TOOLKIT DEVELOPING A CONSENT STRATEGY FOR YOUR HIGHER EDUCATION INSTITUTION - NUI Galway
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TOOLKIT DEVELOPING A CONSENT STRATEGY FOR YOUR HIGHER EDUCATION INSTITUTION
THE ACTIVE* CONSENT TOOLKIT
Contents
Foreword 1
Dedication 3
Who We Are: Active* Consent Programme Overview 4
Introduction: How To Use This Toolkit 6
Part I: Making Your Action Plan for the Consent Framework
1. Why Do We All Need To Be Active* On Consent?:
A Wider Irish Higher Education and Policy Context 10
2. How do I achieve effective engagement with the Consent Framework through my Action Plan?:
A Quick Guide for Students, Staff and College Leadership 16
3. True and False: Fact Check on Engaging with the Consent Framework and Action Plan 20
Part II: Active* Consent’s Vision for Consent Education
4. Our Key Message: Active* Consent is OMFG (Ongoing, Mutual and Freely-Given) 28
5. Active* Consent’s Programme Offerings 2020-2021 34
6. Active* Consent Online How-to: Frequently asked questions about our social media 46
campaigns and how to get your institution involved
7. Taking it Forward: How to Work With Us 48
Part III: Spotlights on Active* Consent Research and Programming
8. Spotlight on Active* Consent Research: What the numbers tell us about young peoples’
real attitudes to positive, active consent in the move from secondary school to college 52
9. Spotlight on Collaboration: Active* Consent and Rape Crisis Network Ireland 64
10. Spotlight on the Active* Consent Workshops: From in-person to blended 66
11. Spotlight on The Kinds Of Sex You Might Have At College:
An Original Drama based on Active* Consent Research Data 70
Part IV: Further Resources
12. Breaking it Down: Basic Consent and Sexuality Definitions 76
13. Consent and Sexuality Terms as Gaeilge 74
14. Other Irish Programmes and Resources 82
iTHE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
CHARLOTTE McIVOR, SIOBHÁN O’HIGGINS, SINEAD McGRATH, ALEXANDRA BLACK,
LORRAINE BURKE, MAUREEN D’EATH, REBECCA CONNOLLY, KATE DAWSON AND
Foreword
PÁDRAIG MACNEELA
It is clear that there is a critical need Ireland has the opportunity to put in
throughout our society to address sexual place world leading systems for consent
ACTIVE* CONSENT TOOLKIT: violence and harassment and to promote
positive, active consent. I believe the
higher education sector can play a
education – to prevent violence and
promote healthy development –
alongside supports for people who
DEVELOPING A CONSENT STRATEGY FOR leadership role and, as befits a sector
founded on knowledge generation,
do so based on a comprehensive
are affected by sexual violence and
harassment.
YOUR HIGHER EDUCATION INSTITUTION understanding of the issue, led by
research and dialogue. I welcome the
publication of the Active* Consent
It is encouraging that many of the
actions taken in recent years have
come from our higher education sector,
Toolkit: Developing a Consent Strategy in partnership with student advocacy
for Your Higher Education Institution, as and specialised NGO input. Such
a further step toward research-based developments increase the sector’s
implementation of the aims of the capacity to respond to consent, sexual
Consent Framework. violence, and harassment. Several of
these were recognised in the Consent
The importance of statistical information Framework, including the Active* Consent
on sexual violence and harassment was programme, the Bystander Initiative,
demonstrated by the Active* Consent and the ESHTE initiative which has more
and Union of Students in Ireland Sexual recently developed into the National
Experiences Survey (SES) published earlier Advisory Committee. Such initiatives
this year. This revealing survey increased enable colleges to draw on standard,
our understanding, pointing the way to research-based initiatives, and provide a
a model of ongoing research on campus forum for sharing best practice, learning,
– which will ensure we understand what and meeting mutual challenges.
is happening to students and how
well-supported they are in their college As one of the many challenges posed
experience. I have also committed to by Covid-19, educational programmes
a further survey, recognising the need typically now require an online as well as
for further research in the field, for in-person presence. The research tells
example work that sheds light on the us that face-to-face engagement is
stories behind these figures, and on important for impactful learning about
the experiences of HEI staff – both as consent and sexual violence. In time this
supporters of students and as individuals opportunity will return, yet the Active*
who may themselves have experienced Consent Toolkit steps up to the challenge
violence and/or harassment. of the current moment by supporting
colleges with critical resources for a
That continually improving understanding programme of online engagement and
must be reflected in ongoing, sustainable strategic development that extends
systems of measurement, monitoring throughout the year. The Toolkit has
and evaluation. This ability aligns with been designed for the needs of all
our shared goal of addressing consent, groups of students. It shows how complex
sexual violence, and harassment – messages can be expressed through
providing regular updates from the sector, simple principles and engaging learning
enabling targets to be set, demonstrating techniques, presented as an empowering
best practice and evidence of success narrative of personal confidence, the
– and ensuring there is an evidence willingness to speak out, respect for
base for strategic dialogue with colleges others, and an awareness of supports
around the country. and services.
ii 1THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
Dedication
The Active* Consent Toolkit is reflective of To all the students and staff at HEIs
a change in how we think about consent across Ireland who have helped
and its relationship to sexual violence and us develop our programming and
harassment. This is fitting because it is a research as well as those within the
moment of change in our society on the secondary schools and sports sectors,
issue of sexual violence and harassment. our colleagues across the NGO and
activist sector working to end sexual
There is a growing awareness of the violence, and all survivors everywhere.
problem, its causes and the impact it has
on survivors and their supporters. I am
conscious of the struggle and pain that
many of our young people experience
as a result of sexual violence and
harassment. The experience of survivors
should be our guiding light as we engage
in the work of establishing a culture of
positive, active consent.
There is also a growing realisation that
our societal institutions are critical
settings for delivering on the changes we
all want to see. The culture and systems
of our Higher Education institutions
can become a national strength and
example – if our enhanced understanding
of the issue, the greater availability of
programmes, enhanced policies and
monitoring are matched by an openness
among all of us to be part of a culture of
change.
Minister Simon Harris T.D.,
Minister for Further & Higher Education,
Research, Innovation & Science.
2 3THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
WHO WE ARE
ACTIVE* CONSENT BASED AT NUI GALWAY, ACTIVE* CONSENT IS A NATIONAL PROGRAMME. WE
ARE AN INTERDISCIPLINARY TEAM, DRAWING ON PSYCHOLOGY, DRAMA AND
PROGRAMME
THEATRE, AND HEALTH PROMOTION. OUR TEAM OF TEN PEOPLE ENABLES US
TO ADDRESS THE CHALLENGE THAT ALL COLLEGES NOW FACE FOLLOWING
COVID-19 TO ACHIEVE THE POTENTIAL OF THE CONSENT FRAMEWORK.
