Sexuality, Consent and Relationships (SCR) education aims to support young people’s sexual health, relational wellbeing, and recognition of harmful behaviours, but may not correspond to students’ perceived needs. Aim: To investigate students’ perceptions of how SCR education aligns with its perceived importance and with their ability to recognise signs of unhealthy relationships. Method: This quantitative cross-sectional study included 292 year 9 students from 11 compulsory schools in northern Sweden. Data were collected anonymously by digital questionnaire during 2025–2026 and analysed using descriptive statistics, chi-square tests, logistic and linear regression analyses in SPSS. Results: Discrepancies between teaching and perceived importance were found across all SCR themes, particularly violence in relationships (50.8%), relationships and gender equality (41.4%), and pregnancy, contraception and abortion (36.6%). Overall, 35.1% reported insufficient SCR knowledge. In adjusted analyses, perceived insufficient knowledge was associated with limited opportunity to influence teaching (AOR = 2.73, 95% CI [1.38, 5.42], p = .004) and discrepancy in violence in relationships (AOR = 3.27, 95% CI [1.70, 6.30], p < .001). Desire for more SCR education was more common among girls and non-heterosexual/unsure students. Girls identified more signs of unhealthy relationships than boys (M = 4.61 vs. 3.35, p < .001). Conclusion: SCR education was generally perceived as important, but reported teaching did not fully align with students’ needs and priorities. More than one third reported insufficient SCR knowledge, and girls recognised more signs of unhealthy relationships than boys.