Stealthing

This lesson gives students an opportunity to identify and discuss legislation, consequences, and ethics in relation to Stealthing.
This lesson can be run as one 90 minute lesson, two 45 minute lessons, or a 45 minute lesson and a homework/assessment activity. 

Learning intentions:

  • Recognise the benefits of discussing Stealthing in Relationships and Sexuality Education
  • Understand Stealthing from a legal perspective  
  • Understand Stealthing from an ethical perspective
  • Develop a framework for a Sexual Violence prevention campaign

Digital Educator: Charlie

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 90 minutes

    Course duration

  • Two

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Stealthing lesson, students will develop their understanding of legislation in relation to sexual assault.

    The lesson will help students understand the laws that apply to them, as legislation varies by location. Following a knowledge-building segment utilising a research article, students engage in a collaborative group discussion to share insights and delve into the reasons behind the existence of these laws. They will work in small groups to explore real life case studies and the elements of disrespect.

    The focus of the lesson will be on recognising the one-sided and harmful nature of unwanted sexual behaviours such as Stealthing. The class will develop education campaign proposals to demonstrate their understanding of the issues. 

    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    There are three options for running this lesson. Additional instructions are:
    • 90 minute lesson. Run all activities and take your time on the Stealthing Case Studies Worksheet including discussing student answers to each of the worksheet questions.
    • 2 x 45 minute lessons. Run as for the 90 minute lesson ending the first segment after the large group discussion on Stealthing. Play the final video to wrap up the lesson. The second 45 minute lesson will be entirely focused on awareness campaigns.
    • 45 minute lesson. Run the first segment as above and utilise the awareness campaign activity as homework or a group assignment. 
       

    Facilitator Printouts

    Please familiarise yourself with the 'Stealthing: Legislating For Change' article prior to the lesson.

    The case studies in this lesson were based on real life examples that can be found at the links below:
    • Case study 1: Stealthing: 'I was tricked by my boyfriend into having two kids and I wish I'd pressed charges' - 9Honey (nine.com.au)
    • Case study 2: Stealthing in 'I May Destroy You' can happen to anyone. Here's what you should know - ABC Everyday.

    Student Printouts

    The 'Stealthing: Legislating For Change' article is available online. You can read it as a group using the link in the lesson player or students can  access it on their devices uses the QR Code on the activity slide. If you prefer, you can print one copy per small group.
    Key Concept 2: Values, Rights, Culture and Sexuality
    2.2 Human Rights and Sexuality.
    • Key idea: There are local and/or national laws that address human rights that impact sexual and/or reproductive health


    Key Concept 3: Understanding Gender
    3.3 Gender-based Violence.
    • Key idea: Intimate partner violence is harmful, and support exists for those who experience it.


    Key Concept 4: Violence and Staying Safe
    4.3 Safe Use of Information and Communication Technologies.
    • Key idea: Sexual abuse, sexual assault, intimate partner violence and bullying are a violation of human rights.


    4.2 Consent, Privacy and Bodily Integrity.
    • Key idea: Consent is critical for healthy, pleasurable and consensual sexual behaviour with a partner.
    • Key idea: It is important to be aware of factors that can impact the ability to acknowledge or give consent.


    Key Concept 5: Skills for Health and Wellbeing
    5.3 Communication, Refusal and Negotiation Skills.
    • Key idea: Effective communication is key to expressing personal needs and sexual limits.
    • This lesson plan involves students examining examples of Stealthing, a form of sexual assault where a person non-consensually (and without the knowledge of the other person) removes the condom during penetrative sexual intercourse. Students of all genders may find this content confronting and uncomfortable.
    • It is important that students are given the opportunity to observe activities or to leave the classroom at any time.
    • For some students, learning that their experiences fit a legal definition can be challenging and others will feel empowered. Ensure you are familiar with your reporting obligations under local legislation and your school policy and procedures. Remind students that if they are feeling unsafe at any point during this activity, to leave the learning space and seek support from wellbeing staff at your school. 
    • Please inform wellbeing staff that you are planning to teach this activity in advance. If possible, have a school counsellor/wellbeing leader/youth worker in the learning space during the activity. This is particularly salient if you have survivors of sexual violence in your class.
    • Visit a legal website like Youth Law Australia, www.yla.org.au  and discuss the potential consequences for breaking these laws.
    • Research legislation in relation to other health issues, particularly sexual health issues, discussing the potential benefits and harms of laws. This could include their relationship to health promotion, stigma and discrimination, and help seeking.
    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so.

    In Year 11 and 12 you can deliver lessons from either year level. It can be helpful for Year 12's to explore more foundational issues in the Year 11 curriculum. It is also beneficial for Year 11's to have access to more advanced lessons from the Year 12 curriculum.  

    Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    Group Agreements & Pod Mapping should be the first lesson as per best practice.

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