School-based Sexual Health Education Research Articles

"I wouldn't have felt so alone": The sexual health education experiences of transgender and gender diverse youth living in the southeastern United States.

Transgender and gender diverse youth experience multiple disproportionate adverse sexual health outcomes. Sexual health education teaches knowledge, attitudes, and skills for promoting sexual health, including reducing risk for sexually transmitted infection, HIV acquisition, and unintended pregnancy. Provision of sexual health education may be protective, but research remains scarce. We conducted a multi-stage thematic analysis of 33 in-depth interviews among transgender and gender diverse youth (ages 15-24) living in the southeastern United States on their sexual health education experiences. Our study participants described school-based sexual health education as unhelpful due to a lack of relevant information, inadequately prepared teachers, and a perceived negative tone toward sexuality. They reported relying on online sources of sexual health information, finding relevant content and community despite some limitations. Participants desired content and pedagogy that expands beyond binary and white-centric presentations of sexuality and gender and sought resources that provide relevant, accurate, and judgment-free information while holding positive framing around sexuality and gender. There is much work needed to improve the breadth, quality, and relevance of school-based sexual health education. Sexual health education can improve by strengthening critical media literacy skills of youth; raising staff cultural competency on gender, race, and sexual identity through training and supports; using culturally relevant and inclusive curricula; and partnering with community-based organizations. Transgender and gender diverse youth would benefit from sexual health education from multiple sources which is queer-friendly, affirms their existence, and provides information on gender, race, and sexuality in positive and expansive ways.

School-based sexual and reproductive health education among adolescents in developing countries

The increase in risky sexual behavior among adolescents indicates the need to strengthen sexual and reproductive health. Schools have an essential role, but few studies are related to mapping models of school-based sex and reproductive education for adolescents in developing countries. This scoping review examines school-based sexual and reproductive health education among adolescents in developing countries. A systematic approach was used to search the literature through 5 electronic databases: Science Direct, EBSCO, PubMed, CrossReff, and Proquest. Subsequently, two reviewers conducted a conformity analysis with the inclusion/exclusion criteria, and then the search results that met the requirements were analyzed descriptively. A total of 14 articles met the inclusion criteria. The model of sexual health education in schools comprises digital-based education, peer groups, and comprehensive sex education to improve life skills. Barriers to implementation include culture, traditional norms, organization, commitment, and supporting resources. The supporting factors are student enthusiasm, exciting methods and media, community, and parental support. School-based sexual and reproductive education increases knowledge and attitudes about sexual health. Therefore, there is a need for a comprehensive sexual education model integrated into the school curriculum using attractive media and involving several well-organized stakeholders.

Educational interventions for promoting sexual and reproductive health in school counselors: a three-arm, randomized control trial comparing lecturing, buzz group and role-play.

School-based sexual and reproductive health (SRH) education is often reported as being inadequate and/or inconsistent. This study aimed to investigate the educational interventions for promoting SRH in school counselors and compare the results in three groups: lecturing, buzz group and role-play. An intervention quasi-experimental design was employed to evaluate the usefulness of educating SRH topics by using interactive teaching methods for 120 school counselors. Changes in the participants' knowledge, attitudes and self-efficacy toward SRH education were evaluated by each group using a pretest and a posttest. The results of this study revealed that 75% of counselors deemed SRH training vital and felt that the best SRH educators are health care providers and the reason might be their lack of educational skills. They also stated that the most significant barriers to education in schools include concerns about parental feedback and lack of appropriate abilities. The present study showed that the use of all three methods (lecturing, buzz groups and role-play) in SRH training improves the level of knowledge, attitude and self-efficacy; although role-play could have been more effective than lecturing in improving counselors' knowledge.

Prevalence and Correlates of Cervical Cancer Prevention Knowledge Among High School Students in Ghana.

