Bodily integrity, touch and consent
Understanding the right to bodily integrity, consent and different types of touch equips students to set personal boundaries and recognise when those boundaries are being respected or violated. Additionally, knowing the whole body is private and the correct names of body parts (including sexual body parts) gives a sense of autonomy and understanding of their bodies, promoting healthy boundaries, communication and safety.
Definitions
Bodily autonomy – everyone’s right to determine what happens to their body and the choices they make. It is about agency and everyone being free to make decisions about their own body.
Boundaries – are the invisible lines we set for ourselves to help protect our personal space and privacy. They are the guidelines that we feel comfortable with and the expectations in our interactions with others.
Personal space – is the area around someone that is comfortable and appropriate for other people to be in.
Consent – agreeing to something with informed decision making, ability or capacity. It should be clearly requested, given, or denied, mutually respected and ongoing.
Sexual consent – is a free, voluntary and informed agreement between people who mutually and genuinely want to engage in a sexual act based on empathy and respect.
Safe touch – refers to physical contact that is:
- appropriate, consensual, respectful and safe; and,
- not intended to harm.
Safe touch may include touch that is uncomfortable but necessary for health and safety reasons.
Unsafe touch – refers to physical contact that is:
- inappropriate, non-consensual, disrespectful, unsafe or unlawful; and/or,
- confusing, distressing or threatening; and/or,
- harmful or abusive.
All children and young people must report unsafe touch or touch they are unsure about to a trusted adult or appropriate support service.
Unwanted touch – refers to physical contact that is:
- unwelcomed or makes the person feel uncomfortable; and,
- not necessary; and,
- not intended to harm.
Children and young people should be supported to develop and apply strategies to respond to unwanted touch.
Key understanding
Names of body parts referred to in the KS:CPC include mouth, bottom, anus, breasts/chest, nipples, penis, testes, vagina and vulva. Some resources refer to these body parts collectively as ‘private body parts’ or ‘sexual body parts’, however, the KS:CPC focuses on the whole body being private, where no one has the right to touch anyone’s body without their consent.
Abuse can target any part of the body, such as the mouth, and not just sexual body parts. Teaching children about whole-body privacy ensures they have the language and awareness to identify and report abuse, no matter which part of their body is involved.
Using correct names for body parts:
- reduces discomfort and removes stigma about naming sexual body parts
- enhances confidence and communication about their bodies
- reduces embarrassment and secrecy, which serves as a protective factor, increasing child safety
- enables accurate communication, allowing children to share concerns or describe situations about their bodies.
Body parts: name and location
The KS:CPC focuses on children and young people knowing correct names and location of body parts; the KS:CPC does not address the functions of body parts. The focus is on safety, protection and communication skills to support children and young people to recognise and report abuse and unsafe situations. Body parts include:
- mouth – on the face between the lips
- bottom – back of the body on the lower back and above the legs
- anus – back of the body between the bottom cheeks
- breasts or chest – front of the body below the neck and above the stomach
- nipples – front of the body on the breasts or chest
- penis – front of the body between the top of the legs (most boys)
- testes – front of the body between the legs underneath the penis (most boys)
- vulva – front of the body between the top of the legs on the outside (most girls)
- vagina – front of the body between the top of the legs inside the vulva (most girls).
Touch
The KS:CPC refers to 3 types of touch – safe, unsafe and unwanted. When discussing types of touch as part of the KS:CPC learning activities, the context, intent, relationship and consent must be considered. Children and young people need to recognise types of touch for safety, to build and maintain respectful relationships, and to recognise and report abuse or unsafe situations.
Individual perceptions, experiences and touch preferences can vary between people and change over time.
- Safe touch refers to physical contact that is:
- appropriate, consensual, respectful and safe; and,
- not intended to harm.
Safe touch may include touch that is uncomfortable but necessary for health and safety reasons.