OVERVIEW
GIVEN THE RIGHT CIRCUMSTANCES, THE SHIFT TO ONLINE DELIVERY AFFORDS A SIGNIFICANT
OPPORTUNITY TO ACHIEVE WIDER REACH THAN PREVIOUSLY IMAGINED, THROUGH THE
SUPPORT OF HAVING A STANDARDISED PROGRAMME IMPLEMENTED LOCALLY BY EACH HEI.
Goal: Research-based:
To mainstream effective, relevant, engaging, Each resource we develop is based on
practical and feasible consent education and unique Irish research evidence assembled
skills training with 16-24 year olds, building on by Active* Consent and published in 5
a base of research on needs and experiences, research reports since 2014. The evidence
and evaluated through outcomes and impact. base is combined with our ethos, goals,
and extensive experience in sexual
Ethos: health education. We are supported by
partnerships with external expert groups
Our ethos is to promote the achievement who advise on content and student safety:
of positive, active consent, while cognisant · Psychological Counsellors in
of the need to address sexual violence Higher Education (PCHEI).
and harassment. Active* Consent is OMFG · Galway Rape Crisis Centre (the
(ongoing, mutual and freely-given). second largest RCC nationally).
· Rape Crisis Network Ireland (RCNI).
Collaboration: · The Union of Students in Ireland (USI).
The Active* Consent programme now Funding and Organisation:
collaborates with nearly all HEIs in Ireland.
Our theory of change is that, besides working Active* Consent is funded from 2019-2023
directly with young people, meaningful and by an award of 1.7 million Euro by Lifes2good
sustainable change happens by supporting Foundation, Rethink Ireland (formerly Social
organisations like colleges, schools, and sports Innovation Fund Ireland), and NUI Galway.
organisations to change and develop too. The funding has enabled us to expand our
engagement with partner organisations
Partnership is essential to scale up across Further / Higher Education, Schools,
meaningful education with large cohorts and Sports Organisations. We used this
of young people; e.g., providing training funding to carry out the SES (2020) survey.
and having collaborative arrangements During 2020 the Department of Education
with HEIs, USI, Student Unions, Student & Skills also supports us with funding.
Services, Schools, Sports Organisations
and external expert groups.
4 5THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
INTRODUCTION:
HOW TO USE
THIS TOOLKIT
WE HAVE CREATED THIS TOOLKIT You will gain a broad introduction to what you
need to know about the Consent Framework
FOR A WIDE COALITION OF OUR and drafting your HEI’s action plan, as well
as an in-depth look at Active* Consent’s
HIGHER EDUCATION INSTITUTION 2020-2021 programming as well as a deeper
introduction to our research and unique vision
(HEI) PARTNERS WHO WORK for consent education.
TO MAKE POSITIVE CHANGES We also explicitly intend this toolkit as an
IN THE SEXUAL HEALTH AND expansion resource for those who have
engaged with our programming in the
WELL-BEING OF STUDENTS. past, particularly those we have trained to
deliver our Active* (formerly SMART) Consent
workshop.
IT IS AIMED AT: This toolkit expands on key areas that we do
• UNIVERSITY STAFF AND not have time to cover in shorter trainings,
including, for example, more depth on our
ADMINISTRATORS INCLUDING most recent research findings such as those
investigating the connection between our
ACADEMIC AND SUPPORT STAFF work in colleges and the secondary school
• STUDENT REPRESENTATIVES sector’s needs for consent education.
WORKING WITH THEIR STUDENT You can read this toolkit straight through or
jump between sections to find out what you
UNIONS, SOCIETIES, OR ON BEHALF need to know about the wider HEI context
in which Active* Consent works, or how you
OF THEIR ACADEMIC DISCIPLINES might interact with our resources or those of
• THE WIDER COMMUNITY INCLUDING our colleagues in your community.
EXTERNAL STAKEHOLDERS SUCH There are also general information sections
that anyone can use to direct students/
AS THE RAPE CRISIS MOVEMENT, peers to local resources, familiarise yourself
with our key Active* Consent research
ADVOCACY GROUPS, AND findings or that someone might make use
POST-PRIMARY EDUCATION of as handouts to introduce key consent
definitions and concepts to others quickly as
they advocate for the Consent Framework’s
ongoing sustainability within and across your
institution.
6 7PART I: MAKING YOUR ACTION PLAN FOR THE CONSENT FRAMEWORK
THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
1
NATIONAL POLICY FOR HEIS ON CONSENT, The Framework describes the need for culture
change, re-designing procedural systems,
SEXUAL VIOLENCE, AND HARASSMENT HAS and mainstreaming targeted knowledge
BEEN TRANSFORMED BY THE ‘CONSENT and skills initiative. Colleges are recognised
to be complex organisations, which require
FRAMEWORK’ – SAFE, RESPECTFUL, support to achieve appropriate structures and
SUPPORTIVE AND POSITIVE: ENDING processes – yet at the same time having the
potential to achieve excellence and become
SEXUAL VIOLENCE AND HARASSMENT IN a leading point of reference for other parts of
IRISH HIGHER EDUCATION INSTITUTIONS, our society.
WHY DO WE ALL
LAUNCHED IN APRIL 2019. DESIGNED BY The Framework recognises that the work
AN EXPERT GROUP CONVENED BY THE involved in delivering the educational
programming to deliver on this vision is
MINISTER OF STATE FOR HIGHER EDUCATION, “ongoing, multi-faceted and comprehensive
THE ETHOS OF THE CONSENT FRAMEWORK
NEED TO BE ACTIVE
– encompassing support for positive, healthy
relationships and prevention of negative
IS FOR THE THIRD LEVEL EDUCATION experiences, addressing the role of alcohol
SECTOR TO ADOPT VISIBLE, TRANSPARENT, / drugs, and gender” (p. 17). It describes
how workshops and ongoing messaging are
CONSISTENT, AND STUDENT-CENTERED important tools to ensure all students receive
STRATEGIES ON CONSENT, SEXUAL VIOLENCE
ON CONSENT?:
the support they need.
AND HARASSMENT. The organisational development promoted
through the Consent Framework and
It is a framework in the sense of identifying associated student / staff-facing initiatives
key goals that require the engagement of all are intended as steps to help achieve the
stakeholders – including students, Students’
A WIDER IRISH HIGHER
vision for students at Irish HEIs to have:
Unions, and other advocacy and campaigning • Understanding, confidence, and capacity
groups, staff across all academic, for active consent, at a personal level and
administrative, support and research roles, HEI in supporting peers.
management and governance systems, NGOs • Skills and agency for confident reporting
such as Rape Crisis Centres, the HEA, and the / support seeking for sexual harassment,
EDUCATION AND POLICY
Department of Further Education & Higher sexual assault, and rape.
