Teenage Boys and Sexual Consent – A Guide For Educators was written by Dr. Emily Setty of the University of Surrey. This guidance document is based on a two-stage research project  which includes contributions from teenagers themselves. The first stage of the project was conducted in collaboration with Life Lessons Ltd. who were involved in recruiting participants and co-facilitating the research. The second stage was conducted with the help of Jeremy Indika (Something to Say) and Will Hudson (Society Unlimited). This guidance has been designed to support educators and others who work with young people to effectively address the topic of ‘sexual consent’ with teenage boys. Sexual consent has, for some time, been high on the public consciousness and schools and other youth-facing institutions and organisations have been tasked with imparting education that helps young people to develop a clear understanding of consent as part of healthy relationships.

The reason for the focus on teenage boys is that data suggests that girls are more likely toexperience and be negatively affected by nonconsensual sexual behaviours and boys, both as individuals and in groups, are more likely to act out these behaviours (see Ofsted, 2021). As a result, it is important to educate boys about consent and encourage them to act responsibly and ethically in their interactions and relationships with girls and within their male peer groups. Yet, simply blaming boys and generalising about their attitudes and behaviours is unlikely to be helpful (see Flood and Burrell, 2022). Some boys are same sex attracted and the topic of consent is still important for them. Furthermore, the assumption that all boys act in a uniform way shaped by stereotypical norms of masculinity is simplistic (as found by Frosh et al., 2002). Boys also need to be taught about their own rights to consent and to have recognised the different ways in which
they relate to sex, gender and relationships beyond stereotypical norms. It is through making space for boys to talk about their feelings and experiences and validating these that it will be possible for educators to identify the challenges that boys face. Educators will then be better able to support them to have positive and healthy relationships – with themselves, their peers and their (male or female) partners.

At Debunking the Myths we know that by educating teens about consent, they can better protect themselves and their peers, learn to have empathy and respect for others’ boundaries, and contribute to a safer and more compassionate community. Learning about this issue also helps teens understand the importance of consent and healthy interpersonal relationships, promoting a culture of respect and responsibility.

References:

Flood, M., & Burrell, S. R. (2022). Engaging men and boys in the primary prevention of sexual
violence. In: Horvarth, M., & Brown, J. (Eds.), Rape: A challenge to contemporary thinking – 10 years
on, (pp.221-235).

Frosh, S., Phoenix, A., & Pattman, R. (2002). Young Masculinities: Understanding Boys in
Contemporary Society. London: Palgrave.

Ofsted. (2021). Review of sexual abuse in schools and colleges. London: Ofsted. Available at: https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges/review-of-sexual-abuse-in-schools-and-colleges Setty, E. (2020) Sex and consent in contemporary youth