A mapping and discourse analysis of power inequalities and freedom to consent in UK Relationships and Sex Education resources

Abstract

Although freedom to consent is central to definitions of sexual consent, it is unclear whether and how freedom to consent, and the related concept of power inequalities, are engaged with in existing Relationships and Sex Education (RSE) resources. In this study, we aimed to: (1) identify what RSE resources are recommended for UK 11–14-year-olds that cover power inequalities and/or freedom to consent; (2) analyse pupil-facing material with young people to identify messages about power inequalities and freedom to consent, and resource strengths and gaps. We contacted 21 wide-ranging UK stakeholders, identifying 72 recommended resources covering power inequalities and/or freedom to consent; however, the typical focus was broad (e.g. ‘pressure’). Our discourse analysis of 58 pupil-facing resources identified three discursive patterns: healthy relationships require independence, mutuality and equality; abuse and abusers as clear cut vs. subtle and hard to recognise; and young people as responsible and knowing vs. vulnerable and naïve. Existing resource strengths included recognising what a happy and fulfilling relationship entails and how power inequalities impact freedom to consent. Resource gaps included recognising diverse, intersecting and subtle power inequalities in young people’s relationships, the power structures underpinning them, and how young people might navigate these.

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