The girl in schoolgirl spanking stories acts a certain kind of sexual naivity. She encounters the teacher’s erect cock when she’s being spanked over his knee, and she’s likely to encounter his cock even more satisfactorily afterwards. But she’s assumed to not know what a penis is, or – if she’s had sexual play with boys – she’s surprised to find the teacher’s cock pointing at, or into, her.

“Uh, it’s a … thermometer.”

At the same time, it’s clear in most stories that there’s a game being played. Sometimes it’s made clear in the opening lines that the schoolgirl has always fancied that teacher, or the headmaster. Her misbehaviour is an excuse to get him alone and flash her body at him. In the expectation that he’ll respond and take it from there. Once that’s achieved she can relax and “not know” what’s going on.  

There’s often a sequence, early on, in which another girl comes stumbling out of the office, adjusting her clothes and generally being post-coital. She recommends misbehaving, for that particular teacher.

The schoolgirl is the initiator, though she pretends – both parties pretend – that she has no agency and no knowledge and is just doing as she’s told. 

That’s an important part of the scenario’s sexual power, I think. Both parties, but especially the “schoolgirl” are aware of more layers of meaning and power than they play on the surface. 

And maybe this complexity thing is just something I’m into. But I think I’m right about this for more people than just me: complexity is sexy.