The purpose of this study was to evaluate the contributions of anti-hazing workshops to the education of students on risk management procedures, as well as making them aware of anti-hazing solutions and procedures at an historically Black College and University to affect policy change or implementation. Participants in the quantitative study performed had to be an alumnus of the university, as well as have had participated in the anti-hazing workshops, post 2010, the initiation of the practice and 2018. Sources cited within this study were (a) published articles, (b) books, and (c) the internet. Perry's Cognitive Structural Theory framed a basis by which students comprehend and are guided by policy and teachings such as the workshops conducted. A Descriptive Quantitative Analysis Study utilizing surveying methods through web data bases and web applications was used to assess the contributions. The outcomes from the study not only examined the contributions but showed correlations of relevancy of gender to the comprehension of materials taught by the institutions. It was the hopes of the researcher that the efforts put forth by the university proves positive in not only educating its students on risk management and policy but also unearth culture issues that helps with policy that lower instances, all while providing a safer campus environment. It was determined that these practices actually proved positive in educating the population of students on the campus but left a few questions that provided context as to why hazing occurs; and the findings suggested that further research to examined for policies to be evaluated ensuring a safer environment on the campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]