This blog was authored by Liv Best, a recent University of Bath graduate and passionate advocate for consent education.
A 2022 House of Commons Library report highlighted a concerning increase in sexual assault reports in UK universities in recent years. This demands immediate and continuous attention, and it is essential to establish a universal and standardised approach to consent education to protect students.
Limited educational best practice guidelines are available on how to prevent sexual assault and, as such, institutions may be failing to meet the needs of students. Research shows that just over half (59%) of students feel they are ‘very confident’ about the definition of sexual consent, and only 30% are ‘very confident’ of how to approach consent with alcohol present. In July 2024, The Office for Students (OfS) published a condition for registration, which includes expectations on educating students. Best practice, especially when it comes to safety, should be the baseline standard, not an aspiration.
The new condition of registration states:
Condition E6.2, and the minimum content requirements, require a provider to set out in a single comprehensive source of information how it will ensure that students are ‘appropriately informed to ensure understanding’ of their provider’s policies and behaviour that may constitute harassment or sexual misconduct.
The following is an illustrative non-exhaustive list of examples of how a provider may demonstrate that it has complied with these requirements:
a. Mandatory training is delivered for all students.
b. Training for potential witnesses of sexual misconduct (often referred to as ‘bystander training’), and training on sexual consent, is delivered.
c. Training is underpinned by credible evidence, and its effectiveness is evaluated.
d. Training is designed and delivered by persons with credible and demonstrable expertise.
e. Training (including that delivered by third parties) is consistent with a provider’s free speech obligations
This condition of registration is welcome and is vital for the safety and wellbeing of students nationwide; it equips students with knowledge and tools to recognise and prevent rape and sexual assault for, from, of, by, and to them and others around them. The fundamental goal of introducing training and increasing education is to raise awareness, prevent sexual assaults, and support victims. Implementing this training is not just a moral duty; it stands as a pivotal measure in fulfilling the university’s overarching responsibility for the safety and wellbeing of its students. It goes beyond academic pursuits; it is about fostering a secure environment where students can learn, grow, and thrive without fear of sexual assault.
Students should not be reduced to a checklist of safety concerns when choosing to pursue their education to reduce the risk of rape and sexual assaults. Students’ primary focus should be academic excellence, not personal safety.
This blog will set out how developing and delivering education using a co-creation and co-delivery mode can help institutions to meet the list outlined above by the OfS.
The Concept of Co-Creation in Education
Co-creation in education involves the collaborative development of educational materials and programs by engaging multidisciplinary teams, including students, educators, experts, and community members. This collaborative approach ensures that the content is relevant, comprehensive, and resonates with target audiences. In the context of sexual assault and consent education, co-creation allows for the inclusion of diverse perspectives and experiences, making the material more relatable and effective. This new policy grants universities 12 months to create or revise training and educational programs on harassment and sexual misconduct for students and other co-creators.
The benefits of co-creation are manifold. It promotes a sense of ownership and engagement among students, as they are active participants in the learning process. It also ensures that the educational content is culturally sensitive and addresses the specific needs and concerns of the student body. By involving survivors and advocacy groups in the co-creation process, the educational material can be more empathetic and supportive. Co-creation can ensure the examples and story-telling used in education sessions are relevant to the student context at your institution, building credibility with your student body.
The Role of Co-Delivery in Effective Education
Co-delivery refers to the collaborative teaching of educational content by multiple educators or facilitators. This approach can enhance the learning experience by bringing together different expertise and teaching styles. In sexual assault and consent education, co-delivery can involve educators, psychologists, legal experts, and survivors, each contributing their unique insights and knowledge. Research indicates that the active involvement of students and multidisciplinary teams in co-creation and delivery subsequently leads to a more extensive understanding and retention of information due to the collaborative nature.
Co-delivery can make the educational sessions more dynamic and engaging. It allows for real-time discussions and Q&A sessions, where students can interact with various experts. This method also helps in breaking down complex topics into more understandable segments, catering to different learning paces and styles. By presenting a unified message from multiple credible sources, co-delivery reinforces the importance and seriousness of the subject matter.
Benefits of Co-Creation and Co-Delivery in Sexual Assault and Consent Education
The combined approach of co-creation and co-delivery in sexual assault and consent education offers several advantages:
- Relevance and Relatability: Students are more likely to engage with and retain information that they find relevant to their own lives. Co-created content reflects the real experiences and concerns of students, making education more impactful.
- Supportive Environment: A collaborative approach fosters a supportive and inclusive learning environment. Students feel heard and valued, which is crucial when discussing sensitive topics like sexual assault and consent.
- Enhanced Credibility: Educational material developed and delivered by a diverse group of stakeholders carries a wider knowledge base. Students are more likely to trust and act upon the information provided. Research shows that co-delivery by diverse groups increased inclusivity and education from underrepresented students. The significant increase in attendance and participation from underrepresented groups increased engagement by 40%.
Stakeholders Involved in Co-Creation and Co-Delivery
The success of co-creation and co-delivery in sexual assault and consent education depends on the involvement of various stakeholders:
- Educators: Teachers and professors are crucial in guiding the educational process and ensuring the content meets academic standards. Collaborating with academics from the early stages of co-creation can also support evaluative processes in the later stages.
- Students: Student input is essential to ensure that the material addresses their specific needs and concerns. Student-led initiatives can also drive peer education efforts and reduce any stigma surrounding sexual assault discussion.
- Survivors and Advocacy Groups: Including survivors and advocacy groups ensures that the educational content is empathetic and supportive. Their insights can provide real-world perspectives that enrich the learning experience. Advocacy groups can deliver the ‘demonstrable expertise’ suggested by the OfS.
- Interdisciplinary Experts: Psychologists, legal experts, and healthcare professionals, and The Office for Students can contribute their expertise to create a comprehensive educational program that covers all aspects of sexual assault and consent.
Challenges and Solutions
Implementing co-creation and co-delivery approaches involves challenges like coordinating multiple stakeholders, handling sensitive topics with ethical care, and providing facilitator training. Continuous feedback and evaluation are essential to keep educational programs relevant and impactful. The policy implemented by The Office for Students will monitor the effectiveness of their registration conditions through data collection, annual reviews, surveys, site visits, and a risk-based approach. They will ensure compliance, gather stakeholder feedback, and intervene when necessary. This comprehensive monitoring will help the OfS ensure the conditions benefit students and institutions alike.
Conclusion
The importance of co-creation and co-delivery in sexual assault and consent education cannot be overstated. These approaches ensure that the educational content is relevant, comprehensive, and empathetic, meeting the diverse needs of the population. Continuous feedback and evaluation of monitoring systems allow the OfS to address challenges in co-creation and co-delivery and by fostering a collaborative learning environment, we can create a safer and more supportive educational experience for all. Implementing universal and standardized education on sexual consent across schools and universities is not just an aspiration but a necessity. It is a crucial step towards ensuring the safety and well-being of students, allowing them to focus on their academic pursuits without the overshadowing fear of sexual assault.