Adolescent sex education: Prevalence, sources and perspective among senior secondary school students in Obio/Akpor Local Government Area of Rivers State

Sex education is out of bounds in a typical African society due to cultural values and belief systems. So, sex education is assumed to support promiscuity among adolescents. Premised on this, teachers equally have lopsided views of responsibility. This greatly has hampered the success of inculcation of sex education in high school curriculum and the teaching of the subject. This study aimed to assess the perception of high school teachers towards the contents and timing of sex education in secondary schools in Ile-Ife, South-West Nigeria. 200 high school teachers were randomly selected and served questionnaire that has been pretested and standardized for data collection. Data collected was analyzed using descriptive statistics. Teachers’ responses showed positive attitude towards sex education and its inclusion into secondary school curriculum. Higher numbers of the respondents were of the opinion that it is best suited for Secondary schools. However, there were discrepancies as regard the appropriate age at which students should be taught sex education. Also, there were variants on the contents of sex education curriculum. One-third of the teachers indicated that 16 to 18years were appropriate for sex education. Foremost among the factors identified affecting introduction of sex education into school curriculum were culture, religion, mass media and peer influence. The study concluded that appropriate age, timing and class are major factors to be considered before the introduction of sex education into secondary school curriculum.

Executive summary The 1st National Survey of Secondary Teachers of Sexuality Education involved nearly 300 secondary school teachers from every jurisdiction in Australia including government, Catholic and independent schools. The key findings are arranged under the themes of teaching workforce, the content of sexuality education, barriers and support, teachers’ views and opinions and school policy requirements. Sexual Health Teachers According to this sample the vast majority of sexual health teachers in Australia are female Health and PE teachers aged 20 to 39. This indicates that sexuality education still is delegated to female teachers and therefore following the traditional context in which sexuality education was taught. Only a quarter of the teachers in this sample team-taught or engaged external organisations for delivering sexuality education. This means that most teachers in fact deliver sexuality education themselves without external support. However, sixteen per cent of the respondents had no training in teaching sexuality education and the majority of teachers in the sample relied on in-service training, which is often a one off session, of short duration and with a specific focus. Thus, this research supplies a strong argument for well designed pre-service teacher training which provides teachers with similar basic teaching skills and ensures that a consistent message will be delivered to students. Finally, one third of teachers in the sample did not assess their teaching against curriculum standards. This was either due to a lack of school support or a lack of knowledge that there were assessment criteria for this subject area.

Adolescents’ knowledge on sexual ity and reproductive health is still limited, although there have been initiatives to provide sexual and reproductive health education as indicated by previous studies. This paper examines reproductive health and sexuality education for adolescents that has been conducted by government and non-government at the high school level. This paper is based on a research using mixed methods of quantitative methods that are supported by qualitative. Quantitative methods are surveys conducted to 918 students and 128 high school teachers and supported by focus group discussions and in-depth interviews in eight cities in Indonesia. Focus group discussions conducted to civil society organizations, teacher forums, and youth groups, while in-depth interviews conducted to local government, parents, school committees, and religious/community leaders. The results show that the reproductive and sexual health education does not match the reality of sexual behavior and sexual risk faced by teenagers because: (1) reproductive health and sexuality education that is given to the high school level is more focused on the biological aspects alone, (2) There is still a notion that sexuality is a taboo to be given at school, (3) the sexuality education tends to emphasize the dangers of premarital sex from the moral and religious point of view, (4) the sexuality education has not looked at the importance of aspects of gender relations and rights of adolescents in adolescent reproductive and sexual health. The construction of adolescent sexuality and the discourse on sexuality education contribute to the content and methods of sexual ity and reproductive health education for adolescents. Normal 0 false false false EN-US X-NONE X-NONE

