A body safety and consent unit for early learners. Children learn the rules that keep their body safe, how to ask before touching someone else, and that consent works in every direction, all grounded in SEL frameworks and therapeutic best practice.
This week's focus on body safety rules and consent is grounded in child sexual abuse prevention research. Tobin, Specker, and Mullamphy (2020) found that early, repeated, matter of fact instruction in body safety rules, consent language, and correct anatomical names builds the exact skills children need to recognise an unsafe situation and tell a trusted adult. Darkness to Light (2023) identifies open communication about bodies and boundaries as one of the strongest protective factors against child sexual abuse. By practising both sides of consent, setting rules for their own body and asking before touching someone else, children build the relationship skills that keep everyone safer. (Tobin et al., 2020; Darkness to Light, 2023; CASEL, 2020)
"Today we are going to talk about the rules for your body.
Your body has rules just like your house has rules. And the most important rule is this: your body belongs to you.
That means nobody gets to touch your body without your permission. Not even people you love. Not even grown ups.
There are some exceptions. Can you think of any times when a grown up might need to touch your body to keep you safe or healthy?
[Pause for child to respond. Validate all answers.]
That is right. A doctor might need to check your body to make sure you are healthy. But your mum or dad or caregiver will always be there. And even then, if something does not feel right, you can tell them.
The rule is: safe people, safe reasons, and you can always tell if something feels wrong."
Children often receive confusing messages about touch because we teach them to hug relatives and accept affection from adults without giving them permission to decline. This session explicitly gives children permission to say no, even to people they love, and even in everyday social situations. This is not about making children fearful of affection. It is about ensuring they understand that consent applies in all directions, at all times.
"We talked about the rules for your body. Now let us talk about the rules for other people's bodies.
Before we touch anyone, even a friend, even someone we love, we ask first.
Let us practise. I am going to ask you something, and you can say yes or no, and both answers are completely okay.
Can I give you a high five?
[Wait for answer. If yes, high five. If no, say: Thank you for telling me. I respect that.]
See how that works? You got to decide. That is how it should always be.
Now you try asking me something.
[Let child practise asking. Model both yes and no responses.]
Great. That is what consent looks like. We ask. We listen. We respect the answer."
✏️ I know these rules and I will remember them. Read each rule together, then draw a small picture for it in the box.
1. My body belongs to me
2. I know the correct names for all my body parts
3. Private parts are covered by my bathing suit
4. Nobody touches my private parts except to keep me safe or healthy, and a trusted adult is always there
5. I can say no even to people I love
6. If something feels wrong, I tell a trusted adult right away
7. I ask before I touch someone else
8. I listen when someone says no to me
✏️ Read each situation together. Then circle which group it belongs in: Always okay with permission, Only okay in certain situations, or Never okay.
A friend asks for a hug, and you say yes
A doctor checks your ears with mum present
Someone touches your private parts at school
A stranger wants to pick you up
Your caregiver helps you get dressed
A classmate grabs your hand without asking
Your parent gives you a goodnight hug you wanted
For the Adult: If a child is unsure about any situation, use it as a conversation starter rather than correcting them immediately. Ask: What do you think about that one? How does it make you feel? Their instinct is more important than the right answer.