Nearly one in two children in India faces the unsettling shadow of sexual abuse before reaching the age of 18, predominantly at the hands of their family members or individuals known to them.
It's an alarming truth that thrusts the urgent need for adolescents to grasp the distinctions between good and bad touch and comprehend the significance of consent and bodily autonomy. My journey during a rural internship with ZealGrit in Supaul, Bihar, unearthed a stark reality at a government high school – the adolescents navigating a dark lane when it came to the concept of consent. Conversations about personal boundaries and the nuances of terms like "boundary" and "personal space" left some students baffled, asking, "What does it even mean?" This underscored a critical absence of discourse around important topics like personal boundaries, communication, and mutual respect in their education.
Recognizing this critical gap, the team at ZealGrit initiated positive change through a compelling student-led skit. We selected 10 candidates from the 9th standard who were committed to regular practice sessions. Students refined and rehearsed the skit, aligning every movement and dialogue with the script's objectives. Our discussions during practices naturally centered around crucial terms like "boundary," "personal space," and "bodily autonomy" for the play. This revelation, in turn, paved the way for meaningful interactions with the girls, unraveling and addressing their knowledge gaps about personal boundaries that would later become the central focus of our discussions.
Following this, students took the stage in front of nearly eighty students, the teachers, and the school principal to perform a compelling skit. The skit became a powerful vehicle, effectively conveying the meaning of good touch, bad touch, and consent. Grounded in the participants' everyday experiences, the dialogues and scenes artfully captured moments like their walks or cycle rides to school, where the potential for harassment loomed. We realized the distinct dynamics present in an all-girls school, thus making a point of shedding light on the possibility of mistreatment by male friends, an aspect that the girls may not readily recognize. The concluding scene, set within a classroom, showcased a teacher-student interaction on good touch, bad touch, and consent. With the guidance of a student acting as a teacher, two other students enacted a demonstration, emphasizing the importance of seeking permission before initiating a hug. This powerful scene aimed to drive home the vital message of always respecting personal boundaries and the significance of asking for permission, leaving a lasting impact on the audience.
After the impactful skit, the spotlight shifted to the engaging "Spin the Wheel" activity. It features six pivotal topics: Good Touch and Bad Touch, Safe Circle, Swimsuit Rule, Consent, Consent in Relationships, and Digital Consent. Volunteers eagerly stepped up to spin the wheel, each revealing a different subject that they would then explore in front of an attentive audience. This not only allowed them to express their perspectives but also contributed to the growth of their confidence levels. As the wheel turned and the topics unfolded, I observed a transformation among the girls. Whether it was through volunteering to share insights, actively participating in group discussions, or posing thought-provoking questions like, "If someone is making us uncomfortable by continuously staring at us, then what can we do about it," a palpable sense of empowerment began to permeate the atmosphere.
Adding a further interactive dimension, we held demonstrations illustrating various types of touch on different body parts, challenging participants to identify and categorize each touch. This hands-on activity provided a personal revelation – the participants not only comprehended the distinction between good and bad touch but also showcased a proactive understanding of how to respond. Their resounding "no" during any demonstration of inappropriate touch served as a powerful testament to their awareness and assertiveness.
Some questions like, “Is consent required before doing any activity?” and “Does consent for one thing mean consent for further action?” were answered correctly by the participants during our discussion on the role of consent in relationships. My daily visits to the school for skit rehearsals not only allowed for skill refinement but also played a pivotal role in cultivating trust. This trust, in turn, facilitated the establishment of a secure environment, making discussions on such sensitive topics effortless.
Beyond its societal impact, this journey has played a pivotal role in enhancing my personal and professional skills. It has been instrumental in elevating my communication and public speaking abilities. Engaging with students, coordinating the skit, and facilitating discussions have collectively contributed to refining my capacity to effectively convey information and establish meaningful connections with an audience.
As I reflect on this transformative experience, it has become clear that the pursuit of knowledge and awareness is a powerful catalyst for change. This journey has not only deepened my understanding of educational challenges but has also empowered me with the conviction that proactive initiatives, no matter how small, can sow the seeds of lasting positive change in the lives of individuals and communities. Armed with these insights, I am inspired to continue my journey of contributing to educational empowerment and fostering positive transformations in the lives of those who need it the most.
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