Education, Research, Innovation & Science. • Awareness of equality and diversity, the
impact of gender role expectations, and
The policy was influenced by U.S. research and contextual factors such as alcohol and
models that highlight the importance of taking drug use.
CONTEXT
an ecological, whole of campus approach. It • Knowledge and capacity to challenge
also embraced the WHO definition of sexual any perceived normalisation of unwanted
health that states: sexual comments or behaviour.
“Sexual health requires a positive and Given the acceptance of a whole of campus
respectful approach to sexuality and approach in the Framework, there is also a
sexual relationships, as well as the recognition that staff awareness, education
possibility of having pleasurable and and training is integral to the work that
safe sexual experiences, free of coercion, takes place. Staff should be supported to
discrimination and violence.” “understand and engage with the institutional
initiatives on active consent, sexual
This definition values positive rights to harassment, sexual assault, and rape” (p. 17)
development and expression alongside the and have the skills to support students.
right to have personal rights respected.
At an organisational level, HEIs will assess the
Accordingly, the Framework has a nuanced effectiveness of the initiatives undertaken.
approach, recognising the need to support Colleges will also support student disclosure
young adults with sexual decision making and complaints systems, alongside counselling
conducive to positive, respectful intimacy, and advocacy. These services will have a
while setting out to tackle the problem trauma-informed mode of delivery.
of sexual violence and harassment. All
stakeholders in the HEI environment are Programmes and structures – How it is being
directed to address both facets of sexual progressed and will be progressed
experience, to realise the potential of the
college setting to shape attitudes, skills, and The Framework provides a clear roadmap for
capabilities during the unique developmental achieving the goal of supporting students
experience of attending college. and staff, however it has been released as a
policy in a context where there is relatively
10 11THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
little specialisation and dedicated capacity methodology – which supports an ecological, While there is considerable work remaining to Steps should be taken by appropriate
within HEIs for the range of areas that it whole of campus perspective on consent, achieve the vision set out in the Framework, government departments and other state
addresses. In planning how to promote its sexual violence and harassment. It also it should be acknowledged that the policy is agencies to ensure that education and
full implementation, it is critical to assess the reflected the need for collaboration in order recognised to be highly progressive. A 2020 awareness programmes on consent are
capability that currently exists, what progress to achieve a joint goal, bringing together report from the European Research Area & available in all second and third level
has been made in recent years, and what expertise from the Active*Consent research Innovation Committee has identified it as educational institutions (p. 30).
supports are now needed to fully adopt its team with the Union of Students in Ireland. a leading example of policy development
recommendations. to support gender equality in academia in Recent developments in the post-primary
A range of measures are being further Europe (Standing Working Group on Gender sector align with the findings of the O’Malley
As independent centres of learning, all developed at present. The Irish Universities in Research and Innovation). The urgency now Report, and set up the opportunity for
colleges have significant autonomy and Association recently published guidance apparent in following through on the promise Framework implementation to be developed
flexibility. These are valued characteristics that for universities on investigating misconduct of the Framework is likely to engage colleges as an integrated approach to consent
can enable new practices and procedures to (‘Guidance for Universities on How to Respond fully in the process. At the same time, it is education that spans both schools and
be adopted relatively rapidly. Indeed, much to Alleged Staff or Student Misconduct critical that these efforts are guided by a clear colleges. Reform of the Relationship and
positive development on consent has taken Sexual Misconduct’). The National Advisory sense of the resources and capacity required Sexuality Education (RSE) for Irish Primary
place in the past five years, demonstrating the Committee set up by the National Women’s to achieve the required outcomes. and Post-Primary schools is underway
possibility for sectoral change. The Consent Council provides a forum for multiple with associated research already in place
Framework highlighted the Active* Consent stakeholders to share their knowledge and Consent Framework in Context: Justice and (Keating, Morgan, & Collins, 2018; Nolan, 2018;
programme, the National Women’s Council, learning. These are illustrative of a groundswell Education Initiatives NCCA, 2019). The emerging consensus is for
and the Bystander Initiative as making of leadership, policies, and monitoring now a whole-school based approach to RSE
significant contributions so far, which can emerging. The implementation of the Consent (Nolan, 2018), grounded in a sex-positive,
assist further in the process of positive change Framework is taking place in the context of holistic curriculum. Schools and colleges have
in the sector. Such measures must be combined with wider Government action that spans several a shared experience of lacking specialised
student and staff initiatives, new reporting different departments. These developments roles for staff to support such developments,
Further support came from the Department of and investigation mechanisms for sexual are in themselves reflective of a societal shift arising from limited professional development
Education and Skills in 2020 through a scheme violence to truly transform how HEIs toward acknowledgement of sexual violence opportunities, resourcing, and priority in the
to fund Consent Framework implementation respond. The roadmap for student initiatives and the promotion of active consent. The curriculum.
projects. The funding scheme supported a includes awareness of positive, active O’Malley Report for the Department of Justice
number of information and education projects consent alongside confidence in calling out & Equality has focused on the investigation A comprehensive report in 2019 from
alongside policy development initiatives that inappropriate behaviours. The intention is and prosecution of sexual offences. It the National Council for Curriculum and
will stimulate enhanced capacity and learning for these initiatives to be supported through concludes that, in the wider context, there Assessment highlighted the potential for
across the sector. The Report & Support workshops and classes, online strategies, and is a clear need for enhanced preventative teachers to occupy a central role in the
project, led by the body of Psychological ongoing work for cultural change. Despite work through information campaigns for delivery of effective RSE. School students
Counsellors in Higher Education in Ireland the guidance of the Consent Framework, members of the public and which could link expressed support for their teachers having
(PCHEI), uses anonymous, online reporting and the development of programmes and with key societal institutions including schools specialist knowledge and training to perform
as a strategy with several applications – policy development, work still needs to and colleges. The Report highlighted that, this role, placing particular value on teacher
to prompt organisational reflection and be completed to achieve the aims of the in line with the WHO definition of sexual openness, non-judgemental attitudes, and
prioritisation, provide survivors of sexual Framework, which will require a collaborative health, “sexual autonomy therefore entails confidence in the role. The acknowledgement
violence and harassment with a further choice approach between HEI management, Student two complementary freedoms: the freedom of both needs – to promote positive sexual
in communicating their experience, and as Services, Students Unions, academics, to engage and the freedom to refuse” (p. health and development while informing
an additional input to yearly reporting and programme designers, and researchers. 29). While noting the progress made in third students about non-consent – is again shared
monitoring of progress. level colleges through consent education between the Consent Framework and NCCA
Balancing institutional autonomy with the programmes, the report concludes that there conclusions.