- Unsafe touch refers to physical contact that is:
- inappropriate, non-consensual, disrespectful, unsafe or unlawful; and/or,
- confusing, distressing or threatening; and/or,
- harmful or abusive.
All children and young people must report unsafe touch or touch they are unsure about to a trusted adult or appropriate support service.
- Unwanted touch refers to physical contact that is:
- unwelcome or makes the person feel uncomfortable; and,
- not necessary; and,
- not intended to harm.
Children and young people should be supported to develop and apply strategies to respond to unwanted touch.
Implementation
The KS:CPC addresses bodily integrity, touch and consent through topics about rights, the whole body being private, the correct names of body parts and safe, unsafe and unwanted touch. Children and young people learn to identify healthy and unhealthy behaviour within relationships and strategies to seek, give or deny consent in different situations. Older students learn about sexual consent and the importance of mutual respect and empathy in reaching, communicating or withholding consent. Various support services, help-seeking and reporting strategies are explored.
Find opportunities to embed consent and respectful relationship concepts across subjects and learning areas. Connections can be made between the KS:CPC and topics about consent, privacy and bodily integrity from the International technical guidance on sexuality education: An evidence-informed approach (UNESCO).
For Australian educators, connections can be made between the KS:CPC, Early Years Learning Framework and the Australian Curriculum. Also refer to Australian Curriculum: Respectful relationships.
Body parts – Activity resources
Provide students with a copy of both templates ‘most girls/females and most boys/males’. Ensure students label all the sexual body parts including anus, breasts/chest, nipples, penis, testes, vagina and vulva. There is an example sheet for educator purposes to support the conversation about body part locations:
- KS:CPC Body outline labelled (most boys) and KS:CPC Body outline labelled (most girls)
- KS:CPC Body outline labelled (most males) and KS:CPC Body outline labelled (most females).
There are several body outline templates that can be used for different purposes.
- Activity Resource: Body shape provides an alternative for early years children in identifying correct names for body parts.
- Activity Resource: Body outline (most boys) and Activity Resource: Body outline (most girls) are most suitable for children from early years to year 6 to identify correct names for body parts.
- Activity Resource: Body outline (most males) and Activity Resource: Body outline (most females) are most suitable for students from year 7 to identify correct names for body parts.
- Activity Resource: Warning signs – body outline is useful for identifying physical and emotional indicators.
These activities help children and young people accurately describe their body and communicate concerns about unsafe touch or other safety issues.
Support children to understand touch by examining the context, intent, relationship and consent. For example, if someone is at an appointment with a doctor because they have pain in their abdomen.
Context – the doctor’s room/surgery.
Intent – medical examination and assessment (for the doctor to assess the cause of pain).
Relationship – doctor-patient.
Consent – the doctor in this case will most likely explain the type of touch they will use and ask for consent.
This would be considered safe touch. However, if the relationship changed or consent wasn’t sought, for example, this could change the type of touch to unwanted or unsafe.
Uncomfortable but necessary touch may occur exclusively for the purpose of keeping children clean, healthy and/ or safe. For example, assistance with toileting may involve uncomfortable but necessary touch for the purpose of health. Stopping a child running on to a busy road may involve the uncomfortable but necessary touch of grasping their arm quickly without time for consent for the purpose of safety.
Consent is multi-conceptual – from a young age, the KS:CPC supports students to build their understanding of consent in developmentally appropriate ways, including learning about feelings and warning signs, rights and responsibilities, child rights, privacy, personal space and boundaries, respectful relationships, types of touch and power in relationships. From year 9, the KS:CPC also includes learning about sexual consent. This learning focuses on understanding the laws and rights and responsibilities associated with sexual consent. It also examines the characteristics of respectful relationships to ensure personal and collective safety. It is important to note that this content is focused on child safety and respectful relationships; it is not sexual health education.