This study investigated the problems of effective teaching and learning of sexuality education in senior secondary schools in the Egor Local Government Area of Edo State. Six research questions were raised and answered to achieve this purpose. A survey research design was adopted to carry out this study, and the instrument used for the collection was the questionnaire. A combination of stratified and random sampling techniques was used. A total of two hundred (200) questionnaires were administered to students, and twenty (20) questionnaires were administered to teachers in five senior secondary schools. In each school, a total of forty (40) questionnaires were randomly administered to students in senior secondary I-II. A total of four (4) questionnaires were randomly administered to teachers in senior secondary school and used for the study. The results obtained from the study showed that sexuality education as a subject is not included in the senior secondary school curriculum. There are no modern instructional aids and textbooks for teaching and learning sexuality education. There are problems associated with or encountered when teaching sexuality education. Finally, sexuality education serves as a remedy to the adolescent immorality problem. Given the findings, it was recommended that the curriculum planner include sexuality education in the senior secondary school scheme of work and that it should be well implemented in the school system. Teachers should have instructional aids to enhance effective teaching and learning of sexuality education. Teachers should be granted access to the internet to obtain useful information for the teaching and learning of sexuality education. There should be more enlightenment on sexuality education for senior secondary school students, and a good avenue should be created for them to be able to discuss sexually related issues freely with counsellors and teachers to secure a better life for them.

This research aimed to investigate the relationship between sexual attitudes as well as sexuality education professional competence and sexuality education retraining needs of primary school teachers in Ping-Tung County. Authorized Personnel of Ping-Tung County primary school teachers were recruited in this study, which adopted Questionnaire Survey. There were totally 313 valid questionnaires taken back. The data were analyzed in terms of purposive sampling method. The results indicated were listed as follow: 1.Ping-Tung County primary school teachers gained the highest scores in the item of “sexual health” in sexual attitudes. Teachers on the whole showed positive attitudes towards this issue. 2.In terms of professional competence of sexuality education, the ability of “achieving teaching objectives” was highly scored, which implied that the teaching objectives of sexuality education were fully accomplished after the practice of instruction. On the other hand, the ability of “applying supportive materials while teaching sexuality lessons” gained the lowest scores, which meant the lack of relevant supportive materials. 3.About 94% of Ping-Tung County primary school teachers were willing to participate in the sexuality education retraining courses. The survey candidates tended to take the retraining program on Wednesday afternoons and followed up by summer and winter vacation. Moreover, by the means of “Keynote speech”, “Educational film show”, and “online and digitalized learning”, the lessons were much preferred. The mostly concerned issues of retraining courses were “communication” and “parenting children.” 4.The sexual attitudes of teachers demonstrated obvious differences while gender and educational background of teachers were concerned. 5.The sexuality education professional competence varied from one another in terms of teachers’ gender and educational background. 6.The sexuality education retraining need of teachers demonstrated obvious differences while educational background of teachers were concerned. 7.A significantly positive correlation was shown between sexual attitudes as well as sexuality education professional competence and sexuality education retraining needs.

Background: The age at sexual debut is an important public health issue as it determines the onset of exposure to sexual and reproductive health diseases. Early sexual debut increases the risk of sexually transmitted infections, HIV/AIDS, teenage pregnancy and all the associated sequelae. This study determined the age at sexual debut and associated factors among adolescents in secondary schools in Obio/Akpor local government area (LGA) of Rivers State, Nigeria.Methods: A descriptive cross-sectional school-based study was carried out among eight secondary schools in Obio/Akpor LGA of Rivers State between May and July 2017. Using the multistaged sampling method, 426 students aged 10–19 years were recruited. A semi-structured pretested self-administered questionnaire was used. SPSS version 20 was used for analysis. Comparison of means was done using the Student's t-test, while the test for association between subgroups was carried out using the Chi-square test and logistic regression analysis was done to describe the sociodemographic characteristics of respondents and to identify independently associated factors.Results: Of the 426 students studied, 223 (52.3%) of them were males and 203 (47.7%) were females, giving a male-to-female ratio of 1:1. The mean age of respondents was 13.8 ± 1.7 years. The prevalence of sexual intercourse was 8.0%, with a mean age at sexual debut of 13.0 ± 2.3 years. The factors identified to influence the age at sexual debut include alcohol use (odds ratio [OR]: 13.088, confidence interval [CI]: 6.038–28.374, P = 0.000), not living with both parents (OR: 7.008, CI: 3.289–15.164, P = 0.000), peer pressure (χ[2] = 17.007, P ≤ 0.001) and sexual abuse (χ[2] = 7.472, P = 0.006).Conclusion: The prevalence of sexual intercourse is 8.0% among adolescents in Obio/Akpor LGA. Early sexual debut exists with no gender difference on the timing of sexual debut. Peer pressure, sexual abuse, alcohol use and absence of both parents in a child's life are risk factors to early sexual debut. An early and comprehensive sex education is necessary to protect children from initiating sexual intercourse early in life.

