Sex Education In Primary Schools Research Articles

Need for Implementation of Sex Education Curriculum in Primary Schools to Protect Children from Sexual Abuse in Pakistan

Abstract Sex education for children does not imply that children are responsible for their own safety, but rather that children should be provided with protective, effective, and interactive education that builds resilience and reduces their vulnerability to sexual harm. As a result, it is critical to provide a secure atmosphere for children at school, where they spend the majority of their time. Sex education curriculum for the prevention of child sexual abuse will seek to give children the knowledge and skills needed to recognize and prevent probable sexual abuse scenarios. The primary school sex education curriculum will be founded on the ideology of empowering children and the concept that care is an integral aspect of child care and protection. The Ministry of Education should determine the need for sex education in primary schools to prevent sexual abuse of children, support it, and include it in the curriculum. This curriculum’s purpose should be to build and maintain a proactive environment that protects children by preventing sexual abuse or assuring early detection, intervention, and reporting.

‘Do Not Separate Sexuality Education from Religious Teachings’: Parents’ Perceptions and Suggestions towards Sexuality Education in Uganda

The Uganda government designed a framework to teach sex education in Uganda primary schools starting from pre-primary school at the age of three up to high school. Sexuality Education (SE) is intended to be a school intervention to provide the right information to young people misled by peers, the media, and social networks that are now easily accessible. Besides, sexuality education is meant to be a school-based intervention to curb the increasing rates of premarital pregnancies that lead to school dropouts of teenage girls. However, the mention of sexuality education creates unease among parents, teachers, and policymakers. There are arguments and counterarguments that sex education potentially leads children into sexual immorality and permissiveness and sexualises the children. On the other hand, there are sections of people who are convinced that sex education is important and timely and important in Uganda. There have been barriers to the implementation of sexuality education in different contexts. The barriers include political, cultural, religious, and social concerns that influence the effective implementation of sexuality education. Besides, parents are critical in implementing any teaching about sexuality because they provide basic sexual information and knowledge to their children. For instance, they discuss issues concerning hygiene, and sexual health, such as STDs, abstinence, virginity, and relationships with their children. Binti et al. (2020) and Turnbull et al. (2008) stated that parents are influential in teaching sex education because they influence their children’s behaviours and sexual identity formation. Therefore, their opinions and attitudes are fundamental in handling sex education. In African contexts, parents impart knowledge and skills about puberty, courtship, and marriage. It is against this basis that the article discusses the perceptions and attitudes of parents towards teaching sex education in primary schools in Uganda. The article focuses on the following questions; (i) Is there a need for sexuality education? (ii) What is the appropriate content for sexuality education? (iii) Who is the best teacher for sexuality education? and (iv) What is the appropriate age for sexuality education in Uganda?

Teachers’ perception of sex education in primary schools

Teachers’ perception of sex education in primary schools

Sex Education in Primary Schools an Evaluation of Parents’ Perception in Uganda

The article examines sex education in primary schools with an evaluation of parents’ perception in Uganda. Specifically, the paper focuses on the factors influencing parents’ perception towards sex education to their primary school children. The study adopted a case study design, and data was gathered with the aid of a questionnaire and focus group interview.with a sample drawn from head teachers, deputy head teachers, director of studies, Parents, and teachers’ association members as well as School management committee members. (n-132) who participated in the study. Results indicated that parents’ education level, content within the sex education syllabus, and the ways of imparting sex education are the major factors influencing parents’ perception towards sex education to their primary school children in Bulamagi Sub- County in Uganda. The study further revealed that to improve on sex education, there is need to have improved sex education curriculum; presence of competent sex education teachers; teachers to use participatory teaching methods; parents-teachers cooperation; adequate sex education Study materials; proper organization of education system; and empowering parents with information and life skills. The study recommended that the curriculum development division of the ministry of education should develop and ratify a sex education curricular to guide the teaching and learning as well as informing the parents. In addition to training expert educators to pass on such education and training to the children in primary schools. The article made the case that it was important to determine how politics affected the creation of techniques for teaching sex education in schools.