The Consent Framework highlights the adoption of best practice will be an important is more work to do in colleges and elsewhere
importance of research as a means to task for all colleges. Working with the HEA, to ensure that all members of society know the The attention paid to post-primary sexual
assess implementation and promote high the Department of Further and Higher legal definition of consent: health education sheds light on the
quality responses. The importance of the Education, Research, Innovation and Science experience of students entering college –
information gathering function of research is prompting HEIs to engage in this planning Section 9 of the Criminal Law (Rape) Active* Consent research shows that they are
was demonstrated by the Sexual Experiences by requiring an Action Plan by early 2021. The (Amendment) Act 1990, inserted by s. 48 largely dissatisfied with their sexual health
Survey (SES), which provided a comprehensive institutional Action Plan is based on the key of the Criminal Law (Sexual Offences) Act education at school, particularly on healthy
oversight of patterns of experiences of outcomes from the Consent Framework, and 2017, provides: A person consents to a relationships and consent. As advised by the
non-consenting sexual activity and sexual will address key areas such as: sexual act if he or she freely and voluntarily American College Health Association (2016),
harassment, using internationally validated • Systems for recording incidents and agrees to engage in that act. (p. 28). the existing knowledge, attitudes and skills
measures. The first report from the SES was reporting on these. of target groups must be taken into account
published in June 2020 (Burke et al., 2020), • Policy development – Including integration The O’Malley Report states that it is critical when designing student-facing targeted
focused on providing information on the of policies within organisational systems. that everyone has an understanding of the initiatives for the college setting – meeting
incidence of sexual violence and harassment, • Culture change – HEI leadership and legal definition, and the conditions that mean students where they currently are in their
and student perceptions of college supports. working group, partnership with external the person is not capable of giving consent learning about health sexual development.
Further reports from it due to explore the groups. – in relation to intoxication or pressure for
psychosocial and peer-related factors that • Targeted initiatives – Student and staff instance, which feature prominently in Active* In addition, there is a similarity in conclusions
help to explain these patterns. education programmes; support services Consent research on consent with young between schools and colleges – where the
incorporating disclosure, reporting, people. The Report recommends a public third level sector has adopted the Consent
The online survey was completed by 6,026 and counselling in a trauma-informed education campaign on consent, addressing Framework, parallels can be seen in the call
students at 13 HEIs in spring 2020. It was one approach. schools and colleges as key settings: at post-primary level for clear curriculum
of the first examples outside the U.S. of the guidelines and a whole of institution ethos,
use of the ARC3 Campus Climate survey informed by consultation with stakeholders,
12 13THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
interagency collaboration, and an opening • Policy development including review of The integration of awareness, education, and training in an institutional plan for addressing
up of opportunities for ongoing professional policies that support staff and students consent, sexual violence and harassment.
development to support the capacity to who report sexual harassment or violence,
deliver on reform. including research on awareness among
staff and students of choices for seeking
Supporting Action Plans – Staff and support and engaging in anonymous or
Organisational Development named reporting. Sharing of learning, Ongoing scholarship National research
• Integration of initiatives at institutional Collaboration training and best
Given the priorities to be addressed in the level to ensure a sustainable,
practice between and dissemination of and standards
institutional Action Plans that will be devised programmatic approach to organisational between HEIs research findings development
by early 2021 in each HEI, there is a need to change and development. institutions
identify how the priorities will be supported • Institutional research – on objective
by specific plans, actions, and processes. As measures of engagement with targeted
noted above, the priorities for Action Plans are: initiatives, organisational impact and
• Systems for recording incidents and effectiveness, case studies, and monitoring Sustainability Support /
reporting on these. of different sources of data on sexual
Supports Acknowledgement plan, including supervision for those
• Policy development – Including integration violence and harassment. and support for staff partnership with engaged in consent
of policies within organisational systems. • Establishing or enhancing partnerships within HEIs contribution external specialised education / staff and
• Culture change – HEI leadership and with external groups and organisations.
working groups, partnership with external • Participation in national initiatives groups student support
groups. including research and systems
• Targeted initiatives – Student and staff development.
education programmes; support services • Integration with related programming Validated Short course Short course Validated
incorporating disclosure, reporting, for shared learning and opportunities – Training for training training - training
and counselling in a trauma-informed such as mental health, drugs and alcohol
roles within modules - supporting training modules
approach. educational programming and supports.
supporting staff / - Consent - Consent
HEIs education
Each HEI is likely to engage in a programme of Some of these tasks will involve consultancy, staff / students students education
staff and organisational development that will training, or service provision from specialised
enable systems and processes for reporting, services, potentially as an ongoing feature
policies, cultural change, and targeted or at least during an initial phase. The
initiatives. As with other non-specialised integration of awareness, education and
settings such as schools, novel demands and
opportunities will arise for HEIs when ensuring
training for students and staff will be made
sustainable by building capacity within HEIs,
Higher levels Ongoing information Briefings, seminars
sustainable delivery of this programme of with resourcing required for assimilation and of awareness campaigns and events
activity – some of which are likely to be acknowledgement of duties into workload
institutionally-specific, while others will be planning.
shared across the sector or groups of colleges.
There is clearly scope to incorporate many of
The following areas could require particular the key roles to support Consent Framework
support as HEI engage in a journey of cultural implementation in the development of a
Basic level Awareness of all staff - Awareness of all staff -
change and systems development leading to Campus Coordinator role, who can lead the
Communication skills, supports Knowledge of consent, sexual
all members of the college community being necessary work on an applied level, linking to of awareness and services, college policies violence and harassment
appropriately informed and skilled responders other college resources, community partners,
on consent, sexual violence, and harassment: national standards and programmes. Given
• Briefings and training for institutional there is an overlap in ethos and the use of
consent framework implementation similar educational programming strategies, a
groups, key influencers and change joined up approach with mental health, drugs,
leaders. and alcohol initiatives should also be explored
• Consolidation of training programmes as part of a wider commitment to supporting
for staff and students involved in students with a substantial programme for
consent education, cultural change, and transition to college and student success.
signposting for disclosures.
• Ongoing support for staff and students
involved in providing education or other
supports.
• Consolidation of a year-long programme
of student and staff initiatives, including
planning, implementation, evaluation, and
ongoing development.