While policymakers, educators and parents recognize the need for family life and sexuality education during children's formative years and before adolescence, there is little nationally representative information on the timing and content of such instruction in elementary schools. In 1999, data were gathered from 1, 789 fifth- and sixth-grade teachers as part of a nationally representative survey of 5,543 public school teachers in grades 5-12. Based on the responses of 617 fifth- and sixth-grade teachers who said they teach sexuality education, analyses were carried out on the topics and skills sexuality education teachers taught, the grades in which they taught them, their teaching approaches, the pressures they experienced, whether they received support from parents, the community and school administrators, and their needs. Seventy-two percent of fifth- and sixth-grade teachers report that sexuality education is taught in their schools at one or both grades. Fifty-six percent of teachers say that the subject is taught in grade five and 64% in grade six. More than 75% of teachers who teach sexuality education in these grades cover puberty, HIV and AIDS transmission and issues such as how alcohol and drugs affect behavior and how to stick with a decision. However, when schools that do not provide sexuality education are taken into account, even most of these topics are taught in only a little more than half of fifth- and sixth-grade classrooms. All other topics are much less likely to be covered. Teaching of all topics is less prevalent at these grades than teachers think it should be. Gaps between what teachers say they are teaching and teachers' recommendations for what should be taught and by what grade are especially large for such topics as sexual abuse, sexual orientation, abortion, birth control and condom use for STD prevention. A substantial proportion of teachers recommend that these topics be taught at grade six or earlier. More than half (57%) of fifth- and sixth-grade sexuality education teachers cover the topic of abstinence from intercourse--17% as the only option for protection against pregnancy and STDs and 40% as the best alternative or one option for such protection. Forty-six percent of teachers report that one of their top three problems in teaching sexuality education is pressure, whether from the community, parents or school administrators. More than 40% of teachers report a need for some type of assistance with materials, factual information or teaching strategies. A large proportion of schools are doing little to prepare students in grades five and six for puberty, much less for dealing with pressures and decisions regarding sexual activity Sexuality education teachers often feel unsupported by the community, parents or school administrators.

The study aimed at determining the attitude of male and female adolescents towards sexuality and reproductive health education. The population of the study consisted of 5,800 adolescents in public secondary schools in Eleme Local Government Area of Rivers State, Southern Nigeria. The sample of the study was however made up of 200 adolescent drawn through simple random sampling technique. Data of the study was obtained using structured questionnaire titled: “Adolescents Attitude to Sexuality and Reproductive Health Education Questionnaire (AASRHEQ). The instrument was validated by experts in educational psychology and measurement and evaluation. The reliability coefficient of the instrument was 0.75, using Cronbach alpha technique. Data collected were analyzed using mean (x), standard deviation and t-test. Result got after data analysis indicated that generally speaking majority of the adolescents had negative attitude. However, a significant difference was found in the adolescents attitude by gender and by religion;. Consequently, recommendations were made which included that the government needs to do more in term of ensuring the implementation of teaching of sexuality and reproductive health education curriculum in schools, especially in the semi urban and rural areas; and that practicing counselors should take up the responsibility of ensuring enough awareness campaign through programs in school and local communities aimed at enhancing the development of positive attitude towards sexuality education among adolescents.

It is an undeniable reality that adolescents are more initiative in trying new things and learning more about their bodies and environment. The purpose of this study is to determine the influence of sex health education from home and school on adolescents’ knowledge, attitude and belief towards sexuality. The study also assessed if the adolescents taking part in the study are influenced by other variables such as socioeconomic status, ethnicity, and culture. A descriptive-correlational method has been utilized in this study wherein 247 respondents, ages 12-18 years old were randomly selected. An adapted questionnaire was used in the study with some items modified. Results of the study revealed that there are enough sexual health education received at home and school. Moreover, it showed that the respondents have a wide knowledge about sexuality, yet they have indifferent attitude and belief towards it. Furthermore, it is revealed that the attitude and beliefs of students are greatly affected by sexual education received at home and school. However, the relationship between sexual educations received does not have great impact on the knowledge of the respondents. In fact, this study reveals that there was no difference in the sexual knowledge, attitude, and belief when the moderating variable age, gender, religion, family structure socioeconomic status and ethnicity are considered. Therefore, adolescents need the correct and proper guidance from home and school where they spend most of their time because they play a great role in building the knowledge and shaping the beliefs of the adolescents.

