Browsing by Author "Salmela, Riikka"

The purpose of this study is to examine how Finnish health education teachers approach the topic of sexual consent in secondary school sexual education and how they justify their pedagogical decisions. The study aimed to investigate what content related to consent teachers considered important and what teaching methods and materials they used to address these topics. Additionally, it explored the opportunities and challenges that health education teachers perceive teaching consent. In this case study, four health education teachers were interviewed, three of whom were currently teaching the subject in secondary school. In the interview situations, Tea and Consent – video was used as a stimulus. The data was analyzed using inductive content analysis, also utilizing the quantification of the data. Teachers emphasized the importance of teaching information, skills, and values related to sexual consent. Their responses highlighted legal knowledge related to consent. Teachers reported favoring both interactive and teacher-led methods in teaching consent. They mentioned searching the internet for ready-made teaching materials such as videos. Challenges related to teaching consent included students' diverse family backgrounds, experiences, behavior, and the sensitive consideration of these factors in teaching. Teachers primarily justified their pedagogical decisions through practical observations and adherence to the curriculum. They mentioned multiple times that all students are taught the same curriculum content. None of the interviewees mentioned addressing gender roles or social scripts related to sexual situations in the context of consent education. Previous research on consent education has shown that gender roles and expectations, as well as social scripts, should be central to consent education as they promote a deeper understanding of consent. The research findings raised questions about how gender roles that strongly influence consent negotiation can be addressed in teaching.