School-based Sex Education Research Articles

The teaching body in sexuality education – intersections of age, gender, and sexuality

ABSTRACT This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers’ age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative ‘who’ in the ‘how’ to teach sexuality education.

Attitude and prevalence of early sexual debut and associated risk sexual behavior among adolescents in Tanzania; Evidence from baseline data in a Randomized Controlled Trial

BackgroundUnsafe sexual behaviours and associated sexual ideas among adolescents may contribute to adverse health consequences for sexual health in adulthood. The patterns of sexual ideology and sociodemographic factors profiles on adolescents' sexual behaviours have not been the subject of a definite consensus in research. The purpose of this study was to investigate the attitude and prevalence of early sexual debut and associated risk sexual behavior among adolescents in Tanzania as the evidence from baseline data in a Randomized Controlled Trial.MethodsThe study included 647 randomly chosen in-school adolescents from Tanzania and used an analytical cross-section survey in a quantitative research approach. Sexual-risk Behaviour Beliefs and Self-esteem Scale from previous studies were the main data collection tool. According to the Statistical Analysis Software (SAS), computer software version 9.4 descriptive analysis established respondents' socio-demographic profiles, attitudes, prevalence, and determinants linked to teenagers' early sexual debut. The link between the variables was established via multivariate logistic regression at a 5% significance level and a 95% confidence interval.ResultsThe mean age was 15 ± 1.869 years while 57.5% of adolescents were females. 69.7% of adolescents were sexually active whereas 44.8% of them practised sexual behaviours willingly against 24.9% who practised coerced sexual behaviours. The majority (44.4%) and 16.2% of them initiated sexual behaviours during the early and middle adolescence stages respectively. Most adolescents had the ideology that sex was okay to them even before the age of 18 years. Their odds of practicing sexual behaviours were significantly high with the ideology that sex was okay to them even before 18 years of age (AOR = 1.293; p < 0.05; 95%CI: 0.689, 2.989), exposure to drug abuse (AOR = 1.210; p < 0.05; 95%CI: 0.803, 2.130), using media (AOR = 1.006; p < 0.05; 95%CI: 0.748, 2.667) and/or exposure to social groups [Jogging, Gym, health clubs, betting, Games] (AOR = 1.032; p < 0.05; 95%CI: 0.889, 2.044).ConclusionFindings suggest that holding a positive attitude towards early sexual debut is a precursor to early sexual activity among adolescents. Unsafe sex, coercive sex, and other risky sexual behaviors are not uncommon among adolescents starting sex before the age of 18 years. Exposure to drug abuse, online sexual content, and/or social groups significantly influenced early sexual debut irrespective of other known factors. Age-appropriate school-based sexuality education programs should be promoted and implemented to address the most prevalent positive attitude towards early sexual debut and associated risk sexual behaviour among adolescents in Tanzania and other similar settings.

Mother-daughter communication of sexual and reproductive health (SRH) matters and associated factors among sinhalese adolescent girls aged 14–19 years, in Sri Lanka

IntroductionSchool-based and community-based sexuality education has not shown a significant impact on the sexual and reproductive health (SRH) outcomes of Sri Lankan adolescents. Parents, as the primary educators of adolescents, could potentially serve as better sources for providing individualized sexuality education to their children.ObjectiveTo assess the sexual and reproductive health (SRH) topics discussed between mothers and daughters, barriers to communication, and associations of SRH communication among Sinhala adolescent girls aged 14–19 years in Sri Lanka.MethodsA descriptive cross-sectional study was conducted among a sample of 810 Sinhala adolescent girls using a pre-tested, self-administered questionnaire. Descriptive statistics pertaining to mother-daughter communication in SRH matters were presented using frequencies and percentages. Bivariate analysis was performed to evaluate the association of selected socio-demographic factors with mother-daughter SRH communication, while binary logistic analysis was used to assess the independent association of chosen demographic factors with mother-daughter SRH communication.ResultsThe majority of the respondents (67.1%, n = 540) indicated a willingness to discuss SRH matters with their mothers. For 78.2% (n = 632) of the respondents, the mother was the preferred source of SRH information. Common topics discussed between the mothers and daughters included issues related to menstruation (88.4%, n = 701) and maintaining personal boundaries (94%, n = 718), whereas less discussed topics included homosexuality (21%, n = 166), and preventing unwanted pregnancy (38.6%, n = 305). Cultural barriers, fear of mothers’ reactions, and mothers’ lack of confidence in responding to their daughter’s SRH matters were the main barriers to discussing SRH topics with mothers. Adolescent girls’ age, and family income level were significantly associated with mother-daughter SRH communication.Conclusions and recommendationsAlthough a majority of adolescent girls preferred to share their sexual health concerns with their mothers, a notable barrier was the lack of confidence from the mother’s side. Furthermore, the scope of mother-daughter sexual communication in this study was largely limited to less sensitive topics. In light of these findings, it is suggested that interventions targeted at parents be developed alongside school-based sex education for adolescents. These interventions should aim to enhance parents’ knowledge and skills in discussing sexual health matters with their adolescent children.