Cervical cancer is a preventable yet highly prevalent disease in Africa. Despite female adolescents and young women being a target group for cervical cancer prevention strategies, little research has examined their knowledge of how to prevent the disease. The study aimed to describe: (a) knowledge about cervical cancer prevention and (b) sociodemographic, social, and systemic factors associated with and interacting with knowledge among female senior high school students in Ghana. A cross-sectional survey assessed knowledge about (a) risk factors and (b) primary and secondary prevention of cervical cancer among 2,400 female students from 17 public senior high schools in the Ashanti region, Ghana. Descriptive statistics were used to describe knowledge. Linear mixed-effects regression models were used to examine factors associated with knowledge scores. Knowledge gaps were observed for at least two-thirds (>65%) of students. Most students (mean age = 17) did not know that early sexual debut (before 18 years) is a risk factor for cervical cancer (72%) and that a blood test cannot detect cervical cancer (71%). Students in later stages of senior high school education and those who received sexual health education from teachers and parents had significantly greater cervical cancer knowledge scores than their counterparts. Interactive effects showed that school-based sexual health education was associated with higher knowledge scores than home-based education among students. Most female senior high school students had gaps in knowledge about cervical cancer prevention. Finding new ways to strengthen the capacity of schools and parents to deliver accurate cervical cancer prevention information is warranted.

Re-envisioning Youth Sexual Health Care: Supporting Sex Positivity in a Digital World

BackgroundYouth in a digital world face challenges to healthy development of their sexuality from exposure to sexting, pornography, and other sexually explicit media. School-based sexual health education does not cover digital sexual content and the impact on sexuality and sexual relationships. Youth often avoid discussing sexual health with parents or other trusted adults, thus often relying on peers, making them ill-prepared to navigate the complexities (e.g., socially, emotionally, and romantically) of sexually explicit content. MethodsA review of emerging evidence for application into clinical practice. Clinical ImplicationsThis paper provides nurse practitioners (NPs) with resources and information to incorporate this re-envisioned approach to sexual healthcare into practice, to provide current, timely, and holistic youth sexual healthcare. ConclusionYouth sexual healthcare must be re-envisioned. NPs can improve youth sexual health by incorporating pornography and sexual media literacy, safe sexting, and concepts of consent into care using a sex-positive lens.

Implementation of Mother's School to Prevent Stunting "Secanting" among Mothers in Bange Village, Sanggau Ledo District

Background: Mothers have a relatively low level of education, lack of knowledge and understanding about the importance of care during pregnancy to maintain the health of the mother and baby and nutritional needs during pregnancy and for the baby/child, failure to provide exclusive breastfeeding, early marriage, and early pregnancy due to unwanted pregnancies, pregnancies that are too close together, anemia in pregnant women are thought to be triggers for stunting. The Secanting program and health education for teenagers is an alternative action to help minimize the incidence of stunting. Objective: Increase knowledge, attitudes, and behavior of pregnant women and teenagers to prevent stunting by optimizing community empowerment for independence in health. Method: The mapping intervention approach in community-based implementation in program development is packaged in the form of maternal schools to prevent stunting abbreviated as "Secanting" and school-based sexual health education activities for teenagers in high school. Results: Before being given the Secanting program, pregnant women had an average knowledge score of 69.09±11.36, and after being given an average knowledge score of 86.36±8.09. There is a difference in the average score, amounting to 17.27 ± 13.48. The results of observations made regarding the skills of pregnant women in selecting, processing nutritious food ingredients, preparing menus, and serving, showed that before participating in the program, pregnant women had skills with an average score of 58.18 ± 7.5 and after being given the average score skills 81.81±7.5. There is a difference in the average score, amounting to 23.64 ± 8.08. There is an increase in knowledge and skills in pregnant women after being given the Secanting program. The program for adolescents shows that, before being given health education, adolescents know with an average score of 78.67 ± 4.24, and after being given an average knowledge score of 98.44 ± 11.40. There is a difference in the average score, amounting to 19.77 ± 10.33. There is an increase in knowledge in adolescents after being given health education. Conclusion: The Secanting program has proven effective in increasing knowledge in pregnant women and health education has proven effective in increasing knowledge in adolescents.

