; (2) the effectiveness of school 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, immigrant students, pregnant and parenting students, and students with disabilities; (3) 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; (4) students’ awareness of school policies and procedures, including the location and process for accessing school resources such as the title IX coordinator designated by the school pursuant to title IX of the Education Amendments of 1972 ( 20 U.S.C. 1681 et seq.); (5) whether individuals impacted by sexual harassment, sexual violence, discrimination, domestic violence, dating violence, and stalking have experienced negative effects on their education, including diminished grades, dropped classes, or leaves of absence; (6) what training is being provided to teachers and staff on policies and procedures pertaining to sexual harassment, sexual violence, discrimination, domestic violence, dating violence, and stalking, including best practices in prevention; (7) whether the perpetrator of sexual harassment, sexual violence, discrimination, domestic violence, dating violence, and stalking was a student and other contextual factors; (8) whether individuals impacted by sexual harassment, sexual violence, discrimination, domestic violence, dating violence, and stalking reported such sexual harassment, sexual violence, discrimination, domestic violence, dating violence, and stalking; (9) if such an individual did so report, to whom they reported, and what response the survivor received; (10) if such an individual reported to the school, did the school conduct an investigation and how long did the investigation take