault, discrimination, domestic violence, dating violence, and stalking; (VI) student’s awareness of campus policies and procedures, including the location and process for accessing campus resources such as the title IX coordinator designated by the institution pursuant to title IX of the Education Amendments of 1972; (VII) whether individuals impacted by sexual violence, discrimination, domestic violence, dating violence, and stalking have experienced negative effects on their education, including diminished grades, dropped classes, leaves of absence; (VIII) whether individuals impacted by sexual violence, discrimination, domestic violence, dating violence, and stalking have experienced negative financial consequences, including costs associated with counseling, medical services, or housing changes; and (IX) any other issues relating to sex-based, race-based, national origin-based, sexual orientation-based, gender identity-based, and disability-based discrimination, harassment, assault, domestic violence, dating violence, and stalking, as appropriate