Effectiveness of school-based sexual and reproductive health education among adolescent girls in Urban areas of Odisha, India: a cluster randomized trial

BackgroundVarious studies revealed that adolescent girls have limited knowledge pertaining to sexual and reproductive health (SRH). The current study assessed the effectiveness of SRH education among adolescent girls in urban areas of Odisha, India.MethodsThe study design was a cluster randomized trial, where the clusters composed of eight Odia (regional language) medium government girls’ high schools in Bhubaneswar, the capital city of the state of Odisha, India. For the selection of study participants, adolescent girls who were studying in the ninth and tenth standards were recruited from each school. Eight schools were randomized through restrictive randomization at a 1:1 ratio, with four schools each in the intervention and control arm. Baseline and end-line assessments were done using a pre-tested, semi-structured questionnaire. Following baseline assessment, an intervention was given with the help of handbooks developed by the study authors to the schools in the intervention arm. Outcomes included change in knowledge, attitude and practices pertaining to SRH.ResultsIn our study at baseline, there were a total of 790 students, where 469 (59.4%) students were in the intervention arm, and 321 (40.6%) students were in the control arm. At baseline, only 282 (60.1%) in the intervention arm and 171 (53.3%) in the control arm were aware that physical bodily changes due to puberty were normal. After the intervention, there was a statistically significant increase in knowledge in intervention group 367 (94.8%) (p-value < 0.001). Most students used sanitary pads as absorbent, 97.2% in the intervention group and 98.4% in the control group. However, after the intervention, the use of other absorbents reduced to zero in the intervention group with a statistically significant difference (p < 0.05). The number of students having awareness on different methods of contraception increased from 51 (10.9%) to 337 (87.1%) in the intervention arm (p < 0.001), and of those having awareness on STIs/RTIs increased from 177 (38.2%) to 371 (96.1%) in the intervention group (p < 0.001).ConclusionFrom our study, there is a significant proportional change in knowledge, attitude, and practices pertaining to SRH. Our study recommends policymakers and program managers for the implementation of comprehensive SRH in the regular school curriculum.Trial registration CTRI/2021/01/030490, registered on January 15, 2021. Prospectively registered at https://ctri.nic.in/Clinicaltrials/login.php

Issues Regarding Adolescents Sexual and Reproductive Health in Sarawak: An Overview

Adolescents’ sexual and reproductive health is a commonly discussed topic in public health research. In Sarawak, similar challenges have been faced in other parts of the world which are, lack of access to accurate and comprehensive information about safe sex, contraception access and usage, and sexually transmitted infections (STIs) whereby the adolescents will commit a risky sexual activity that affects their physical, mental and their socio-economic status. The Ministry of Women, Early Childhood and Community Wellbeing Development has stated that the cases of teenage pregnancy are rising in recent years as adolescents are engaging in risky sexual behaviour. Such cases occur due to adolescents experiencing sexual novelty during their growth and development period. Misconception about sex also contributes to risky sexual activity among adolescents as the source of information about sex they obtain is from media and pornography. Efforts have been made to enhance the knowledge of sexual and reproductive health among adolescents in Sarawak including school-based sex education and community outreach initiatives. However, there are still many efforts to be achieved to ensure that adolescents have access to the information and resources they need to make informed decisions about their sexual and reproductive health.&#x0D;

School-based Sexuality Education Curricula: Are Parents Supportive?

