Source: French to English Tester Published on: 2026-04-07
Source: The Conversation – in French– By Prescillia Micollet, PhD student in Education and Training Sciences, Lumière Lyon 2 University
To prevent sexist and sexual violence and protect children, it is necessary to introduce them very early to the concept of consent. How can we teach them to express their emotions and boundaries and to respect those of others? A look at how the school lays the foundations of this emotional and relational education starting from kindergarten.
Consent is a notion widely invoked in contemporary public debates, but its definition often remains unclear. Depending on the field in which it is addressed (legal, philosophical, or educational), it does not refer to the same realities. It is apolysemous conceptwhose meanings vary according to contexts.
Let’s focus on how this concept is used in the school context, more precisely ineducation on emotional, relational, and sexual life(EVARS) in France.The work of researchers Béatrice de Montigny and Marie-Hélène Brunetshow that, in the educational field, consent goes beyond the purely sexual dimension: it refers to learning self-respect and respect for others, the ability to express one’s limits, and to recognize those of others.
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In the EVARS programs, this concept is introduced as early as kindergarten and gradually developed throughout schooling. It encompasses several learnings: respecting someone else’s refusal, knowing how to say no, understanding that one’s refusal must be respected, not feeling obliged to accept an affectionate gesture, asking permission before touching someone, or identifying trusted adults. Students are also encouraged to recognize their emotions and express their preferences in daily interactions.
These learnings are part of a logic of prevention of sexist and sexual violence and protection of childrenin view of the statistics on the knowledge and level of information of the French on the subject. Since the generalization of the EVARS program in the 2025 school year(recalled in Official Bulletin No. 6 of February 6, 2025), the question nevertheless arises as to howthis notion is concretely addressed in the classesand how teachers adapt it to the different ages of students.
The examples presented here are based on aresearch work carried out as part of my doctorate, based on more than 130 observations of classroom sessions and 55 interviews with teachers and educational staff, which help illustrate how consent is addressed in primary school even if it is not exhaustive.
Consent from cycle 1: naming one’s body
In Cycle 1, that is to say in kindergarten, the learning of consent first involvesknowledge of the body and the idea that “my body belongs to me”. This step is essential to enable children to identify their bodily limits and, if necessary, to report situations of violence. As Lolita Rivé points out in the podcastWhat is love, mistress?a child cannot report sexual violence if they do not have the words to name their body.
Teachers use educational materials such as body puzzles or anatomical images to teach students to identify the different parts of the body and to use appropriate terms, including for genital organs (“penis”, “vulva”). Playful educational tools, such asconsent lottery, also make it possible to address physical boundaries, emotions, and respect for others.
These activities are mainly aimed at building the first foundations of consent: understanding that certain parts of the body are private and that everyone has the right to refuse physical contact.
Cycle 2: emotions and empathy through consent
In cycle 2, from CP to CE2, these learnings continue and are enriched. Teachers rely more on students’ representations to build the concept. Some begin by asking what “consent” means. Students mention, for example, the idea of “asking before doing something,” like touching a classmate’s hair. This representation aligns with the definition proposed by thephilosopher Anne-Lyse Chabert, for whom consent is based on arelationship of trustTo: on one hand, the confidence of the person who takes the initiative to ask and ensures that the other has understood, and on the other hand, that of the person who accepts and authorizes access to their personal space or intimacy.
Consent is also relatedto emotions and feelings. Students reflect on what a person might feel when their boundaries are not respected: sadness, anger, or a feeling of being ignored. This reflection serves to introduce the notion of empathy, that is, the ability to put oneself in someone else’s place and to consider their feelings.
Educational materials can accompany these discussions, including explanatory videos, such as those ofMaster Lucas, which concretely illustrate situations where it is necessary to ask for the other’s consent in daily interactions.
Cycle 3: preventing sexual violence and incest
In cycle 3, education about consent takes on a more explicit dimension of prevention. Teachers and school nurses discuss sexist and sexual violence more in order to provide students with reference points before entering middle school.
Video materials allow collective analysis of certain situations. In afirst skit, a coach asks a student to give him a massage while they are alone in the locker room. The students identify several warning signs: isolation, the insistence of an adult, and the request for physical contact.
Another video,An uncle not so nice, addresses intrafamilial sexual violence. The students observe a little girl forced to accompany her uncle despite her refusal and mentioning a “secret.” The analysis of the scene allows explaining that an adult has no right to impose an intimate act on a child and that these acts are prohibited and punished by law.
These discussions, however, require pedagogical precautions, as not all students have the same level of understanding. Teachers therefore rephrase in suitable words in order to explain the situation without upsetting some children.
Consent in everyday gestures
Consent education is thus progressively addressed from kindergarten to fifth grade and then continues in middle and high school as part of the EVARS programs, with content adapted to the students’ age. Discussions can then cover more complex situations, such as consent in romantic relationships or in online exchanges with the “nudes ».
Beyond school, several associations also participate in this awareness-raising.The association Les Papillonstakes place in the institutions thanks tomailboxesallowing children to anonymously report violence. The instituteEgaliGoneoffers awareness-raising conferences, whilethe tool “the keys to consent”, developed byThe Butterfly Effect, supports education professionals in addressing these issues.
Finally, consent is not limited to sexual matters. It is also learned through everyday gestures: asking before touching someone, respecting a refusal, or accepting that a friend does not want to give a kiss or a hug. These ordinary lessons often form the first foundations of a culture of respect and consent.
Prescillia Micollet does not work for, advise, hold shares in, or receive funds from any organization that could benefit from this article, and has declared no other affiliation than her research institution.
–ref. Learning consent at school: from “my body belongs to me” to violence prevention –https://theconversation.com/learning-consent-at-school-my-body-belongs-to-me-violence-prevention-278279