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

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.

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.

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

Support for school-based relationships and sexual health education: a national survey of Australian parents

ABSTRACT Despite significant evidence worldwide that parents support school-based delivery of relationships and sexuality education (RSE), Australian data has generally lacked larger, nationally representative samples. Furthermore, misguided perceptions of parental attitudes are known to impact delivery. In response, online survey data were collected from 2,427 parents (56.5% female) nationwide, to examine their attitudes towards school-based RSE. Most had a child enrolled in a government school (65.3% primary, 55.7% secondary); and reported diverse religious affiliations (38.7% no religion, 21.3% Catholic, 11.1% Anglican) and voting preferences (26.7% Australian Labour Party, 25.1% Liberal/National, 23.6% undecided). Overall, 89.9% of parents supported schools to deliver RSE, with some modest differences being associated with particular demographic variables. Beyond widespread support for RSE, parents emphatically endorsed schools to address a diverse range of RSE-related issues (n = 40 topics). Parents’ responses also provided insight regarding when certain topics should first be introduced and the quality of current RSE provision in schools. Findings from this descriptive overview challenge the currently overstated assumption that parents do not support RSE in schools. Such persistent and obstructive discourse is counterproductive to evidence-based strategies that seek to strengthen young people’s personal and social development in a comprehensive and contemporary manner.

Teachers’ perceptions and attitudes around the possible implementation of sex education in schools: views from teachers in Kazakhstan’s Karaganda Region

ABSTRACT Living in a conservative and traditional society, Kazakhstani people are generally reluctant to openly discuss sex education with their children. However, issues such as family violence, teenage pregnancy and high rates of STIs demonstrate the need to implement good-quality school-based sex education. Access to sex education is the inherent right of any child, and the absence of it is critical, sometimes resulting in dire consequences. Despite the worldwide development and implementation of sexual health education in many countries, it is still not provided in the Kazakhstani educational system due to the subject’s cultural sensitivity. This study investigated Kazakhstani primary and secondary school teachers’ attitudes and perceptions towards implementing school-based sexual health education. Qualitative data were gathered through semi-structured interviews with 10 teachers from both primary and secondary schools in Kazakhstan’s Karaganda Region. The findings reveal positive attitudes towards the implementing of sex education regardless of whether they taught in a primary or secondary school, the participant’s age, gender, years of teaching experience and urban or rural school location. However, while supportive, most teachers indicated they would not be comfortable or confident teaching sex education.

The use of condoms and other birth control methods among sexually active school-going adolescents in nine sub-Saharan African countries

BackgroundAdolescents in sub-Saharan Africa still face sexual and reproductive health challenges. Contraceptives have been used to address these challenges. Despite efforts at national and global levels, contraceptive uptake among young people in Africa remains a challenge due to personal, societal, and health systems-based barriers. We estimated the prevalence and correlates of condom use and other birth control methods among sexually active school-going adolescents in nine sub-Saharan African (SSA) countries.MethodsWe conducted a secondary analysis of the Global School-based Student Health Surveys (GSHS) datasets pooled from nine SSA countries. We included a sample of 27,504 school-going adolescents 11 years and younger and 18 years and older. We employed meta-analysis using a random-effects model to estimate the total prevalence of the use of condoms, other birth control methods other than a condom and any birth control method at last sexual intercourse. We conducted complex sample descriptive and logistic regression analyses to determine the characteristics and determinants of not using condoms and other birth control methods among sexually active school-going adolescents in nine sub-Saharan African countries, respectively.ResultsMore than half [n = 4430, 53.8% (43.9–63.8)], two-fifth [n = 3242, 39.5% (33.2–45.9) and two-thirds of adolescents [n = 4838, 65.6% (57.5–73.7)] of sexually active in school adolescents across the nine sub-Saharan African countries used condom, other birth control methods and any form birth control method during their last sexual intercourse, respectively. The non-use of condoms at last sex was associated with being younger (less than 16 years) [AOR = 1.48;95%CI: 1.12–1.94], early sexual debut [AOR = 1.81(1.47–2.22)], having two or more sexual partners [AOR = 1.30(1.06–1.58)] and no/minimal parental support [AOR = 1.54(1.17–2.03)]. The non-use of other birth control methods at last sex was associated with being male [AOR = 1.37 (1.09–1.73)], early sexual debut [AOR = 1.83(1.48–2.27) and having no parental support [AOR = 1.64(1.34–2.00)].ConclusionContraceptive need among sexually active school adolescents in the nine sub-Saharan African countries is high. Such a need calls for the development of country-specific and or the review of existing school-based sexual health education and youth-friendly sexual and reproductive health interventions that target risky adolescents and promote adolescent-parent effective communication, connectedness and support.

