What curriculum says about consent isn’t necessarily what’s taught in classrooms

Taught properly, schools are the best place for sex education. The evidence shows strong improvement not only in things like the use of condoms and contraception from school sex ed, but also social outcomes like better knowledge and acceptance of diverse sexualities and, crucially, better attitudes around consent and gender-based violence.

Even though almost 80 per cent of young Australians use the internet to find answers, they still rate school programs as one of the most trusted sources of sexual health information, competing with “mum” for first place in the five national surveys conducted to 2013.

Consent education is generally assumed to mean (1) consent to sexual intercourse and (2) the legal definition of consent. While both of these should be part of consent education, they also only scratch the surface.

Consent is something that exists beyond sexual intercourse. It applies in all sexual encounters, from kissing to touching to sexting, and students can learn about how to seek and express consent even if they are not interested in sex yet. But consent also applies outside of sexual contact altogether. It applies when you ask a friend’s permission to borrow their car, or when you offer to make them a cup of tea. The concept of consent can be taught even to young children: “Do you want to give grandma a hug or wave goodbye?”

In 2018, sex educator Deanne Carson was mocked for suggesting people can model consent with babies when changing a nappy, but bodily autonomy and respect are exactly the kind of values we should be raising children with. If 8 per cent of children experience sexual abuse before their 15th birthday and 28 per cent of students experience unwanted sex by the end of high school, former Kambala student Chanel Contos was right to say that learning about consent in year 10 is too late.

Consent education also often focuses on legality – at what age and under what circumstances sexual activity is legal or illegal. We are right to educate students on this, but knowing the legal definition of a term does not on its own change behaviours, any more than saying it is illegal to consume alcohol before the age of 18 stops underage drinking. Consent education must also include understanding the fundamental principles that underlie those laws – bodily autonomy, mutual respect, and enthusiasm and willingness rather than the absence of a “no”.

The Australian Curriculum on health and physical education includes topics on respectful relationships, including negotiating consent, managing relationships online and offline, and dealing with relationships when there is an imbalance of power. At the state level, consent is mentioned as early as Stage 1 (years 1-2 in the NSW syllabus), including learning the meaning of “private” and distinguishing between appropriate and inappropriate touching. “Consent” as it refers to sex appears later, in years 7-10, as part of negotiating safe intimate relationships. But what the curriculum says is not necessarily what goes on in the classroom.

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Curricula will necessarily be quite general: they are designed to be flexible enough to meet the needs of different states and territories, local communities, and individual schools and teachers. This is of course an advantage, but it also means that there is the potential for great variability in how sex education is taught between and even within schools. Even though up to 90 per cent of students receive sex education in years 7-10, it’s much more likely that that covers the risks of sex such as STIs and unwanted pregnancy. It’s much less likely to cover consent, pleasure and LGBTQIA relationships, which is why students have been asking for them for years.

Ultimately, what happens in a classroom will be determined by the teacher in the room. Teachers consistently report a lack of time and resources, and are understandably left feeling underprepared. They may also feel embarrassed or fear backlash for discussing a topic that attracts controversy. We need only look at the political firestorm around Safe Schools in 2016 to understand why teachers might be hesitant to wade into politicised waters. Given the choice, and a chronic lack of time and resources, teachers understandably stick with what fits with their existing beliefs, interests and practices.

If governments and schools are serious about consent education, and are listening to what students have been saying since the days of Dolly magazine, they need to give sex educators the resources to have those conversations early and often. We need to get into actual sex education classrooms and make stellar teaching practices the norm. Only then will we see fewer stories like those in the headlines in the last few weeks.

Georgia Carr is a doctoral candidate at the University of Sydney.