Background: With the introduction of new consent legislation, as well as an overrepresentation of young people in relation to sexual assault, it has become crucial to illuminate the concept of consent and not least to ensure, that young people in our society learn how to handle consent in their sexual practices. Research shows that the concept is very complex, and that young people are unsure of using it. Sexual education, including education on consent, has recently been introduced as a mandatory area in secondary education with very limited guidelines.
Purpose: The purpose of the project is to examine teachers and students’ notions of the opportunities and challenges associated with teaching consent. This is done in order to contribute knowledge that can help qualify participatory and action-oriented teaching about consent in Danish secondary education.
Method: The project is based on qualitative research methods and utilizes both at futureworkshop with a group of students from two different secondary schools and semi-structured interviews with two secondary school teachers as data collection methods.
Conclusion: Based on the collected empirical data, it is likely that teaching on consent can be qualified through several factors. In accordance with existing research, it appears crucial to address the complexity and gender aspects associated with the concept, connecting it to students lives outside of school. Including that it addresses both risk and desire, as well as the ethical perspective that can also be linked with the concept. The teacher-student relationship is important, and the teacher should be qualified and comfortable teaching the subject. The thesis also highlights, similar to existing research, the importance of a safe learning environment and equal participation opportunities for everyone, regardless of gender, sexual orientation and ethnicity, and in extension of this, an approach that leans on a norm-critical and inclusive pedagogy. Additionally, it is suggested that the teaching aims to incorporate students’ experiences, develop language and reflection on consent, and provide opportunities for students to “practice” consent.