14 15THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
2
HOW DO I ACHIEVE
THE CONSENT FRAMEWORK SETS
DIFFERENT AIMS FOR DIFFERENT GROUPS
DEPENDING ON THEIR NEEDS WITHIN
EFFECTIVE
THE HEI SECTOR: STUDENTS, STAFF AND
COLLEGE LEADERSHIP. THESE AIMS HAVE
BEEN FURTHER REINFORCED BY MINISTER
FOR HIGHER EDUCATION SIMON HARRIS’
ENGAGEMENT
MANDATE FOR EACH HEI INSTITUTION TO
PRODUCE AN ACTION PLAN FOR TACKLING
SEXUAL VIOLENCE AND HARASSMENT ON
THEIR CAMPUS.
WITH THE CONSENT
You need to identify what the group within
your HEI needs to learn or achieve in order to
satisfy the Consent Framework and prepare
for contribution to your HEI’s submission of an
action plan.
FRAMEWORK IN
Once you know that, you can continue or
begin acting to increase understanding of
consent on your campus and end sexual
violence and harassment through the drafting
and implementation of a strong action plan
MAKING MY HEI’S
and provision of regular, sustainable consent
education programming.
Regardless of your role, this task will always
involve collaboration between students, staff
ACTION PLAN?:
and college leadership. Our Quick Guide
outlines what is involved for each of these
groups.
A QUICK GUIDE FOR
STUDENTS, STAFF AND
COLLEGE LEADERSHIP
16 1772%
THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
STUDENTS COLLEGE LEADERSHIP
The Consent Framework’s aim is that they: The Consent Framework’s aim is to ensure:
• Have knowledge and skills for achieving • There are policies, monitoring, resourcing,
mutual consent in their relationships and leadership in place to ensure
• Have an understanding of what is meant sustainable and effective support.
by harassment, assault, and sexual
misconduct, Minister Harris has reinforced this by
• Feel skilled in influencing others around mandating an Action Plan from all HEIs to fulfill
them the Framework.
• Identify college and community support
services as accessible and welcoming In order to achieve this, college leadership
• Know how to report incidents of sexual must:
misconduct. • Engage partners including Active* Consent
or the UCC Bystander Intervention
In order to achieve this, students might: Programme to offer on-campus or online
• Work with college staff or leadership programming. With Active* Consent, you
to engage partners including Active* can also avail of ongoing messaging to the
Consent, or the UCC Bystander student body, through your student union
Intervention Programming to offer on- and working with college leadership.
campus or online programming. With • Convene an inclusive on-campus working
Active* Consent, you can also gain access group to draft your HEI’s action plan
to ongoing messaging campaigns that with key management, staff and student
can be tailored to your needs. stakeholders. In putting together this
• Liaise with on-campus support services group, bear in mind the importance of
including health, counselling, etc. to unify ensuring a diversity of representation (as
and make prominent advertisement of on- defined by sexual orientation, gender
campus sexual health and violence related identity, race/ethnicity, international
OF STUDENTS SAID
supports. vs. Irish student status as well as rank
• Liaise with local partners including rape or position within the university.) For our
crisis centres and Gardaí to unify and Action Plans to be meaningful, they must
make prominent advertisement of off- serve those on the front lines of supporting
campus sexual health and violence related students as well as take into account the
THEY THOUGHT
supports and reporting mechanisms. differential needs of our student body and
staff.
STAFF • Develop coalitions across the university
and with external partners including local
rape crisis centres and Gardaí to draft,
The Consent Framework’s aim is that they:
implement and evaluate clear reporting
THAT THE COLLEGE
• Have a basic understanding of consent
mechanisms whether based on campus or
and non-consent,
in the local community
• That some staff are trained to effectively
• Make appropriate budget provisions to
listen and offer guidance on next steps for
support sustainable consent framework
support, if a student or colleague made a
initiatives as well as the immediate delivery
WOULD RESPOND TO
disclosure.
of Minister Harris’s Action Plan for your
campus.
In order to achieve this, staff at a discipline/
school or college level might:
• Engage partners including Active* Consent
A REPORT OF SEXUAL
or the UCC Bystander Intervention
Programme to offer programming including
eLearning interventions, workshops, or
special events on your campus. With
Active* Consent, you can also gain access
MISCONDUCT FAIRLY
to ongoing messaging campaigns that
can be tailored to your needs.
• Take advantage of staff training by Active*
Consent or other partners including your
local rape crisis centre or your own on-
AND RESPECTFULLY.
campus units including student health
or counselling on supporting student
disclosure.
• Contribute to university working groups or
task forces on creating an Action Plan for
your HEI at school.
18 19THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
3
WORKING WITH HEIS ALL OVER THE COUNTRY, LIAISING WITH DIVERSE SUPPORT STAFF,
STUDENTS, AND UNIVERSITY MANAGEMENT TEAMS, WE’VE ENCOUNTERED SOME COMMON
CONCERNS ABOUT MAKING AND IMPLEMENTING AN ACTION PLAN BASED ON THE CONSENT
FRAMEWORK THAT OUR ACTIVE* CONSENT TEAM WILL ANSWER HERE.
I’m a staff member. If a student discloses to But if I’m an academic/administrator, it’s not
TRUE AND FALSE:
me, doesn’t that mean I’m fully responsible for my job to handle these kinds of disclosures.
making sure they follow through and get help I’m not prepared, and I might say the wrong
and report? thing.
FACT CHECK ON Firstly, not all survivors will approach recovery
in the same ways. You are not responsible for
ensuring they take particular actions- either
It is true that universities are not rape crisis
centres or sexual assault treatment units, and
you are not expected to behave as if they
ENGAGING WITH THE
suggesting them or following up to make sure are. We have given you a national list of non-
they have done so. university contacts in this area at the end of
this toolkit.
Instead, here are some brief steps for handling
a disclosure. However, given the intensive nature of a
CONSENT FRAMEWORK
1. Tell them you believe them.them Opening up higher education experience and the time of
about a negative sexual experience isn’t life people typically pursue their education,
easy, so reassure the person that you which statistically have been connected to
believe them and are there to support and higher incidents of sexual violence, you may
listen. hear a disclosure. And if you do, it makes
AND MAKING AN
2. Really listen to the person disclosing to you.
you sense to be prepared to respond sensitively
Follow their lead- they might just tell you while maintaining appropriate boundaries. A
a little bit, or they may need to tell you the very real reaction can be for you to express
whole story. The best thing you can do is anger against the perpetrator, a desire to
listen without judgement. Don’t rush them seek retribution or shock at hearing details of
into sharing the whole story if they don’t a negative incident, all of which can actually
ACTION PLAN
want to. make the whole situation worse for the person
3. Focus on their feelings.
feelings Remember to listen disclosing and may re-traumatise them or
and focus on their feelings instead of your shut them down.
own.
