South Eastern Centre Against Sexual Assault & Family Violence

About this pack

Prev Contents Next


The materials in this pack are designed for use during unscheduled times, for running short activities and as discussion aids. This pack is a resource and is not intended to be curriculum content.

Schools may wish to inform parents that this material will be delivered to students as part of the physical, personal and social learning curriculum, and that it is hoped that these materials will help students to make positive decisions about their lifestyle and use of technology, taking into account the values of the family, school and culture to which they belong.

Aims and objectives

  1. To provide teacher resources for use with secondary students about issues related to sexting.
  2. To promote and encourage respectful relationships and ethical decision making in a digital world. The theme is ‘Respect me, don’t sext me’.
  3. To encourage young people to view sexting as a potentially embarrassing activity.
  4. To provide young people with the knowledge and tools to:
  • Have a better understanding of some of the negative outcomes of sexting
  • Develop some strategies to resist sexting requests.
  • Know what to do if they receive sexts.
  • Challenge the attitude of ‘sexting as normal and not a big deal’.
  • Be aware of the outcomes and risks for themselves and others; legal, social, personal and technological.

Interactive games

The games in this pack are designed for the students to pretend that this situation could be occurring to them or their close friends, allowing the students to experience firsthand, albeit in a safe environment, what the effects could be on someone who sends a sext or on someone who is forced or pressured into sending a sext. Thus, allowing students to learn about sexting and cyber safety through active classroom participation and from hearing the views and opinions from their peers, which is often the information students will listen to and take more seriously.

VLF logo


Prev Contents Next

Return to top