The Edith Cowan University (ECU) research highlights a need for more balanced and practical approaches to relationships and sexuality education (RSE) in schools.  

Led by ECU researcher and sexologist Giselle Woodley, the study was conducted with 49 Australian teens aged 11-17 and through interviews and focus groups, it found that while consent education is a critical and welcome addition to the curriculum, it often emphasises fear and risk rather than fostering positive, respectful, and mutually enjoyable relationships.   

“Teens reported feeling that lessons focus too heavily on legal definitions and risk avoidance rather than equipping them with real-life skills for communication, empathy, and emotional connection,” Woodley says.  

“They understood the importance of consent; however, they didn’t want these discussions to occur at the expense of information about practical skills and additional knowledge within RSE.   

“Teens want tools to build healthy relationships, not just to avoid harmful ones,” she says.  

Woodley, pictured above, says teens included in the study claim they need more than rules about permission – “they need guidance on how to communicate desires, set boundaries, and navigate relationships in ways that feel authentic and respectful”.  

The implementation of mandatory consent education in Australian schools was driven by advocacy efforts, including Chanel Contos’ Teach Us Consent campaign, which brought national attention to sexual violence prevention.  

However, Woodley says that the findings of this study show that progress should not stop at teaching consent as a binary concept.  

“While consent education is a critical part of RSE, it’s only one piece of the puzzle,” she says.  

“Teens told us they need more than rules about permission – they need guidance on how to communicate desires, set boundaries, and navigate relationships in ways that feel authentic and respectful.  

“Even Teach Us Consent have begun to go beyond consent and are teaching comprehensive RSE to young users via their newsletter.”  

The study outlines several recommendations to enhance RSE programs:  

  • Broaden the focus: Move beyond consent as a legal concept to include communication, emotional literacy, and mutual respect.  
  • Teach positive sexuality: Balance safety and risk discussions with content that promotes healthy and pleasurable sexual relationships.  
  • Support educators: Provide training and resources to help teachers confidently deliver nuanced and comprehensive RSE.  
  • Include diverse perspectives: Address the unique experiences of LGBTQIA+ teens and ensure all students feel seen and supported.   

The authors of the study are calling on policymakers, educators, and advocates to revisit the current approach to RSE to ensure it meets the diverse needs of young Australians.  

“These findings clearly show that teens are ready for a more sophisticated approach to sex education,” Woodley says.  

“By expanding the curriculum to focus on relationships, communication, and pleasure, young people can be empowered to make informed, ethical, and fulfilling choices.”

The paper Do I have to get it in writing or something?’ What happens when sexuality education is conceptualised through consent? is published in the Special Issue Sexuality: Health, Education and Rights of Youth journal.  

The research is part of the Australian Research Council (ARC) Discovery Project Adolescents’ perceptions of harm from accessing online sexual content.