4. Ask “What do you want to do next?” What There is some language in the previous
happens next should be their choice, and answer to use before directing a student on
they might not know what they want to do to other resources if you ever do experience a
right away. Pushing them to take action disclosure.
can be disempowering and traumatizing
for them, and this is not your job as
someone working in higher education.
5. Direct them towards support services.
services
Remind them that you are not a counsellor,
but that there are qualified people on
campus and in the community who can
help including: Student Counselling,
Student Health Centre, SU Welfare Office,
Chaplaincy, Rape Crisis Centre, Sexual
Assault Treatment Unit.
20 21THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
If we keep pushing consent, aren’t we at risk becomes evident that their peers are not as Are we at risk of creating programming for
97%
of making students feel that sex is compulsory comfortable with this as they think they are minority of students who have experienced
during their time in college? What about having casual sex. confusion around sexual consent or sexual
students with religious and/or cultural reasons violence and losing site of the majority?
for abstaining or who just aren’t ready? Ultimately, the decision to be sexually active
in long-term or casual relationships is up to
the individual and their partner(s). But in order
to minimise the risks of peer pressure (internal
or external), our students do need to be
accurately informed.
The SES survey revealed that high
We know that in Active* Consent/Union of percentages of our students are directly
Doesn’t an issue as complex as consent,
Students in Ireland’s 2020 Sexual Experiences affected by these issues. If they have not
sexual assault and rape in university life require
OF FEMALE
Survey (SES) of 6,026 students, 87% of experienced them themselves, it is likely a
a more holistic approach rather than thinking
respondents reported participating in oral peer/close friend has.
we can solve it through a few workshops?
sex, 84% reported vaginal sex, 36% reported
Won’t individuals need different things?
anal sex, and 49% reported other genital For example:
STUDENTS SAID
stimulation or penetration. This means that a • 29% of females, 10% of males, and 28%
large percentage of our college population is of non-binary students reported non-
sexually active. consensual penetration through force,
or threat of force, or while incapacitated
THE PERPETRATOR
However Active* Consent’s interventions make and unable to give consent.
clear that sex is not compulsory and that, with Yes, absolutely. • Just over half of first year students
fuller knowledge, more informed choices can reported experiencing sexual harassment
be made now or in the future. It is about having consistent messages and in the form of sexual hostility since
OF THE SEXUAL
creating a campus culture of respect and beginning college. This rose to 62%
And nevertheless, because of high reported support for everyone. As we’ve identified, for second year students, and 66% for
levels of sexual violence and harassment the work of the Active* Consent programme undergraduate students in third year or
at HEIs, even if an individual is not sexually has always depended on a wide range higher.
HARASSMENT
active, they or someone close to them maybe of stakeholders across the university. We • Over half of students with a disability
affected directly in some way. recognise that a negative sexual experience reported an experience of sexual
can affect every aspect of a student’s life, not misconduct by any tactic (56%),
Ultimately, the goal of both our Consent limited to academic performance. compared with 42% of other students.
Framework and Active* Consent’s
programming is to ensure students’ wellbeing
and safety.
This means that staff need to be engaged
with core messages on consent education
across university units, including basic steps for
WAS A MAN
But even if they are having sex, aren’t we handling a disclosure.
pushing them towards having casual sex?sex
59%
Staff responsible for implementing consent
framework policies need to collaborate
with their student union and other student
representatives, We have heard on the
ground that students disclosed to by their
peers feel that they have little or no training
As the above current statistics show, most
or resources to access about sexual violence
students are sexually active, and just over half
or harassment with which to respond
stated they were in an exclusive relationship.
appropriately.
However over years of research we have
OF MALE
This means, for example, ensuring that
seen consistently that everyone thinks their
Student Union Welfare Officers receive
peers are having more sex and are more
adequate training and on-going support
comfortable with casual sexual behaviours
throughout the year, not just during their initial
than they actually are.
STUDENTS SAID
training .
In addition, a common belief is that ‘having
lots of sex’ relates to having many different
sexual partners when surely it also means
having the time and inclination to explore lots
of sexual experiences with one willing partner.
Therefore, providing research-based consent
THE PERPETRATOR
education highlights many of the social
norm gaps and how such misinformed
beliefs can influence behaviour. Being better
informed helps students strengthen their own
WAS A WOMAN.
convictions regarding their choice whether or
not to be sexually active; especially when it
22 23PART II: ACTIVE* CONSENT’S VISION FOR CONSENT EDUCATION
THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
OVER
ACTIVE* CONSENT’S VISION FOR CONSENT By working through these factors dialogically
in our interventions, we empower students to:
EDUCATION • Communicate with their partners and
friends/peers through an expanded
Building on our years of research and consent vocabulary
evaluated interventions across the Irish HEI • Achieve Confidence in knowledge and
sector, Active* Consent offers the following skills to navigate consent as OMFG
vision for consent education. (ongoing, mutual and freely-given) both
verbal and non-verbally after gaining fuller
Active* Consent’s programming begins with understanding of accurate peer norms and
addressing the individual student and their accurate legal and other definitions
understanding of consent in order to positively • Challenge negative and/or non-
impact their ongoing and/or future sexual and consensual behaviors to advocate
romantic relationships. for themselves within sexual/romantic
relationships and step up as an Active*
We believe, and our evaluation of our Bystander when safe and appropriate to
programming over time evidences, that an do so on behalf of friends or peers.
individual’s change in knowledge and skills • Support others and themselves in being
also increases that person’s capacity in a able to identify how to access appropriate
supporting and advisory role within friendships services following a negative sexual
and their wider peer group- a role we now experience.
80%
refer to as that of the Active* Bystander.
Romantic / sexual
realtionships
Individual
Friendships
Wider Peer Group
Active* Consent programming activates
this ripple effect by directly and dialogically
addressing three key interlinked areas in a
college student’s lifetime experience.
Cultural Norms/
Expectations attached
OF STUDENTS SAY IT IS
to your gender and
sexuality/i.e. sexual
“scripts”
Sexual Education/
Personal
Peer and Community
Norms/How we
socialise or think IMPORTANT TO TALK
ABOUT CONSENT
Knowledge and we should and the
Gaps particular conditions
of college life
26 27THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
4
OUR KEY MESSAGE:
“YOU SHOULD ALWAYS GET CONSENT BEFORE THE START OF ANY SEXUAL ACTIVITY”
ACTIVE* CONSENT 84%
AGREED
IS OMFG (ONGOING,
MUTUAL AND FREELY- “MY PEERS THINK THAT THEY SHOULD ALWAYS GET CONSENT BEFORE THE START
GIVEN)
OF ANY SEXUAL ACTIVITY”
THE ACTIVE* CONSENT
PROGRAMME’S RESEARCH HAS
84% OF STUDENTS AGREE THAT THEY
SHOULD GET CONSENT BEFORE THE
38%
AGREED
CONSISTENTLY SHOWN THAT START OF ANY SEXUAL ACTIVITY.
