If you want to be my lover, you got to get my consent

In Illinois it is required by law to cover the topic of consent during the sexual education unit. This includes the definition of consent, how to avoid unwanted sexual advances, how to resist negative peer pressure and the idea that it is wrong to take advantage of and exploit others in a sexual manner.

At DGS consent is taught during the drug and alcohol abuse unit of health class rather than during the sexual education unit. DGS physical education and health teacher Lauren Hoel states what she teaches her classes when it comes to consent.

“For many years people were taught ‘no means no’ and it’s not really what we teach anymore. We try to teach ‘is it two people actually saying yes?’— that’s the message we try to emphasize. … Are they under the influence, are you pressuring them—that’s not consensual even if they say okay. We talk about how emotional pressure can, for some people, be just as strong as a physical force,” Hoel said.

Hoel states that the most important idea the school teaches in relation to drugs and alcohol when it comes to consent is to not engage in those activities.

“We talk about obviously first not doing [drugs and alcohol]. We know that some kids are going to make that choice, especially when you go to college; it’s available, it’s easy. … When people are of legal age, or if they are engaging before that, it’s really important to stick together, too; you can’t just think everyone is out for themselves. If you party with your friends, you owe it to them to make sure they are safe,” Hoel said.

Although the Illinois law also states that consent and specific facets must be covered, Senior Muhannad Saleh claims his health teacher did not take enough time to discuss the topic.

“It was literally maybe a 15-minute talk. I don’t think it was covered well because it should be something that is talked about more … [Consent is] a problem in today’s society … I think the signs of someone being uncomfortable, how consent is defined and the ways that people give consent [should be taught]. People misinterpret kindness for consent,” Saleh said.

On the other hand, Sophomore Meghan Carroll explains how her class spent two days covering sexual assault and emotional/physical abuse, but Carroll feels that also wasn’t enough.

“We probably spent about 20 minutes or so on the definition of consent and what qualifies as consent or not. I think it could’ve done with a little more time as I feel like it’s a difficult concept for a lot of people to understand,” Carroll said.

Carroll believes that consent could be covered differently, suggesting some possible changes. “It wasn’t covered as well as I’d thought it might it needed something more. It felt like everyone was rushing to get through it because it’s a more awkward topic; however, it’s an extremely important topic that needs in-depth conversation,” Carroll said.

“There’s no denying that consent is a topic of conversation, but in class, we seemed to dance around the real conversations that I think would be more beneficial to everyone in understanding what consent means to them and the people around them,” Carroll said.