This paper discusses the findings of a study on the attitudes of Belarusian parents with school-aged children towards school-based sexuality education programs. The study aimed to measure parental support for comprehensive sexuality education (CSE) and its individual components, identify the topics and age ranges approved by parents, and determine which course characteristics are important to them. Descriptive statistics and binary logistic regression were used to evaluate the factors that influence parental support for introducing sexuality education in schools. The study found that a fairly high share of 60.6% of parents were supportive of the introduction of CSE, despite low satisfaction and awareness of the current information presented in schools. Parents approved a median age of 13.3 years as the minimum age for CSE curriculum. However, topics such as safe use of cell phones, computers, the Internet, and social media; psychological pressure and violence; peer bullying; confronting peers; sources of help; relationships, love, friendship, parenting, and family were considered permissible for earlier age ranges. The study found that parental support to school-based sexuality education is influenced by several factors. These include parents’ normative ideas about the balance of responsibility between family and school in educating children and adolescents about sexuality, the level of awareness of and satisfaction with available information on sexual development and health in the school curriculum, whether parents have a college degree, parents’ personal experiences in having intimate conversations with their children, and any difficulties they may encounter in such communication. The paper offers recommendations for a CSE course architecture that is relevant to the context of Belarus and meets parental expectations, as well as on perspectives for advancing sexuality education in Belarus.

Classroom voices: youth perspectives to direct school-based sexual health education

ABSTRACT Sexual health education is a well-known, evidence-based intervention that can improve adolescent health outcomes, increase protective health behaviours, and decrease risky health behaviours. Providing sexual health education in schools offers opportunities to discuss critical health topics and can improve the school environment. However, not all sexual health education is taught equitably. As part of a mixed-methods study to describe school-based sexual health education, we conducted focus groups and interviews with recent high school graduates in a geographically and ethnically diverse state in the US Southwest. Thirty-one young people shared their experiences, explored the content they had been taught, and offered recommendations to improve sexual health education. Three key themes emerged: young people wanted and needed sexual health education taught in school; current sexual health education is not helpful and sometimes harmful; and the individuals who teach sexual health education are critically important. These findings can help address barriers to school-based sexual health education delivery, particularly for schools within communities with limited resources. The results support including youth as stakeholders in the planning and evaluation of school-based sexual health education, and the development of sexual health education teacher training with the goal of improving youth health outcomes.

Student-reported relationships and sex education coverage and knowledge among a diverse population of early adolescents: a cross-sectional survey of students in England

ABSTRACT Student-reported quality and coverage of school-based relationships and sex education (RSE) vary, with gender/sexual-minority and disadvantaged students reporting poorer provision. Experience of RSE among younger adolescents is under-explored. We examined student-reported RSE coverage and priorities and how coverage, and sexual-health knowledge and awareness of services, varies between students and schools. The data came from a pre-intervention survey of students aged 12–13 years within a trial of an RSE intervention involving 50 English schools. There was most coverage of basic information, such as puberty and safeguarding. There was least coverage of topics more appropriate for older students, such as sexual relationships, and topics teachers might find difficult to broach, e.g. pornography and masturbation. Girls, gay/lesbian students, students of bisexual/other sexual orientation, minority-ethnic students and students reporting lower academic commitment reported lower coverage than others. Knowledge of RSE-related topics and sexual-health services was generally low. Boys, students of bisexual/other orientation and students with higher school commitment had higher knowledge. Students of bisexual/other orientation and students of lower commitment reported lower awareness of services. Coverage and knowledge did not vary with school-level attainment or local deprivation. Future forms of RSE provision should ensure content and teaching methods meet the needs of all students.

Short-Term Effects of a School-Based Comprehensive Sexuality Education Intervention Among Very Young Adolescents in Three Urban Indonesian Settings: A Quasi-Experimental Study

PurposeTo evaluate the effects of a comprehensive sexuality education (CSE) intervention on short-term psychosocial outcomes related to healthy sexuality among very young adolescents in urban Indonesia. MethodsA quasi-experimental study was conducted between 2018 and 2021 with students aged 10-14 years at 18 schools in Indonesia (Lampung, Denpasar, Semarang). Three schools per site were purposefully selected to receive the SEmangaT duniA RemajA intervention, a two-year, rights-based teacher-led CSE intervention delivered in classrooms (or online after the 2020 COVID-19 outbreak); and matched with three control schools. Surveys were completed by 3,825 students at pre- and posttest (82% retention). The final analytical sample included 1852 intervention and 1483 control students (N = 3,335). Difference-in-difference analysis was conducted to examine the intervention effect on healthy sexuality competencies (knowledge, skills, and attitudes) and personal sexual well-being. ResultsBaseline characteristics for intervention and control groups were similar in terms of sex (57% female) and age (mean 12 years). Students receiving SEmangaT duniA RemajA demonstrated significantly greater increase in competencies, including greater pregnancy knowledge, more gender equal attitudes, and communication about sexual and reproductive health and rights, compared to controls. There was no intervention effect on personal sexual well-being, except for self-efficacy to prevent pregnancy. Subgroup analysis indicated more significant effects among females and students in Semarang and Denpasar, than males or students in Lampung. DiscussionWhile findings demonstrate the potential for CSE programs to improve healthy sexuality competencies in early adolescence, the effect appears to be highly contextualized which may be due to varying levels of implementation quality, especially since the COVID-19 outbreak.