“I would have liked to be better prepared for the real things”: A qualitative analysis of school-based sexual health education received by girls who have experienced sexual dating violence

Canadian guidelines suggest using a positive, empowering, comprehensive, and safe approach to provide sexual health education (SHE). However, when they do so, decision-makers and educators often favour sexual risk prevention initiatives rather than positive aspects of sexuality. Furthermore, youth often criticize the gap between what they learn in class and what they experience in “real” life. This is particularly true for youth who have experienced sexual dating violence and whose particular needs are little considered in the development of SHE initiatives. The current qualitative study aimed to identify the key principles of SHE from the perspective of adolescent girls who experienced sexual dating violence. Individual semi-structured interviews were conducted with 100 adolescent female participants, aged between 14 and 19 years old, who reported at least one experience of sexual dating violence. Four conceptual categories were created based on participants’ narratives, from which a theorization of SHE key principles was conducted: (1) Consent-Based: SHE should promote the affirmation and respect of sexual desires and boundaries; (2) Positive-Oriented: SHE should promote the legitimization of girls’ sexuality and pleasure; (3) Gender Equality–Focused: SHE should promote gender equality in sexual and romantic relationships; and (4) Developmentally Appropriate: SHE should correspond to the psychosexual development of youth. Results support the relevance of educating about consent, promoting a positive and inclusive approach to sexuality with sexually victimized youth, and involving them in SHE initiatives to better meet their needs. Implications for practice are discussed.

11.N. Workshop: School-based sexual health education: from evidence to implementation and evaluation

Abstract   Sexual and reproductive health (SRH) is a key dimension of health and well-being of individuals. Sexuality Education (SE) is one of the most important means of promoting sexual well-being of youth and a key component of HIV and sexually transmitted infections (STIs) prevention. International treaties and global health organisations explicitly urge governments to take the necessary measures to ensure the provision of SE, that should: be age-appropriate, start as soon as possible, promote mature decision-making, be directed towards improving gender inequalities and engage young people in all phases of activities. It is widely recognised that school plays a central role in learning about health and health promotion skills, including sexuality and sexual health. Although school-based SE (SBSE) alone may not be enough to ensure the rights of young people to SRH and prevent STIs, school programs are a very cost-effective way to contribute to these goals. Moreover, addressing these topics in schools is a thematic indicator for monitoring the UN Education Agenda 2030. Existing evidence indicates a great variability in the offer of school-based SE throughout the world. GEM report (2016) reveals that basic school curricula and educational standards rarely include SE programs, and multi-country reviews show limited progress in developing national strategies for the implementation of SE or in developing high-quality programs implemented on a large scale. Theoretical and research evidence indicate that SE, and in particular Comprehensive Sexuality Education (CSE), positively impacts the behaviour of young people, improving SRH outcomes by reducing risk-taking. UNESCO in 2018 defined CSE as “a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to: realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and, understand and ensure the protection of their rights throughout their lives”. In 2022, Italy is one of a few European countries that still lacks a comprehensive approach to SE that is coherently and equally implemented across the country and SE is not yet included in Italian schools’ curricula. As a consequence, several studies conducted on Italian young people report that they have poor sexual health knowledge, a low and inconsistent use of condoms and contraception, very little access to SRH services such as youth sexual health clinics and high levels of gender-based violence and homotransphobia. Moreover, 20% of all STIs detected in Italy affect young people. Yet, according to Italian students, school has clearly been pinpointed as the most appropriate place to receive information about SE. Key messages • Some European countries, including Italy, do not include SE in national school curricula. Often, available SBSE programs lack a comprehensive approach, with limited coverage across the countries. • Including CSE in national school curricula is an action urgently needed in order to provide young people with evidence-based, age-appropriate and accurate information on SRH and wellbeing.

