D. Healthy Living · Healthy Living

Consent: Standing Up for Myself and Others

D2.3 A1.4 A1.5About 35 minutes

Learning goals

I can explain what consent means: asking first and respecting the answer.
I can say my boundaries in a strong, clear voice, in person and online.
I can respect when someone says no, and help others respect it too.
I can tell a trusted adult if anyone touches me or someone else in a way that is not okay.

Words to know

consent
Asking for and getting permission. A clear "yes" before you do something that involves another person or their body or things.

boundary
A line or rule about what is okay and not okay for you, like "Please don't hug me" or "Please ask before you use my things."

permission
Saying it is okay for someone to do something.

confident
Feeling sure of yourself. A confident voice is clear and strong.

respect
Treating people and their feelings, bodies and things with care.

private parts
The parts of your body covered by underwear or a bathing suit.

May I?

You want to borrow your friend's markers. Do you just take them? No! You ask first: "May I use your markers?" Then you listen to the answer.

Asking first and respecting the answer is called consent. In Grade 1 you learned that your body belongs to you. This year you will practise standing up for yourself and others.

What is consent?

Consent means asking and getting a clear yes before you do something that involves someone else, like hugging them, touching their things, or taking their picture.

A yes means okay.
A no means stop. So does "maybe", "I don't know", or a person looking uncomfortable or pulling away.
A person can change their mind. They can say yes and then later say no.
You can say no too, even to family, like when you don't want a hug. You can offer a high five or a wave instead.

Consent is a clear yes. Anything else, including silence or pulling away, means stop.

Asks first ✅	Doesn't ask ❌
"Can I have a hug?"	Grabs someone in a hug
"May I post this photo of you?"	Posts a friend's picture online without asking
"Can I play with your truck?"	Takes the truck
"Do you want to play tag?"	Tags someone who said they don't want to play

Consent means asking first and respecting the answer.

Saying your boundary with confidence

A boundary is what is okay and not okay for you. You can tell people your boundaries. Use a confident voice:

Stand tall.
Look at the person.
Use a strong, clear voice, not a shout and not a whisper.
Say what you want: "Stop. I don't like that." or "Please ask before you touch my things."

You can set boundaries online too: "Please don't share my picture." "I don't want to play this game." Then you can log off and tell an adult.

A confident voice is not a whisper and not a shout. Stand tall, look at the person, and say your boundary clearly.

Standing up for others

When someone else says no and it isn't respected, you can help:

Say something: "Hey, she said no. Let's stop."
Be a friend: stand with the person or invite them to come with you.
Get help: tell a teacher or another trusted adult.

Your body belongs to you

Remember the private parts rule: private parts are the parts covered by underwear or a bathing suit.

No one should touch your private parts, or ask you to touch theirs, except to keep you clean and healthy (like a parent helping at bath time, or a doctor with your parent there).
If anyone touches you or another child in a way that is not okay, or that makes you feel uncomfortable, say no, get away, and tell a trusted adult.
If someone says to keep it a secret, tell anyway. It is never your fault, and you will not be in trouble.
If the first adult doesn't listen, keep telling until someone helps.

Worked example

Let's practise a boundary

Aunt Rosa wants a big hug at a family dinner. Nadia does not feel like hugging today. What can Nadia do?

Nadia's body belongs to her. She can say no to a hug, even with family.
She stands tall and uses a kind, clear voice: "No hugs today, thanks. Can I give you a high five?"
Aunt Rosa smiles and gives a high five. She respects Nadia's choice.

Nadia said her boundary kindly and clearly, and still showed she cares. That is consent in action.

Worked example

Let's stand up for someone

At recess, Theo keeps tugging Mila's hat off. Mila says, "Stop!" but Theo laughs and does it again. You see it. What can you do?

Notice: Mila said no, and Theo isn't respecting it.
Use a confident voice: "Theo, she said stop. Give it back."
Stand with Mila or invite her to play with you.
If Theo keeps going, tell the yard duty teacher.

You stood up for Mila and helped make sure her no was respected.

Just for fun

Not in a hugging mood? Try a high five, a wave, a thumbs-up or an elbow bump. Or make up a silly handshake with a friend... after you ask, of course!

Hands-on activity

Strong voice practice

You need: a grown-up and a mirror.

Stand in front of the mirror. Practise your confident body: tall, shoulders back, eyes looking ahead.
Try three voices saying "Stop, I don't like that": a whisper, a shout, and a strong, clear voice. Which one sounds sure but still calm? (The strong, clear voice!)
Role-play these with your grown-up: someone wants to borrow your toy without asking; someone tickles you and you want it to stop; someone wants to post a picture of you online.
Make a trusted adults hand: trace your hand and write the name of a trusted adult on each finger.

Your turn

What does consent mean?

Your friend says no when you ask to borrow her scarf. What do you do?

Show (or describe) a confident body and voice.

Can you say no to a hug from a relative?

Someone touches your private parts and says, "It's our secret." What do you do?

Give one boundary you could say online.

A friend says yes to playing tickle tag, then says, "Stop!" What should happen?

More practice: warm-up

Does no mean stop?

Should you ask before taking someone's picture?

Is a whisper a confident voice?

Name a trusted adult in your life.

Can a person change their mind after saying yes?

More practice: on your own

Your friend looks away and pulls back when you go to hug them, but doesn't say anything. Do you have consent? Explain.

Jake keeps grabbing Sofia's pencil case after she said no. What could you say and do?

A classmate sends you a message that says, "Send me a picture of you in your pyjamas." What do you do?

Why is it good to know the correct names of body parts, including private parts?

You told a teacher something important, but they were busy and didn't listen. What should you do?

Challenge

What is the difference between a surprise and a secret? Which one should you never keep?

Your cousin keeps tickling your little brother even though he is shouting "Stop!" and laughing at the same time. What should you do? Why?

Make up a short role-play where someone stands up for a friend. Write or say what each person says.

Check your understanding

Quiz

What does consent mean?

Which is a confident way to say a boundary?

Your friend says no to sharing her snack. What should you do?

Someone asks you to keep a secret about touching. What should you do?

Which one asks for consent?

A friend said yes to a game, then says stop. What should happen?

For parents and teachers

Big idea: The Grade 2 expectation asks students to explain the importance of consent and demonstrate the ability to stand up for themselves and others, to enhance well-being and safety (for example, speaking confidently; stating boundaries, whether in person or online; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitative behaviours, such as improper touching of their bodies or others' bodies).

This is a sensitive topic. The lesson uses everyday examples (hugs, toys, photos, tickling) and repeats the Grade 1 private parts rule simply. It does not describe abuse in detail. In Ontario, parents may request an exemption from human development and sexual health instruction at school; this lesson's consent and safety content is still important for every child to hear in some form.

How to help at home:

Let your child say no to hugs and kisses from relatives, and offer alternatives (high five, wave). This shows their no matters.
Ask before tickling and stop the moment they say stop.
Ask before posting photos of your child, and model it with others.
Practise the confident voice and help your child name at least five trusted adults.
Use the family rule "surprises, not secrets".

If your child tells you something worrying: stay calm, believe them, thank them for telling, and do not question them in detail. In Ontario, anyone who has reasonable grounds to suspect a child is being harmed must report it to a children's aid society. In an emergency, call 911. Kids Help Phone (1-800-668-6868) is available to children any time.

This lesson also builds healthy relationships (A1.4) and self-awareness and confidence (A1.5).