Grafton, Camille2024-03-172024-03-172024https://hdl.handle.net/1828/16193Current consent education often provides a binary understanding of sexual relations, which revolves around a legal understanding of a physical action. Notions such as “yes means yes” and “no means no” are the bare minimum level of understanding required to have ethical relations, but it is often here where the conversation ends. The focus of this research project is to illuminate the significant lack of consideration regarding the emotional tribulations and realities that exist around giving and receiving consent. This research takes the form of a literature review on post-secondary student's experiences of consent education, and an analysis of online survey data from UVIC undergraduate students. The findings of the literature review included four primary themes, these being the presence of misconceptions perpetuated through the current educational systems; the impact of binary frameworks; the call for 2SLGBTQIA+ informed teaching; and the disconnect between educational rhetoric and the nuances of reality. The UVIC study produced two primary themes regarding the male, heterocentric focus of education, and the lack of nuanced, trauma-informed teaching. Data from both of these inquiries points to a call for more research regarding larger-scale consent education attitudes in Western society, and the knowledge gaps within the UVIC community.enconsentsex educationnuancesexual healthuniversity studentsPoster