by From affirmative consent frameworks to bystander intervention, the evidence base for what reduces sexual coercion
Beyond ‘No Means No’
The shift in consent education from “no means no” to affirmative consent frameworks — the requirement of active, ongoing, enthusiastic agreement rather than merely the absence of refusal — reflects both philosophical and empirical developments in understanding sexual coercion. Research by Jennifer Freyd on betrayal trauma and Charlene Muehlenhard on ambiguity in sexual communication established that the absence of an explicit refusal is an unreliable indicator of consent, particularly in situations involving power imbalances, intoxication, or relational contexts where saying no feels socially costly.
Affirmative consent frameworks ask a different question: not “did they say no” but “did they say yes, and were the conditions present for that yes to be freely given.” This is a higher standard. Critics argue it is unworkable in practice. Proponents argue that the workability objection confuses legal standards with communication norms, and that in practice people who regularly check in with partners during sexual encounters report the checking-in as positive rather than disruptive to the experience.
What Works in Education
The evidence base for consent education interventions is more developed than many practitioners realise. Bystander intervention programmes — which train individuals to recognise and safely interrupt potentially coercive situations before they escalate, rather than training potential victims to resist or potential perpetrators to stop — have the strongest evidence base of any sexual violence prevention approach. Green Dot, Bringing in the Bystander, and Mentors in Violence Prevention have all been evaluated in randomised or quasi-experimental designs showing reductions in sexual violence perpetration and victimisation in settings where they are implemented.
Education targeting specific risk contexts and attitudes — rather than generic awareness campaigns — shows stronger effects in the research. Single-session education produces measurable attitude change that attenuates over time; multi-session programmes with reinforcement show more durable effects. The Sex Etc. consent resource centre compiles current research and practical frameworks. The evidence base is sufficient to inform effective education. Implementation at scale remains the gap between what research supports and what most young people actually receive.
SOURCE: https://bohiney.com
