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Beyond 'yes' and 'no': reimagining consent education through boys' reflections on power, emotion and relational uncertainty.

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Title: Beyond 'yes' and 'no': reimagining consent education through boys' reflections on power, emotion and relational uncertainty.
Authors: Setty, Emily1 (AUTHOR) emily.setty@surrey.ac.uk
Source: Gender & Education. Aug2026, Vol. 38 Issue 6, p616-632. 17p.
Subject Terms: *Sex education, *Social norms, Sexual consent, Ambivalence, Power (Social sciences), Teenage boys, Dialogics
Abstract: This paper explores teenage boys' perspectives on sexual consent through qualitative research conducted in three English schools and a follow-up workshop. Participants described consent as emotionally complex and shaped by peer cultures, reputational anxieties and conflicting gender norms. While some echoed widely circulated narratives, such as fears of false accusations, these were often expressed with ambivalence and used to navigate uncertainty and vulnerability. The study highlights limitations of risk-based, procedural consent education, which boys can experience as accusatory or reductive. Instead, it argues for a relational, dialogic approach that supports emotional literacy, critical reflection and ethical engagement. The paper foregrounds boys' capacity to engage with nuanced accounts of power, intimacy and responsibility when given the space to do so. It concludes that meaningful consent education requires structural support, not just improved messaging, enabling educators to create relational and reflective learning environments amid contested cultural terrains. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper explores teenage boys' perspectives on sexual consent through qualitative research conducted in three English schools and a follow-up workshop. Participants described consent as emotionally complex and shaped by peer cultures, reputational anxieties and conflicting gender norms. While some echoed widely circulated narratives, such as fears of false accusations, these were often expressed with ambivalence and used to navigate uncertainty and vulnerability. The study highlights limitations of risk-based, procedural consent education, which boys can experience as accusatory or reductive. Instead, it argues for a relational, dialogic approach that supports emotional literacy, critical reflection and ethical engagement. The paper foregrounds boys' capacity to engage with nuanced accounts of power, intimacy and responsibility when given the space to do so. It concludes that meaningful consent education requires structural support, not just improved messaging, enabling educators to create relational and reflective learning environments amid contested cultural terrains. [ABSTRACT FROM AUTHOR]
ISSN:09540253
DOI:10.1080/09540253.2025.2568415