It is estimated that 23% of the girls in secondary schools in Kenya drop out of school each year as a result of teenage pregnancy. Findings of the Kenya Aids Indicator Survey of 2007 indicate that the HIV and STI prevalence rate is 7 for Rift Valley province, that is, 7 out of every 1000 people have HIV and STI. The drop-out rate for girls in Uasin Gishu district is 2.1% while that of boys’ stands at 2.4%, according to Uasin Gishu development plan 2002 -2007. This is attributed to factors such as HIV, STIs and teenage pregnancies among others. In response to the rising number of HIV, STIs and teenage pregnancies and the resultant dropout rates in schools, the Ministry of Education intended to introduce sex education in secondary schools in Kenya to create awareness on the consequences of sex abuse in order to reduce school dropout rate on teenage pregnancies and STIs related infections. Debates on introduction of Sex Education in schools rages on and a lot of studies have been done on the pros and cons of this. But the opinion of children has not been sought. However, the intentions of the ministry were not realized because religious groups opposed it. In African indigenous culture, children are not consulted in decision making, but according to the United Nations Convention of 1989, children have a right to access information, participate and take responsibility in the society. Hence, need to seek their views. Therefore, this study sought to find out the perception of secondary school students on the need for sex education in secondary schools in Eldoret municipality, Kenya. Perceptions are vital since they shape students behaviour and attitudes towards their sexuality as well as morality. The research design for this study was a cross sectional descriptive survey aimed at collecting qualitative and quantitative primary data from students on their perceptions on the need for sex education. This was done through structured questionnaires and focus group discussions. A sample of 325 students was obtained through stratified and simple random sampling. The findings of the study showed that 53% of the students perceived the need to introduce of Sex Education in schools and so the idea is perhaps worth revisiting. The researcher therefore concludes that many students’ perceptions’ towards introduction of sex education in secondary schools is positive. Article visualizations:

This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how secularism infuses progressive sexuality education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This book prompts a consideration of how 'progressive' scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education.

In this paper, we describe the trends in research on adolescent sexuality education in Japan and other countries and on fertility awareness, as well as the possibility of life planning based on sex and reproductive health education. Mason-Jones AJ et al. reviewed the results of school-based intervention studies on the prevention of human immunodeficiency virus infection, sexually transmitted diseases, and pregnancy. There is little evidence supporting the idea that educational curriculum-based programs alone are effective in improving sex and reproductive health outcomes in adolescents. In another study, the effectiveness of school-based sexuality education for adolescents in Japan was evaluated. The Japan Medical Abstract Society was searched for articles published in the last 10 years. In many studies, the effects were compared before and after a single sexuality education lecture by professionals, such as doctors, midwives, and public health nurses. In Japan, effort has been directed toward sexuality education, but no systematic program based on behavior theory has been adopted. Therefore, sex education is insufficient. A third study clarified research on fertility awareness in adults and issues regarding improvements in related education and research. The Japan Medical Abstract Society and PubMed were searched for articles published in the last 10 years. The review suggested that awareness of female fertility is insufficient. Delaying childbearing based on inaccurate knowledge of the decline in female fertility could lead to unintended infertility. For males and females, sexual health education in schools and communities should include information on the age-related decline in female fertility. Although the determinants of the timing of childbearing are multifactorial, education on fertility issues is necessary to help adults make informed reproductive decisions based on accurate information. Finally, in this paper, we introduce examples of the pioneering efforts in sexual health education through collaboration between the governments of Oita and Okayama Prefectures and Oita and Okayama Universities.

This thesis examines the provision of SRE in English schools from a children’s rights perspective. It highlights the importance of SRE for building children’s autonomy and realising their rights to health, education, information, and non-discrimination, among other things. In doing so, it argues that access to SRE is an inherent right of children and young people. It considers the roles of parents and the State in educating children on matters of sexuality, and develops a theoretical for sexuality education that respects children’s rights, without detracting from the parental right to direct their children’s education.

The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study's results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.

The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study's results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organize seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.