Welcome to our world: Lessons that the mental health community can learn from sex education advocates.

School-based instruction and services can effectively support both reproductive and mental health for youth, complementing family and community efforts. Though favored by a large majority of families, school-based sex education can engender controversy, and recently, mental health advocates have begun to face similar challenges around topics such as social-emotional learning and school-based counseling services. This article provides an overview of the emerging trend of opposition to school-based mental health instruction and services, which shares many similarities with opposition to sexual health instruction. In light of these trends, cross-sectoral partnerships in support of health education become all the more crucial. Additionally, the mental health community can benefit from lessons learned by sex education advocates.

How Much Do Young Australians Know About Syphilis Compared With Chlamydia and Gonorrhea? Findings From an Online Survey.

There is increased heterosexual transmission of syphilis in Australia, an infection with severe outcomes. Australian policy emphasizes increasing sexually transmissible infection knowledge/awareness. However, little is known about young Australians' perceptions and knowledge of syphilis. Our online sexual health survey was open May 2 to June 21, 2022, to 16- to 29-year-olds in Australia. We asked participants if they were aware of syphilis, their personal risk perception, and perceived severity of infection and compared with results for chlamydia/gonorrhea. Multivariable and multinomial logistic regressions were used to assess characteristics associated with outcomes. We measured sexually transmissible infection knowledge using 10 true/false statements (5 syphilis, 5 chlamydia/gonorrhea). Among 2018 participants (69.1% women, 48.9% heterosexual), 91.3% had heard of syphilis (vs. 97.2% for chlamydia and 93.3% for gonorrhea). Older (25-29 years; adjusted odds ratio [aOR], 2.4; 95% confidence interval [CI], 1.4-4.4) and gay/lesbian (aOR, 2.8; 95% CI, 1.4-5.3) respondents were more likely to have heard of syphilis, as were those who were non-Aboriginal, sexually active, and with a school-based sex education. Syphilis knowledge was lower than chlamydia/gonorrhea knowledge ( P < 0.001). More than half (59.7%) perceived syphilis to have serious health impacts (vs. 36.4% for chlamydia and 42.3% for gonorrhea). Older respondents were more likely (25-29 years; aOR 2.1; 95% CI, 1.6-2.8), and gay/lesbian respondents less likely (aOR, 0.7; 95% CI, 0.6-1.0) to perceive syphilis to have serious health impacts. One-fifth of sexually active participants were unsure of their risk of syphilis. Most young Australians are aware of syphilis, but few have comprehensive knowledge about the infection relative to chlamydia/gonorrhea. Considering increasing heterosexual transmission, syphilis health promotion campaigns should expand their focus.

Promotion of Sexual Health Self-Efficacy through Gender-Transformative Intervention with Adolescent Boys

This mixed-methods study examined how WiseGuyz, a gender-transformative healthy relationships program, can support positive sexual health self-efficacy (SHSE) among adolescents. 570 adolescent boys provided data on SHSE from before to after the program, and 20 adolescent boys participated in interviews and focus groups to discuss their sexual health education needs. Results showed that boys who participated in WiseGuyz reported a significant increase in SHSE from pretest to post-test and that WiseGuyz was different from typical school-based sexual health education in terms of content and facilitation and increasing program engagement. These findings indicate the potential for gender-transformative interventions in supporting positive SHSE.