Educator tips
- Knowing and using the correct names of body parts can enhance children’s self-confidence and body image, help them accurately describe a situation or concern and give them the ability to communicate assertively (Matthews 2017). It is critical when children disclose abuse because using incorrect terminology may not be understood or followed up (Kenny et al 2008). Research suggests that sexual offenders are less likely to target children who use the correct names (Elliott et al 1995).
- Ensure parents and carers are informed about the learning and provided with information about the importance of children and young people knowing the correct names of body parts. Refer to KS:CPC Resources – Research and recognition.
- When discussing parts of the body, the KS:CPC focuses on the whole body being private where no one has the right to touch anyone’s body without their consent. This includes touching sexual body parts and any part of the body in an inappropriate or sexual way, adult to child or between children.
- The KS:CPC refers to 3 types of touch – safe, unsafe and unwanted. When discussing types of touch, the context, intent, relationship and consent must be considered.
- If students identify a body part using an incorrect term, model using the correct term by adding ‘Did you mean…?’. Knowing the names of body parts in their first language with support from parents and carers is helpful for children and young people who communicate in another language. Where cultural sensitivities may need consideration, consult with the appropriate staff at your site, eg Aboriginal support staff (Australia).
- Understanding personal space and boundaries supports children and young people’s social and emotional development. This plays a significant role in establishing healthy relationships, fostering self-respect and respecting the boundaries of others.
Resources
Jones C (2018) Harrison Spader, personal space invader, Little Boost US
Finison C (2021) Don’t hug Doug (he doesn’t like it): A story about consent, Penguin UK
Harris RH (2021) Who has what? All about girls’ bodies and boys’ bodies, Walker Books Limited.
Herman S (2021) Teach your dragon body safety, DG Books Publishing
Howes K (2021) Rissy no kissies, Lerner Publishing Group
Madison M (2022) Yes! No! A first conversation about consent, Penguin Group USA
Nhin M (2022) Consent ninja, Grow Grit Press LLC
Razi M (2024) Drake the super-excited, overeager, in-your-face snake, Random House US
Rowley T (2007) Everyone’s got a bottom, Family Planning Queensland
Sanders J (2020) ABC of Body Safety and Consent, Lightning Source Inc
Sanders J (2021) Consent: Introducing consent and body boundaries, Lightning Source Inc
Sanders J (2024) My body safety rules: Educating and empowering children with disability about body boundaries, consent and body safety skills, UpLoad Publishing Pty Ltd
Sanders J (2021) Private parts are private, UpLoad Publishing Pty Ltd.
References
Kenny MC, Capri V, Thakkar-Kolar RR, Ryan EE, Runyon MK (2008) Child sexual abuse: From prevention to self-protection, Child Abuse Review, 17, 36–54
Matthews D (2017) Call children’s private body parts what they are, Psychology Today, viewed October 2024, https://kscpc.sa.edu.au/e/10200
Bodily integrity and autonomy
Bodily integrity refers to someone’s right not to be touched without their consent and to be free from acts of abuse or harm against their body. Children with disability and those who are very young are especially vulnerable to violations of bodily integrity, as they may be unable to speak up for or defend themselves and give or deny consent (CRIN n.d.).
Bodily autonomy refers to everyone’s right to determine what happens to their body and the choices they make. It is about agency and everyone being free to make decisions about their own body.
Parts of the body
Knowing and using the correct names of body parts can enhance children’s self-confidence and body image, help them accurately describe a situation or concern and give them the ability to communicate assertively (Matthews 2017).
It is critical when children disclose abuse because disclosures using incorrect terminology may not be understood or followed up (Kenny et al 2008).
Research suggests that sexual offenders are less likely to target children who use the correct names (Elliott et al 1995).
Names of body parts referred to in the KS:CPC include anus, bottom, breasts, chest, mouth, nipples, penis, testes, vagina and vulva. Some resources refer to these body parts collectively as ‘private body parts’ or ‘sexual body parts’, however the KS:CPC focuses on the whole body being private. This emphasises that no one has the right to touch anyone’s body without their consent, including someone touching any part of someone else’s body inappropriately or sexually; either between an adult and a child or between children.
