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Consent education
 

Understanding consent is vital for both staff and students and is critical in reducing sexual harassment/abuse rates. It is important everyone is educated around consent, including the process, how to give/receive consent and the law in order to create an informed approach. The below resources can help inform staff and students about consent.

 

 

• Cup of tea consent video. Short video explaining consent in a simple way using a cup of tea as an example. Easy to understand with clear messages, although the cup of tea analogy may not be suited for all. https://youtu.be/oQbei5JGiT8

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• New Zealand Police Quick Facts: Sexual Consent. Short video explaining consent clearly, including when informed consent cannot be given. https://youtu.be/mG3ExbZtNe0

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• New Zealand Crimes Act 1961. Section 128 and 128A: the law in relation to sexual violation and non-consensual sexual activity.
  http://www.legislation.govt.nz/act/public/1961/0043/latest/DLM329057.html

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• Family Planning Teaching Consent Toolkit. (2015.) Contains activities to enable young people to work out what they do and don’t want to participate in. This resource also aims to build assertiveness and communication and negotiation skills relevant for negotiating consent. http://www.familyplanning.org.nz/news/2015/new-consent-toolkit-for-teachers

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• Consent Matters online training. Fee-based course with one-week free trial for an institution to help students understand sexual consent, relationships and bystander intervention on campus. https://www.epigeum.com/courses/support-wellbeing/consent-matters-second-edition/
   

• A century of sexual abuse victimisation: A birth cohort analysis. (Fanslow, Hashemi, Gulliver & McIntosh, 2021.) https://www.sciencedirect.com/science/article/pii/S0277953620307930
   

• Risky residences: An exploratory study of sexual violence in university halls of residence. (Keene, 2015.) Master’s thesis finding that sexual violence in halls had devastating personal, emotional, social and academic impacts for women, who were unlikely to disclose through formal channels, but disclosed to informal supports. http://researcharchive.vuw.ac.nz/xmlui/handle/,10063/4251 

 

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