“How Will That Consent Play Out?”: Factors Involved in Lesbian, Gay, and Bisexual Individuals’ Understandings of Sexual Consent

Due to a lack of research on sexual consent in sexual minority communities, we know little about how and what individuals who identify as lesbian, gay, or bisexual (LGB) learn about consent. To this end, a convenience sample of 25 LGB adults (N = 25) was interviewed about the factors that have shaped their perceptions and approaches to sexual consent. Data was analyzed using a constant comparative approach wherein data was collected and analyzed simultaneously. Participants identified interpersonal resources, such as past partners, friends, and family, as influential in their views of consent. They also described the lack of inclusive sexual health resources and inadequacies in school-based sexual education as obstacles in the learning process.

Polish Experts in School-based Sex Education and the West: Exchanging Ideas through the IPPF (1956–1989)

In this paper I examine the relationship between Polish experts on school-based sex education and international developments in the field during the post-war period. From 1956 onwards, Polish experts, hoping to introduce sex education to schools, drew on Western experience and knowledge. Using Polish sources, I focus on the ways in which this knowledge was transmitted, the role of the International Planned Parenthood Federation, and the approach of Polish experts towards the West. I argue that during the late 1950s and 1960s, Polish experts valued and relied exclusively on Western models. International exchange on sex education intensified in the 1970s and 1980s, with the Polish expert Mikołaj Kozakiewicz becoming a regional leader within the international family planning movement. However, as Polish experts became more critical about certain Western models of sex education, they began to promote the socialist model of family life education as a more appropriate option.

Maximising Social Media Platforms to Enhance Sexuality Education in Rural Schools

Sexuality education is central to the South African government's strategy to promote adolescents' sexual and reproductive health, reduce student pregnancy, and prevent sexually transmitted infections, including HIV. The school-based sexuality education program aims to reduce young people’s vulnerability, enhance their decision-making skills, and improve their self-efficacy. The rising incidence of sexually transmitted infections and student pregnancy in some rural schools in King Cetshwayo district may indicate that their sexuality education programs are ineffective as a result of multiple contextual factors. In light of this, the author conducted a study that explored students' lived experiences with the sexuality education programs available in their schools. This phenomenological study was conducted in 2020. Nine schools were chosen, and 84 purposively sampled secondary school students participated in focus group interviews. The collected data were analysed using an interpretative phenomenological analysis framework. Study findings revealed that social media platforms could be utilised to improve the effectiveness of school-based sexuality education in the research setting. The study identified untapped opportunities to spread sexuality education messages to all stakeholders, including students, teachers, parents, and various community actors. Furthermore, the findings showed that using social media platforms could increase the spread and accessibility of sexuality education messages outside of the four walls of classrooms. In addition, it emerged that social media could be used to create platforms for confidential, private, and non-judgemental engagements on sensitive aspects of sexuality education. Based on the findings of the study, the author recommends that policymakers initiate and implement policies that will integrate the use of multiple social media platforms to advance the messages of sexuality education to all stakeholders. In addition, such platforms could be used for capacity building and support for both teachers and students, as well as a medium for multi-stakeholder engagement.

School-based comprehensive sexual health education - from evidence to implementation and evaluation: case study from italy

School-based comprehensive sexual health education - from evidence to implementation and evaluation: case study from italy

A peer-led, school-based social network intervention for young people in the UK, promoting sexual health via social media and conversations with friends: intervention development and optimisation of STASH

BackgroundThe quality of school-based sex and relationships education (SRE) is variable in the UK. Digitally-based interventions can usefully supplement teacher-delivered lessons and positively impact sexual health knowledge. Designed to address gaps in core SRE knowledge, STASH (Sexually Transmitted infections And Sexual Health) is a peer-led social network intervention adapted from the successful ASSIST (A Stop Smoking in Schools Trial) model, and based on Diffusion of Innovation theory. This paper describes how the STASH intervention was developed and refined.MethodsDrawing on the Six Steps in Quality Intervention Development (6SQuID) framework, we tested a provisional programme theory through three iterative stages -: 1) evidence synthesis; 2) intervention co-production; and 3) adaptation - which incorporated evidence review, stakeholder consultation, and website co-development and piloting with young people, sexual health specialists, and educators. Multi-method results were analysed in a matrix of commonalities and differences.ResultsOver 21 months, intervention development comprised 20 activities within the three stages. 1) We identified gaps in SRE provision and online resources (e.g. around sexual consent, pleasure, digital literacy), and confirmed critical components including the core ASSIST peer nomination process, the support of schools, and alignment to the national curriculum. We reviewed candidate social media platforms, ruling out all except Facebook on basis of functionality restrictions which precluded their use for our purposes. 2) Drawing on these findings, as well as relevant behaviour change theories and core elements of the ASSIST model, we co-developed new content with young people and other stakeholders, tailored to sexual health and to delivery via closed Facebook groups, as well as face-to-face conversations. 3) A pilot in one school highlighted practical considerations, including around peer nomination, recruitment, awareness raising, and boundaries to message sharing. From this, a revised STASH intervention and programme theory were co-developed with stakeholders.ConclusionsSTASH intervention development required extensive adaptation from the ASSIST model. Although labour intensive, our robust co-development approach ensured that an optimised intervention was taken forward for feasibility testing. Evidencing a rigorous approach to operationalising existing intervention development guidance, this paper also highlights the significance of balancing competing stakeholder concerns, resource availability, and an ever-changing landscape for implementation.Trial registrationISRCTN97369178.

