Tertiary In-Person Workshops

• 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.
• 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: First Year Students, Colleges & Residential Halls, International Students, Clubs & Sports

‍Duration: 90 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: International Students, First Year Students, Colleges & Residential Halls

Duration: 60+ mins

A fun and informative trivia exploring topics of consent, biology, and sex education.

• Round 1: Sex Education
• Round 2: Consent & Relationships
• Round 3: Knowing the Facts
• Round 4: Consent in the Media

Suggested for: All Student Cohorts, particularly Colleges & Residential Halls, Clubs & Associations

Duration: 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: Colleges & Residential Halls, Clubs & Sports, Student Leaders, HDR

Duration: 120 mins total

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

PART THREE: Sexual Violence – Trauma Responses & Nuanced Conversations

• 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.

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Suggested for: Colleges & Residential Halls, Student Leaders, HDR

Duration: 60 mins

A discussion based session equipping student leaders to respond to sexual assault disclosures whilst prioritising their own wellbeing.

• 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.
• Seeking Support: Students learn about the range of support options available to victim-survivors, including medical, emotional, and reporting pathways — both within the institution and through external services (e.g. police).
• How to Respond to Disclosures: Students learn best-practice approaches to supporting someone who discloses sexual violence. Leaders apply the response framework — Calmly Engage, Respond & Reassure, Provide Support, and Seek Own Support.
• Scenarios: Learnings are applied to realistic, campus-relevant scenarios, helping Leaders build confidence and skill in responding effectively in real situations.

Suggested for: Student Leaders, RA’s, Elected Leaders from Sports, Clubs & Societies

‍Duration: 90 mins

This is Consent Labs’ only single-sex program, run in small groups and led by male-identifying facilitators, designed to engage 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.

This program is delivered in small group workshop format only.

Suggested for: Male-Identifying Students ONLY in Colleges, Clubs, Sports, Student Groups

Duration: 60+ 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.

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‍Suggested for: All Student Cohorts, Colleges & Residence Halls, Clubs, Student Groups

Duration: 60+ mins

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