Sexuality education and preventive sexual abuse education emerged from different historical moments and social movements. Consequently, they are often taught as separate subjects in secondary schools. This paper seeks to highlight how this separation denies space for young people to grapple with the concept of consent, the art of negotiation, the interrelatedness and acknowledgement of pleasure, danger and ambivalence within sexually intimate relations and the complexities of sexualities. Importantly, this separation also negates possibilities for education to embrace a discourse of ethical erotics that includes space for the exploration of desire and pleasure; for it is not possible to discuss ethical erotics when one is not allowed to discuss ethics and erotics within the same conversation. To highlight this argument, we analyse the Health and Physical Education Curriculum in Aotearoa New Zealand which states that programmes for the prevention of sexual abuse should not be taught concurrently or consecutively with programmes that emphasise the positive aspects of sexuality.