High Schools

• Affirmative Consent: Students explore what affirmative consent means, an ongoing, enthusiastic “yes” rather than a one-time conversation. They explore factors that can impact someone’s ability to give consent and practice ways to ask in different contexts.
• Body Language: The program discusses the role of body language in communication, while stressing that it should never be relied on alone.
• Boundaries: We know boundaries exist in all relationships - platonic, family, romantic, or intimate. Students unpack what boundaries are, why they matter, and how they can change with time, experience, or context.
• Practising Frameworks: Through scenarios, students practice boundary-setting frameworks and consent language, building confidence to assert their own boundaries and respect those of others.
• Hearing “No”: Crucial to consent is learning to hear “no”. Students are given a guide for how to respond to “no” in ways that make others feel heard and safe.

Suggested for: Years 7 to 9

Duration: 60 mins

• Inappropriate Behaviours: Focusing on everyday behaviours common among young people - such as inappropriate comments, sexual jokes, or unwelcome touching - that may be harmful or uncomfortable. Through the scenario-based activity “Is This Okay?”, students learn to recognise what’s unacceptable and why.
• Defining Sexual Harassment: Students break down what sexual harassment is, identify legally recognised behaviours that constitute harassment, and learn that the impact on the recipient matters more than the intent of the person acting.
• Why Does it Matter: By posing this question, students consider who sexual harassment affects most, the lasting impact it can have, and why it’s important to step up and call it out.
• Active Bystandership: Students learn a practical framework to confidently challenge inappropriate behaviours and practise applying it through realistic scenarios.
• Support Services: Students are reminded of a range of accessible and reliable support options, including Kids Helpline, Headspace, legal services, police, and school wellbeing resources.

Suggested for: Years 7 to 9

Duration: 30-60 mins

• Media Literacy Skills: How do shows, movies, and social media shape ideas about consent and relationships? Using a simple framework, students build skills to become critical consumers of the content they see online.
• Pornography: Access to pornography is easier than ever - but what messages does it send? What is the purpose? And importantly, who is the intended audience? Through guided discussion, this program helps students apply media literacy skills to consider why pornography is not an accurate guide for consent or healthy sexual relationships.
• Consent Online: The digital world is where young people exist, connect, find community, and face unique risks. This session takes a harm-minimisation approach when exploring how consent applies online, what to be mindful of, and their own rights and responsibilities.
• Sexting: A large proportion of young people engage in sexting, it’s important to unpack what it is, the influence of AI and deepfakes, potential risks, and key considerations before engaging in the activity.
• Legal Issues and Support: Using scenarios, students examine the legal implications of sexting and image-based abuse, learn about reporting processes via e-Safety website, and explore the range of support options available.

Suggested for: Years 8 to 9

Duration: 60 mins

• Legal Boundaries: Students learn the laws around giving and receiving consent when alcohol or other drugs are involved.
• Recognising Intoxication: The session explains intoxication as a spectrum, helping students identify factors that influence intoxication, how it may differ between alcohol or other drugs, and identify when someone is too impaired to consent.
• Impact on Boundaries: Students explore how alcohol and drugs influence boundaries, decision-making, and vulnerability. Through guided questions, they unpack how to recognise when someone can - or cannot - give consent in different situations.
• Red Flags: Through scenarios, this session highlights common tactics used to deliberately increase someone’s intoxication and the warning signs to watch for, including drink spiking, over-supplying, coercion, guilt tripping, peer pressure, and avoiding questions.
• Practical Safety Tips: Students learn easy-to-implement protective behaviours to reduce harm and look out for friends in social settings.

Suggested for: Years 9 to 10

Duration: 60 mins

• Navigating Relationships: Through a discussion-based approach, students unpack what makes relationships healthy or unhealthy in different contexts — whether they’re friendships, family relationships, or romantic ones. Things like communication, trust, and independence are all broken down and discussed.
• Practising Communication: Constructive communication is a skill that takes practice. This session guides students through raising issues, considering the other person’s perspective, and planning next steps. Using realistic scenarios, they practise navigating tricky conversations across different types of relationships (platonic and romantic)
• Spotting Unhealthy Behaviours: While many young people have heard terms like “gaslighting,” this session helps them recognise subtle behaviours that undermine consent in relationships and when it may be happening to them. Using everyday scenarios, students identify and discuss coercion, gaslighting, love-bombing, and other red flags.
• What to Do: This session equips students with practical strategies and tools to safely respond to unhealthy relationship behaviours, whether they see them happening or experience them firsthand.

Suggested for: Years 9 to 10

Duration: 60 mins

This is Consent Labs’ only single-sex program, run in small groups and led by male-identifying facilitators, designed to engage young men in the conversation and promote healthier, more positive forms of masculinity.