Implementing a school-based comprehensive sexual health education intervention in Italy: experiences from the field

Abstract Introduction This study describes the preliminary results of a School-based sexuality education (SBSE) pilot activity developed and implemented within EduForIST project, funded by the Italian Ministry of Health. Methods The pilot activity (5 modules of 2 hours each delivered per classroom) targeted lower secondary schools students. A total of 20 schools located in 4 different Italian regions participated. The educators were staff of several HIV/AIDS civil society organisations operating in Italy. A 2-days intensive workshop for educators was performed. Pre and post tests were conducted. Results At the time of submission, pre-test results were available from 14 classrooms of 5 schools within 2 Italian Regions, for a total of 266 students. Among these, 37,4% were unsure that personal identity is built through social comparison; 21,8% reported that emotions don't get more intense during adolescence, while 18,1% were unsure about the response; 42,1% reported a higher level of uncertainty concerning the definitions of gender identity, sexual orientation and stereotype. The highest level of uncertainty were reported for STIs symptoms (58,7%), impact of treatment on HIV+ people (61,9%) and efficacy of contraceptive pills in preventing STIs (43,4%). The post-test results were available for 153 students. Pre/post analysis showed an increase of correct answers (p &amp;lt; 0.05) for 12 of 15 items investigated. A total of 102 students responded to the satisfaction questionnaire, with preliminary positive results. Conclusions Since activities are ongoing, further data will be soon available for more exhaustive analyses. Early pre/post evaluations suggested that the pilot experience was effective in enhancing knowledge and decreasing uncertainty in the different domains addressed in the pilot. Evidence collected through this study shall raise awareness among decision makers on the urgency of introducing CSE in Italian school curricula and inform future policy options.

Co-creation of a school-based sexual health education intervention in Italy

Abstract Introduction School-based sexuality education (SBSE) is the most effective way to positively impact young people's behaviour and attitude towards sexuality. This study describes the development of a SBSE pilot activity targeting lower secondary schools (LSS) within the context of EduforIST project funded by the Italian Ministry of Health. Methods A desk review was carried out to collect information about national policies, international literature and guidelines on SE and STIs prevention. An online survey was developed to collect information on SBSE activities implemented in Italy during 2016-2020. Focus groups among project partners and open consultations with a multisectorial expert advisory board were organised. SBSE pilot activity was developed by an interdisciplinary team of pedagogists, public health and SE experts, educators. Results and discussion The SBSE was structured in: a) 5 interactive interventions of 2 hours each with students (4 theoretical and practical modules; 1 final intervention for students-led discussion and evaluation); b) introductory and closing meetings with teachers and with parents. The modules addressed the following dimensions: changes in adolescence; emotions and relationships; sexual identities and diversity; sexual consent, STIs/pregnancy prevention, sexual health services. Additional materials were developed: a. pre/post evaluation tools for educators and students; b. pre-implementation checklist for schools; c. materials for teachers’ and parents’ engagement before/after the SBSE activity. Conclusions This pilot activity represented a first step towards the development of a standardised, evidence-based and comprehensive approach to SBSE, for future implementation across the country.