COLLEGE STUDENTS CARE ABOUT
SEXUAL CONSENT, AND BELIEVE BUT THEY BELIEVE ONLY 38% OF THEIR
IT IS AN IMPORTANT TOPIC TO PEERS FEEL THE SAME WAY.
DISCUSS WITH THEIR PARTNERS This disparity is what we call a social This leads to embarrassed silences where
AND PEERS. norm gap- the difference between what
an individual thinks is important and how
people are not being clear with each other
about what they want, don’t want or might
important they think their peers feel it is. be willing to try. This increases the chances
that things get assumed, or people act on
In terms of consent, this could mean that what they ‘think’ their partner wants, without
young people might not discuss consent at all actively checking in first.
with their partners or peers for fear of being
judged.
28 29THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
HERE IS THE ACTIVE* CONSENT BUT WHAT HAPPENS WHEN
PROGRAMME’S SHORT ALCOHOL AND DRUGS ARE “I JUST REALLY WASN’T “THEY WERE BOTH
INTRODUCTION TO SEXUAL INVOLVED? INTO IT, BUT CAN GUYS DRINKING. AND THEY
CONSENT. EVEN BE ASSAULTED TOLD THEM THEY HAD
Consent to sexual intimacy can be expressed… “SHOULD WE REALLY BY GIRLS?” A CONDOM.”
VERBALLY OR NONVERBALLY. BE DOING THIS AFTER
SO MANY PINTS?” OR IF THERE’S A POWER This is why we need to practice Active*
Consent with our partners - whether they are:
“YES, KEEP GOING” IMBALANCE, OR A COERCIVE OR ongoing or new,
ABUSIVE DYNAMIC?
male,
“I WAS SO OFF MY female,
*A smile*
HEAD I DON’T REALLY trans*,
non-binary,
REMEMBER.” straight or
LGBTQ+.
*A sigh*
“BUT THEY’RE MY
*Hugging someone closer*
MANAGER, AND THIS ACTIVE* CONSENT IS OMFG.
*Taking off your clothes* WHAT ABOUT SOCIAL/PEER FEELS WRONG…”
EXPECTATIONS OF OUR GENDER ONGOING.
ACTIVELY AND/OR SEXUAL ORIENTATION?
*Saying yes when someone asks if they can kiss “IF I CAN JUST GET MUTUAL.
you or be physically intimate with you*
THIS OVER WITH,
“WILL HE THINK I’M THEY’LL LEAVE ME
OR PASSIVELY SLUTTY IF I SEEM LIKE ALONE FOR A WHILE.” FREELY-GIVEN.
*Not pushing someone away when they start to I’M TOO INTO THIS?”
kiss you or touch you intimately, and kissing or
touching them too* It’s ongoing because sexual consent is
Sexual consent is sometimes just seen as not a once-off in a sex act, a full evening’s
giving a clear ‘yes’ or ‘no’, but it can also be
THIS CAN BE COMPLICATED “I’M REALLY NOT OKAY far more complicated - especially when you
encounter or a relationship. If someone
consents to one thing, that doesn’t mean
ENOUGH, PARTICULARLY WITH DOING THIS WITHOUT A take into account all these external factors. they’re consenting to everything, just to that
one thing.
NEW PARTNERS. CONDOM, BUT EVERYONE This leads to misunderstandings that can
open up grey areas.
areas
SAYS I’M PARANOID. NO You or your partner can change your mind at
any time and stop or re-direct what you’re
ONE IS GOING TO WANT Misunderstanding can be unintentional, but it
can also be willful.
both doing, even after already saying yes.
“ARE THEY SMILING TO TO HOOK UP WITH ME.” Misunderstanding can lead to bad and
BE POLITE, OR DOES unsatisfying sex, or worse - those grey areas “I THOUGHT I’D BE INTO
THAT MEAN THEY’RE can facilitate opportunities for rape and
sexual assault to occur. They can also be used THIS BUT I’M NOT, CAN
INTO IT? INTO ME?” “I JUST DON’T AGREE as justification to blame survivors. WE TAKE A BREAK?”
WITH HER THAT
“WOW, I DIDN’T EXPECT THERE HAS TO BE
THEM TO PUT THEIR PENETRATION FOR US “WELL, THEY WENT
HOME WITH THEM, WHAT “CAN WE GO BACK TO
HANDS DOWN THERE SO TO REALLY HAVE SEX.” WHAT WE WERE DOING
QUICK, IS IT TOO LATE TO DID THEY EXPECT?” BEFORE? I LIKED THAT
SLOW THINGS DOWN?” BETTER.”
30 31THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
“WOW, I DIDN’T ACTIVE*
It’s mutual
mutual. Both people are really into it and
make their feelings clear verbally and/or non-
verbally. It shouldn’t be one-sided or simply
assumed. Check in, to be sure.
EXPECT THEM “THEY LIKED THAT
I WAS COMING ON CONSENT
IS ALWAYS
SO STRONG, THEY
TO PUT THEIR
WEREN’T SAYING NO,
SO WHY SHOULD I
HAVE STOPPED?”
HANDS DOWN “WHOA, I DIDN’T OMFG.
PASS IT
THINK THAT’S WHERE
THERE SO QUICK,
THIS WAS GOING…”
It’s freely-given
freely-given. That means no one feels
ON.
IS IT TOO LATE
coerced, pressured, is intentailly manipulated,
misled, or is incapacitated by drugs or alcohol.
Know the Irish law, know your limits
and boundaries and check in
with your partners on theirs.
TO SLOW THINGS
And you don’t owe sex to anyone, especially
not if you feel like you have to do something
to stay safe or avoid physical harm.
DOWN?” “THEY SEEM REALLY
OUT OF IT. I DON’T FEEL
RIGHT ABOUT GOING
ON WITH THIS.”
“I’VE DEFINITELY HAD
TOO MUCH TO DRINK.
I’M CALLING IT A
NIGHT.”
“I JUST DON’T
WANT TO MAKE
THEM ANGRY.”