Factors Influencing Elementary Teachers’ Readiness in Delivering Sex Education amidst Covid-19 pandemic

The emergence of variants of Covid-19, the persistence of lockdowns in many countries, and the necessity to maintain sustainable education have resulted in a shift from the traditional classroom to virtual space. As such, there is a strong need to leverage technological advances while mitigating the challenges faced by primary teachers. Through the incorporation of eight elements, the authors sought to better understand factors that influence teacher readiness to deliver sex education in primary schools. Structural Equation Modeling was employed to assess the proposed conceptual model. The online survey was designed and distributed by Google Forms. Based on the results from 383 individuals, the findings revealed that facilitating conditions, educational policy, and parental involvement all had a relationship with teacher readiness. Digital content positively influenced performance expectancy and effort expectancy. Sexual knowledge had a statistically significant and positive influence on effort expectancy. Finally, openness had a statistically significant and positive influence on performance expectancy. The significant exceptions were that effort expectancy was not found to predict teacher readiness, and performance expectancy was not found to influence teacher readiness. The reasons for these non-significant correlations were briefly discussed and more studies on this topic are called to investigate these unexpected outcomes in more detail. The level of readiness, as well as theoretical and practical implications for scholars and practitioners, were discussed.

Effective sex education in primary schools: A study

Sex education is a highly emotive topic that generates strong social debate making this a very challenging area of health practice. This is particularly true with the education of primary school children. This study presents findings from a qualitative study which explored the experiences of school nurses involved in teaching of sex and relationships education in the primary school setting. The findings identify sources of tension in this area of practice and the strategies employed by the nurses to manage those tensions while operating within the context of existing organizational constraints. This provides the basis for consideration of what constitutes good practice.

School nurse management of children’s questions when they are involved in primary school sex education: an exploratory study

Aim The aim of this paper is to explore school nurses’ experiences of teaching Sex and Relationships Education (SRE) as part of the primary school curriculum. In particular it focuses on the questions that the children ask during the lessons and the strategies which the nurses employ in managing those questions. Background School based Sex and Relationship Education (SRE) is an important aspect of children’s education. However, it is a highly politicised and controversial area which is a matter of concern to a wide number of stakeholders. In the primary school setting, school nurses are commonly involved in delivery of the programme. Their input is particularly valued because they are ‘specialist outsiders’ who create an environment which is conducive to discussion of sensitive topics. To date there is little understanding of the skills that they employ in managing the educational needs of primary school children within the confines of a pre-agreed school curriculum. Methods Semi-structured focus group interviews were conducted with small groups of school nurses from a single geographical location in the Midlands region of England. Data were analysed using a thematic analysis approach. Findings Data identified the ways in which the nurses viewed and responded to the children’s agenda which was realised in the form of questions. In particular it focuses on what they deemed to be inappropriate questions and the basis upon which this label was applied. Five strategies for managing these inappropriate questions were identifiable from the data. Their deployment is explored in relation to the tensions implicit in the realisation of sexualised realities in a classroom setting.

Primary School Sex Education Programs: Views and experiences of teachers in four primary schools in Sydney, Australia

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.

Sex Education in Primary Schools?

The introduction of sex education into primary schools in New Zealand was a controversial and contested issue throughout the 1960s and 1970s. This article explores key documents and legislation produced during the period. It is argued that the controversy surrounding sex education for primary students resulted in the implementation in the 1980s of a largely fact-based curriculum, focusing on the biological process of pubertal change rather than social and emotional issues surrounding sexuality. The implementation of the 1999 curriculum document Health and Physical Education in the New Zealand Curriculum is also briefly discussed.

The Primary School Sex Education Pack:

The Primary School Sex Education Pack:

A survey of sex education in primary schools in the Northern and Yorkshire Region

AbstractThe current legislative framework gives primary schools considerable autonomy in relation to the provision of sex education and decisions about its content. The purpose of this study was to explore the position in primary schools one year after the statutory requirements for sex education of the 1993 Education Act came into effect. Areas of enquiry included the provision of sex education, withdrawal of children, policy development and receipt of training and support. Principal findings were that the vast majority of primary schools are providing sex education and about half have been active in policy development on sex education since the new regulations came into force. There was considerable variation in the programmes provided with a focus on the biological aspects. 12% of schools had received requests from parents to withdraw their children from sex education. The school nurse emerged prominently as a provider of support, both as an outside speaker and in developing the school policy on sex ed...

A Critical Evaluation of the Swedish (1977) Sex Education Syllabus

SynopsisA revised manual (1977) for teachers of sex education by the National Swedish Board o f Education was made available in English in 1982. The aims, methods and contents suggested for each age group in Sweden are critically evaluated by the authors in the light of research, developmental trends and societal changes experienced by Swedish children and adolescents. The article is in 2 parts, Part I covering Goals and Developmental trends, and Part II covering Contents and Methods, and related matters. It was found that the topics chosen were generally consistent with the criteria set out by the Swedish authorities, and also consistent with trends and changes evident world wide among Western democracies. As such it is assessed as a relevant model for Australia, especially in those states considering the provision o f sex education in primary schools.