Sexual and reproductive health education for young people in Victoria, Australia: a mixed methods study

ABSTRACT Young people aged >15 years (Years 11 and 12 students) in Australia are unlikely to receive school-based sexual and reproductive health (SRH) education. The aims of this study were to gather the perspectives of young people regarding their experiences of school-based SRH education and explore what they considered should be the core components of this form of education for Years 11 and 12 students. A mixed-methods study involving an online survey (n = 1226) and six workshops (n = 20) was undertaken in Victoria, Australia between September and November 2021. Descriptive and inferential statistics were used to analyse the survey data. Qualitative workshop transcripts were coded before five themes and three sub-themes were identified. Participants reported feeling let down by the inadequate provision of SRH education at school. Those who had received SRH education in Years 11 and 12 were more likely to report they left school with enough knowledge to protect their SRH. Participants reported wanting SRH education in Years 11 and 12 and described some of the strategies that schools can adopt to make this possible without compromising other learning priorities. Further work is required to clarify the best way forward in this respect.

A Qualitative Study on the Perspectives of Young Adults in Iqaluit on School-based Sexual Health Education

Introduction:  Historical traumas led to the alteration of traditional education pathways, including education on sexual and reproductive health and healthy relationships. Parents no longer are the sole or majority source of information on these topics for youth; the education system and medical professionals have largely replaced parents to this regard. However, for many Inuit youth, parents largely remain the preferred source for this information.&#x0D; Methods: This narrative research study explores young people’s perspectives on the topic of sexual health education. Six sharing circles were conducted on six separate occasions in [community]. 12 youth aged 18 to 22 years participated, which included men (n=3), women (n=8), and non-binary persons (n=1). Four participants identified as LGBTQ+.&#x0D; Results: Sexual health education youth received was perceived to lack information they want and need to live sexually health lives. Peer networks were deemed a positive influence, however at times exerted pressure on youth to participate in sexual activities for which they were not ready. Parents were rarely a source of sexual health information, though youth overwhelmingly desired conversations on sexual health topics with their parents.&#x0D; Conclusion: Results show there is a need to implement community-based resources to address sexual education within Nunavut communities, and to educate parents on how to communicate sexual health information to their adolescent children. The development of a resource for adults could decrease the gap between youth and existing sexual health information including accessing support from family.

EFFECTS OF EDUCATIONAL INTERVENTION ON SEXUAL HEALTH KNOWLEDGE, ATTITUDE AND BEHAVIORAL PRACTICES: A SCHOOL-BASED STUDY IN CALABAR, NIGERIA

Background: High risk sexual behavior (HRSB) contributes significantly to sexually transmitted diseases (STIs) and unwanted pregnancy. This study was aimed at assessing effects of interactive educational intervention, on knowledge, attitude and practice of safe sexual behavior, among sexually active in-school adolescent girls in Calabar, Nigeria. Methods: Quasi-experimental study design was used, with recruitment of one hundred and twenty (120) respondents in two senior secondary schools, comprising sixty (60) each, in groups 1 (control) and 2 (intervention). Group 2 received 2-hour daily, 3-day face-to-face educational teachings on sexual health. Outcome measures assessed at baseline, immediate post-intervention and 12-weeks follow-up, were level of knowledge, attitude and sexual health behavioral practices, with maximum scores of 62, 55 and 35, respectively. Independent t-test was used as inferential statistic, with p-value set at 0.05. Result: Mean age was 17.2 ± 1.1 years (14-19 years). At baseline, comparing groups 1 and 2, there was no significant difference in level of knowledge (24.7 vs. 26.1), attitude (33.7 vs. 32.2) and practice (23.8 vs. 24.7) of sexual health. Compared with group 1 (control), respondents in group 2 (intervention) had significantly higher level of knowledge of sexual health at immediate post-intervention (25.5 vs. 56.4, p&lt;0.05) and 12-weeks follow-up (24.0 vs. 50.8, p&lt;0.05). There was no significant difference in practice scores between the groups comparing these periods (p&gt;0.05). Conclusion: Interactive educational intervention, is effective in improving knowledge of sexual health among sexually active adolescent girls. Concerted effort at establishing and sustaining school-based sexual health education should be encouraged.