Th Aversion Protocol

It was mid 2020 when the decision to give full experimental action official written governmental permission.

Mental health had become commonly accepted as the quintessential bane of human existence and though never considered anything like a cure or fix all treatment it was decided that routine, non-committal sexual activity could potentially flood the brain to such an extent that it may alleviate short term effects of mental health problems on those in the most formative years of education, specifically as to not hinder that education. This was commonly seen as the last one or two years of state education leading up to final examination depending on independent nation legislation.

It was finalised that one particular school would have a full trial for one particular year group and assessments would be made from there.

If it could be proven that a student was having habitual sexual activity then they would not need to be involved in the trial unless they wished to be, but they would have to give full evidence that they have a sexual partner whom they could routinely meet with.

Actual disruption to the current school rules and timetabling would be kept to a minimum with only certain slots being allocated to sexual activity- all other parts of school would remain as they were, with all sexual activity strictly limited to the allocated hours on the timetable.

Government budgeting has allocated funds for extra staff and equipment if needed as well as the staff that they have already provided to the school. Researchers would also be in school to supervise performance.

Extra staff allocated to the school already include a sexual health specialised nurse, therapist and several permanently staffed sex workers of both gender to aid the experiment. Despite most sexual activity expected to be between the students themselves, this is not always possible so professionals have been brought in.

A select few of the already employed teachers will also be involved in the experiment as supplementary research into both their own well being and teacher-student relations with regard to educational efficacy.

It is the morning of 10th September 2020 and the hushed excitement of this change to school life was almost bubbling over and beyond the silencing order that the experiment had been given. Very few understood what was actually to happen in what those who lead the changes hoped would lead to a potential psychological, sociological and cultural breakthrough.

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