• What Makes a Man: Using examples of popular male figures, students explore the many ways masculinity can be expressed. The group then reflects on what “being a man” means to them and the influences that shape these ideas.
• Roles and Stereotypes: Through discussion-based activities, students examine common masculinity stereotypes and their impact on relationships. Guided conversations help them see how rigid or harmful gender expectations can contribute to unhealthy relationship dynamics.
• Active Bystandership: Students are motivated to challenge problematic behaviours and attitudes they witness. They explore why standing up matters and how to hold others accountable through effective bystandership.
• Changing the Narrative: Students consider the barriers to showing a healthier version of masculinity — and how they can overcome these challenges to drive real change for themselves and others.

Suggested for: Years 9 to 11

Duration: 60-90 mins

Complementary to ‘Positive Masculinity,’ this program is recommended as a suitable alternative for all students and explores similar themes around gender, stereotypes, and their impact on relationships and society more broadly.

• What are Gender Stereotypes: Students learn what gender stereotypes are, where they come from, and how they may impact them.
• Gender Inequality: Students explore how harmful gender stereotypes and sexist expectations contribute to inequality. Interactive activities encourage reflection on how these stereotypes shape attitudes, behaviours, and social dynamics.
• Active Bystandership: Through scenario-based learning, students are empowered to speak up against casual gender inequality, including sexist jokes, locker room talk, and unsafe environments.
• Changing the Narrative: Students are encouraged to consider the kind of person they want to be and explore ways to make a positive impact on those around them.

Suggested for: Years 9 to 11

Duration: 60-90 mins

Due to the sensitive nature of sexual violence content, this small-group workshop is suitable for Years 10–12 only and must be delivered as a complete two-part program.

PART ONE: Sexual Violence – What It Is & Getting Support

• Affirmative Consent: Students revisit the idea of consent as an ongoing, enthusiastic “yes,” not a one-time conversation. The session reinforces that affirmative consent is essential in every sexual experience and identifies situations when consent is not valid.
• What is Sexual Violence: This session unpacks the umbrella term, exploring behaviours that constitute sexual harassment and assault in physical, verbal, and written forms.
• What are its Harms: Through discussion-based activities, students reflect on the various harms and impacts of different forms of sexual violence to encourage greater buy-in amongst young people.
• Seeking Support: Whether for themselves or in support of friends, students explore the justice and support options available to victim-survivors, including medical, emotional, and reporting pathways. The session highlights the personal and complex factors that shape decisions around seeking support after sexual violence.

PART TWO: Sexual Violence – Myths, Drivers & Active Bystanding

• Rape Myths: Students unpack common myths about sexual violence - including misconceptions about perpetrators, victim-survivor responses, and what “counts” as sexual violence. They explore why these myths persist, and what research and statistics show to be true.
• Drivers of Sexual Violence: In posing the question, “What causes sexual violence?” students identify drivers such as attitudes that condone violence, sexism, and coercive or controlling behaviours, and use scenario-based activities to practise challenging these drivers.
• Who Sexual Violence Impacts Most: Through guided discussion, students explore how sexual violence disproportionately affects women and other minority groups.
• Active Bystandership: Through relevant scenarios, students explore practical ways to intervene in situations of sexual violence. The session focuses on spotting risky situations, intervening safely, supporting peers, and preventing further harm.

Suggested for: Years 10 to 12

Duration: 120 mins

Extension program for Years 11–12 students who have completed the Sexual Violence Program Parts 1 and 2.

• Legality vs Morality: In building a more nuanced understanding of sexual violence, students discuss the difference between the law and personal or societal beliefs about what is morally “right” or “wrong,”. They consider how societal attitudes can influence changes in the law.
• Trauma Responses: There is no single “normal” reaction to assault. This session explains what trauma is, explores the four common responses—fight, flight, freeze, and fawn—and examines why individuals may respond differently to similar experiences.
• Grey Areas: Issues of consent are not always black & white. Through scenarios, students explore situations where intent and outcome may differ and are equipped with tools to recognise when non-consensual behaviour has occurred.

Suggested for: Years 11 and 12

Duration: 60 mins

Each delivery is tailored to specific school contexts, and may include topics such as:

• Building understanding: How do we use inclusive language? What do LGBTQ+ people experience in everyday life? How is identity expressed and affirmed?
• Challenging assumptions: What kind of assumptions do we make about gender and sexuality? Are these assumptions helpful or harmful? How can we critically challenge these assumptions?
• Allyship: How can we create a safer and more inclusive environment for LGBTQ+ people?

This program is facilitated in small groups of 20-30 students. It is not suitable for lecture-style delivery.

Suitable for: Years 7 to 12

Duration: Recommended 60 to 90 mins