When referring to body parts, the KS:CPC focuses on their names and locations, not their function. Use language such as ‘most males’ or ‘most females’ to ensure inclusivity and safety, acknowledging the diversity of human biology and gender.
Touch
Touch is an important part of sensory communication, social interaction and wellbeing and it is vital to children’s and young people’s social, cognitive and physical development (Cekaite and Bergnehr 2018). Children and young people need to recognise different types of touch, know their rights and responsibilities and ways to respond to and report unsafe situations, including being touched inappropriately or without consent. They need to understand that everyone has the right to decide who can touch their body, where and in what way (UNESCO 2018).
Educators should avoid using language such as ‘good’ and ‘bad’ touch as these terms can be absolute and judgemental, focusing on an external evaluation rather than an internal feeling (Shinde 2019).
The KS:CPC refers to 3 types of touch – safe, unsafe and unwanted. When discussing types of touch as part of the KS:CPC learning activities, the context, intent, relationship and consent must be considered.
Children and young people need to recognise types of touch for safety, to build and maintain respectful relationships, and to recognise and report abuse or unsafe situations. Individual perceptions, experiences and touch preferences can vary between people and change over time.
Consent
Consent is agreeing to something with informed decision-making, ability or capacity. Consent should be taught from a young age in an age and developmentally appropriate way.
Consent education is essential for building healthy and respectful relationships, positive sexual health and protecting vulnerable children and young people from harm (IPPF 2015). It is about acknowledging and respecting everyone’s right to be safe; understanding responsibilities and personal boundaries; making informed decisions; knowing how to seek, give and deny consent; assessing risks; developing protective strategies; and reporting unsafe situations.
Sexual consent is ‘… a free, voluntary and informed agreement between people to participate in a sexual act. This agreement is only present when these people mutually and genuinely want to engage in that sexual act, and actively ensure their partner does too.’ In healthy intimate relationships, reaching, communicating or withholding consent are key skills based on mutual respect and empathy (Department of Social Services 2023).
Sexual activity without consent is sexual assault or rape, is against the law (refer to local laws) and causes harm.
Young people need to know and understand the relevant laws and how to respond to and report unsafe situations. Laws related to sexual consent and sexual assault will vary between locations (states, territories, countries). These laws are established to protect children and young people from exploitation and other harms and to preserve their right to privacy and healthy sexual development (AIFS 2021).
The Commonwealth Consent Policy Framework: Promoting healthy sexual relationships and consent among young people (Department of Social Services 2023) provides detailed information about 5 core concepts of sexual consent:
- free and voluntary
- specific and informed
- affirmative and communicated
- ongoing and mutual
- reflects capacity.
A shared vision of consent practice is provided through 10 principles about ways to promote healthy, consensual and safe sexual relationships.
Resources
Briggs, F (2012) Protecting children from sexual abuse
Empowering children to respond to unwanted touch (Nurtured First)
Husser, Dockett and Perry (2022), Young Children’s assent and dissent in research: agency, privacy and relationships withing ethical research spaces, European Early Childhood Education Research Journal, Vol.30, Issue 1.
International technical guidance on sexuality education: an evidence-informed approach (UNESCO)
Kenny M, Capri V, Thakker-Kolar R, Ryan W, Runyon M (2008) Child Sexual Abuse: From Prevention to Self-Protection, Child Abuse Review Vol 17: 36-54 2008
Matthews, D (2017) Call Children’s Private Body Parts What They Are, Psychology Today.
The Conversation (2020) Use proper names for body parts, don’t force hugs: how to protect your kids from in-person sexual abuse.
Department for Education SA
Department for Education (2022a) Sexual behaviour in children and young people: procedure and guideline, Government of South Australia