Effectiveness of relationships and sex education: A systematic review of terminology, content, pedagogy, and outcomes

This paper presents a systematic review on published research on universal school-based relationships and sex education for children aged 4–18 years. The review excludes papers focused solely on targeted cohorts, specific content areas and approaches such as abstinence-only education. Systematic searches were conducted with 5007 papers identified and following three rounds of screening, 134 papers were included in this review. The review sought to identify the terms used to describe sex education, the content included in programs or curriculum, the approaches forming the basis for implementation, the methods used to evaluate programs including the outcomes assessed. We conclude that the terms used in the field are vast, the content varied, approaches were wide-ranging, methods numerous and claims to effectiveness fluctuated and at times contrasted. Future research should seek to identify consistency in terminology and content, identify pedagogical approaches that are fully described building on the field of expertise in education, and engage highly rigorous methods and expertise in evaluation. The field of sex education must be recognized socially and institutionally so that appropriate funding and resources can be distributed to achieve the depth and breadth of knowledge required to progress the field. The implications of this impact on children's access to and ability to develop knowledge, skills, behaviours and critical thinking about themselves and their relationships.

Adolescents’ sexual health: Elucidating the paradoxical influence of Christianity in School Sexuality Education Programmes in King Cetshwayo District, South Africa

Despite the implementation of a school-based sexuality education programme meant to promote learners' sexual and reproductive health (SRH), the incidence of sexually transmitted infections (STI) and teenage pregnancy is increasing rapidly in South Africa. This phenomenon can be observed in rural schools such as those in King Cetshwayo district in the Kwazulu Natal Province. We argue that it is critical to investigate the contextual factors that influence the effectiveness of sexuality education in these schools, which ultimately impacts the learners' sexual health outcomes. The paper applies an information-motivation-behavioural skills model as its theoretical paradigm for this qualitative, phenomenological study. In 2020, nine focus group interviews were conducted to gather in-depth experiences and perspectives from a purposively sampled group of learners in the study setting. The analysis of the collected data was guided by the interpretative phenomenological analysis framework. The results indicated that the religious antecedents of learners and teachers and the activities of faith-based organisations in the study setting influence the acceptance or rejection of sexuality education messages. Based on the study findings, we argue that Christianity as a colonial religion has functioned as both a barrier and an enabler of effective school-based sexuality education. Therefore, we recommend that the paradoxical effects of religion on school-based sexuality education be addressed by optimising the enhancing effects and mitigating the inhibiting effects on sexuality education programmes in the research setting. We also propose that leaders of faith-based organisations be considered critical stakeholders in the implementation of a school-based sexuality education programme, hence the need for continuous engagement.

Zimbabwean teenagers learning sexuality and negotiating abstinence

ABSTRACT To address teenage learners’ risk of HIV, STIs and pregnancy, good quality school-based sexuality education is of great importance. In this paper we address Zimbabwean young people’s construction of sex and sexuality education. We draw from semi-structured individual interviews conducted with forty-seven teenage boys and girls aged between 15 and 19 years in two rural schools in Zimbabwe. The study’s findings suggest that teenagers make sense of sex and sexuality education within dominant discursive frameworks that stress the importance of sexual innocence and abstinence, with the sexuality of teenage girls receiving special surveillance. However, the learners in our study also occupied positions which suggested young people’s sexual agency beyond innocence. In the light of these contradictions, teenagers in Zimbabwe are caught up in producing both sexual innocence and sexual agency, making abstinence only education irrelevant to their day to day lives. Implications for future forms of sexuality education and teenagers’ sexual agency in rural Zimbabwean schooling are suggested.