32 33THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
5
ACTIVE*
CONSENT’S OUR CONSENT FRAMEWORK AND
INTERNATIONAL RESEARCH SUGGESTS THAT
Six months after attending a workshop, 48% of
those students who had attended a consent
workshop or related activity said they knew
PROGRAMME
REPEATED ENGAGEMENT WITH CONSENT how to access supports / services on sexual
violence and harassment for themselves or a
EDUCATION WITHIN A COMMUNITY ACROSS friend – compared with 20% of students who
THE YEAR AND OVER A STUDENT’S ACADEMIC had not engaged with any event or initiative.
LIFE CYCLE WILL BE THE MOST IMPACTFUL. Active* Consent 2020-2021 Programme
OFFERINGS
WE HAVE DESIGNED A RANGE OF ACTIVE* will ensure: at least one hour’s student
participation through an online
CONSENT PROGRAMME RESOURCES TO workshop and self-directed learning;
FACILITATE ONGOING ENGAGEMENT WITH with additional engagement during
the year taking place through ongoing
EACH COLLEGE COMMUNITY, AND TO
2020-2021:
messaging provided via social media.
WORK IN DIALOGUE WITH OTHER IRISH-
This engagement comes through a three-
BASED PROGRAMMES’ MATERIAL. stage Active* Consent programme:
programme
We know that our research-based
consent programming is effective as
OVERVIEW
the SES survey (2020) identified that
there is a significant impact.
AND CONTENT STAGE 1
Active*
Consent Online
STAGE 2
An Active*
Consent
STAGE 3
Active* Consent
eLearning Online
Workshop
Module
Sexual violence and Social Media and
Harassment: How to Creative Content
Support Yourself and Programme
Your Peers
Sexual violence and Harassment: How to Support Yourself and Your Peers
34 35THE ACTIVE* CONSENT TOOLKIT THE ACTIVE* CONSENT TOOLKIT
This three-stage programme delivers
on the student-centered goals of
the Consent Framework to:
• Dramatised video consent scenarios
presenting students with realistic situations
relevant to their own experiences
“Active* Consent “In the first month after the training was
delivered, three students have come forward
• Support positive, active consent.
• Empower students to address
negative situations.
• Real-time voting activity where
students are asked for their ideas
on the importance of consent
workshops’ information to report cases, which are now being dealt
with. This is a very positive development
• Ensure awareness and accessibility
of supports and services.
• Examples of effective consent
communication is vital to have a healthy that cases are now being reported. Also
there is a much higher awareness about
In addition, we will also be rolling out a staff
awareness/training programme in 2020-
What are the learning outcomes of the
Active* Consent online workshop? population of young consent around the college, and among
student leaders in Clubs and Societies”.
people going forward
2021 that will cover topics including major • Students understand that active consent is
findings from the SES survey and handling OMFG - Ongoing, Mutual and Freely Given
disclosure of negative sexual experiences. • Students understand that active
“The difference Active* Consent has
STAGE 1:
consent is required for all sexual
activity, not just penetrative sex
• Students feel more informed about
who are the future made is to give the student, female or
male, a common language. … if it’s an
ACTIVE* CONSENT ONLINE WORKSHOP
The Active* Consent online workshop
consent and non-consent, and how to
recognise the difference between the two
• Students feel better equipped to
of our country, who acknowledged , on-site part of the induction
aims to give first-year students, as well as
those who have not had previous training,
talk about consent in their own
sexual relationships, as well as are going to be future … it will become part of their language”.
parents and teachers
the skills and knowledge to navigate the with their wider peer group
college landscape and establish healthy, “I think that it’s absolutely imperative that the
consensual sexual relationships, as well How HEI’s can support the success staff who’re involved in student health and
and trainers themselves.
as an awareness of sexual violence and of the Active* Consent workshop
harassment (SVH) and local supports/services. Having support from your HEI is integral to the
on student welfare on every campus should
success of the workshop in your institution. attend the consent workshops and be actively
Research shows that young adults arriving at
university face a “perfect storm of risk factors”
that can lead to sexual assault (living away
Here’s how your HEI can support
the success of the workshop:
We need to give the listening and learning so that we can have
the language which we need to have. We may
from home for the first time, the likelihood of
experimenting with alcohol and drug use, the • Advocate and support training for information to let them have the medical language, the technical
language but not the personal language.”
know, actually this is it,
probability of becoming more sexually active). staff and student leaders to host
the workshop at your institution.
We draw on over five years of Active* • Publicise the workshop in first year
“If you took part in one of these and you are
this is your choice, it’s
Consent research into young people’s sexual orientation packs and/or academic
behaviour, as well as leading Irish research
evidence, to deliver a live online workshop
programme to ensure credibility
and visibility to new students.
18 and then you went into a situation, you
would definitely have a much stronger sense
with humour and variety of mediums to deliver
the information to keep students engaged.
We aim to be as inclusive as possible within
• Provide follow up support for facilitators
(e.g. protocol in the event of students
disclosing incidents of SVH, etc).
about choice, it’s about of whether you were giving consent or not”.
a limited time frame to all gender identities,
sexual orientations and levels of intimacy.
• Provide follow up support for students
(e.g. signposting to student counselling,
SU welfare, local rape crisis centres, etc).
having the knowledge, “And that’s the great thing about these
The Active* Consent workshop is delivered
by peer facilitators coached by our own What Staff Say about Working having the language and workshops, it really does seem that students
who attend talk to other students”.
keeping it simple. It’s
expert training unit, to increase student’s With Active* Consent
engagement and ease in discussing
sensitive subject matter. This delivery We work with a variety of staff stakeholders “It has made me feel a lot more solid and assured
targets both students who might not
readily identify with consent, as well as
students with existing knowledge and
across HEIs from counsellors to nurses
to Student Services to academics to
those in university management.
vital that it’s things they about the area, it’s made me a lot more clear
… a lot more confident in the whole area”.
openness to the idea of consent.
When is the workshop delivered?
Across these roles, those we’ve engaged with
agree that Active* Consent has changed the
can identify with: the “This is what the workshops do – students came
• The workshop is ideally delivered within
your first-year orientation programme,
conversation on their campus, and given many
students an expanded vocabulary to talk performance, the video, into me telling me something happened without
consent and they used the word consent.
plays. Vital, absolutely
or during first semester academic about consent and their sexual experiences.
programming. However, it can also
be delivered later in the year.
“I wasn’t comfortable, I saw that play, I saw that
What does the workshop contain?
• Animated video highlighting how they
vital because that’s what video, I heard what they said … and can I tell you
all practice consent communication
in everyday situations and that
Active* Consent is OMFG
they identify with.” what happened to me” That’s powerful. And you
need to know that you are having that effect”.
36 37You can also read
