School-based Sex Education Programs Research Articles

Sex education in adolescence: A systematic review of programmes and meta-analysis

There are several factors that indicate the need for sexuality education during schooling. However, sexuality education programmes are very heterogeneous. The aim of this research is to quantitatively evaluate the effectiveness of school-based sexuality education programmes for adolescents. A meta-analysis was conducted on the scientific evidence of the effectiveness of school-based sexuality education programmes in different countries from 2000 to 2020. The PRISMA 2020 guidelines were used. The review included 47 studies. Effect size was calculated using Hedges’ g. Heterogeneity was analysed using Cochran’s Q test and the I2 statistic. Programmes increased attitudes towards sexuality and condoms, knowledge, condom self-efficacy, condom use intention and abstinence. Heterogeneity was high, so different moderator variables on the efficacy were analysed.

A rural interprofessional primary care team develops a school-based sex education program

In French rural areas, getting information about sexual health and identifying health actors on the topic is difficult for teenagers. Despite national and international guidelines, school-based sex education programs remain insufficient in France. The aim of this project was to develop a school-based psycho-affective and sexual health program (PASHP) for teenagers, led by an interprofessional primary care team (IPCT) in Montval-sur-Loir (Sarthe) and to coordinate local stakeholders. The IPCT developed the PASHP using a community-based participatory research method. The first step identified the target population and its needs for sex education. The second step was to create a steering group to tailor PASHP interventions in a participatory way and to define the PASHP’s aims and execution arrangements. The third step aimed at carrying out the PASHP and getting stakeholders’ and the target population’s feedback. The PASHP, carried out in the 2020–2021 and 2021–2022 school years, included an intervention about contraception and sexually transmitted infections, artistic workshops on consent or gender stereotypes, group discussions, and an intervention about pornography to assist parents. The PASHP developed and coordinated by the Montval-sur-Loir IPCT is innovative because of its organization. It coordinates local stakeholders, teenagers, and their parents in a disadvantaged rural area, respecting national guidelines on sex education.

Effectiveness of a Comprehensive School-Based Sex Education Program for Young Adolescents in the Netherlands.

Most sexual education programs traditionally focused on providing sexual information regarding the risks of sex. However, current studies on sexual behavior in youth show a need for truly comprehensive sex education approaches with a sex-positive focus on sexuality, that effectively improve sexual competence. Therefore, in the current study the effectiveness of "Love is…", a four lesson school-based program based on the Sexual Interactional Competence model and Attitude-Social-Influence-Self-Efficacy-model was studied. A cluster-randomized controlled trial on the effectiveness of "Love is…" was conducted in 2018-2020. The sample consisted of 1160 adolescents in grades 8 and 9 from nine schools in the Netherlands. The sample was 48% female, 34% Dutch/Caucasian, 41% none-religious and 50% higher educated. They were randomized at class level into a program group [n = 32 classes; 567 students (Mage = 13.74 (SD = 0.74))] and a control group [n = 31 classes; 593 students (Mage = 13.86 (SD = 0.73))]. Results showed that "Love is…" increased sexual knowledge, that adolescents in the program group showed less cyber victim blaming attitudes and increased in communications skills after the program. In conclusion, the current study shows that "Love is…" was effective not only on the knowledge level, but also regarding sexual attitudes and competences. However, due to the developmental process of sexuality, there is a necessity to continue lessons in following grades through booster sessions by reinforcing competences as communicating comfortably about sexuality.On 12 November 2019 the study design and hypotheses were registered in the Dutch Trial Registration, number NL8150. ( https://onderzoekmetmensen.nl/nl/trial/26676 ).

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.

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.

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 relationships and sexuality education programmes in primary schools: contexts, mechanisms and outcomes

ABSTRACT This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness. Using a theory-generating approach informed by realist evaluation, the review takes a deep dive into the literature to identify contexts, mechanisms and outcomes likely to influence the effectiveness of programmes. This paper will be of interest to researchers, evaluators, RSE programme designers and practitioners as findings provide a catalogue of factors (variables) that can be considered for application in future programme evaluations and for inclusion in programme logic models. It identifies areas of opportunity to incorporate children’s voices into research and points to the need for longitudinal studies to address the context- and time-sensitive nature of relationships and sexuality education.

Aboriginal young people’s perspectives and experiences of accessing sexual health services and sex education in Australia: A qualitative study

ABSTRACT Aboriginal and Torres Strait Islander (Aboriginal) young people seek information and access health services for their sexual health needs. This study examined Aboriginal young people’s perspectives on sexual health services and sex education in Australia. Overall, 51 Aboriginal people aged 16–26 years were interviewed by peer researchers in Sydney, Australia in 2019–2020. The findings suggest that the internet was used to assess information quickly and confidentially, but Aboriginal young people questioned its reliability and accuracy. Family, Elders and peers were seen as sources of advice because they had real-life experience and highlighted intergenerational learning that occurs in Aboriginal communities. School-based sex education programmes had mixed reviews, with a preference for programmes delivered by external specialists providing anonymity, clear and accurate information about sex and relationships and positive approaches to sex education, including how to gain consent before sex. There was a need identified for school-based programmes to better consider the needs of Aboriginal young people, including those who identified as LGBTQI + . Aboriginal Medical Services were highly valued for providing culturally safe access to services, while sexual health clinics were valued for providing specialised confidential clinical services with low levels of judgement.

Effects of a Sexual Risk-Reduction Intervention for Teenagers: A Cluster-Randomized Control Trial

This study evaluated the efficacy of the COMPAS program in the short term and 6 months after its application. For the initial sample, 2047 teenagers aged 14–19 years from 14 schools in 11 Colombian cities participated; eight schools were randomly assigned to the experimental condition and six to the control group. The participants completed self-report assessments that evaluated several variables theoretically associated with protective sexual behaviors. In the short term, the experimental group showed increased knowledge about HIV and other STIs, sexual assertiveness, self-efficacy, greater behavioral intention toward condom use, and more favorable attitudes toward HIV and condom use than the control group. After 6 months, most psychological and health variables also showed a significant positive change. In conclusion, the COMPAS program is the first school-based sexuality education program that has been shown to be effective in reducing mediating and behavioral variables associated with sexual risk reduction in Colombia.

Comprehensive Sex Education Addressing Gender and Power: A Systematic Review to Investigate Implementation and Mechanisms of Impact

BackgroundDelivered globally to promote adolescents’ sexual and reproductive health, comprehensive sex education (CSE) is rights-based, holistic, and seeks to enhance young people’s skills to foster respectful and healthy relationships. Previous research has demonstrated that CSE programmes that incorporate critical content on gender and power in relationships are more effective in achieving positive sexual and reproductive health outcomes than programmes without this content. However, it is not well understood how these programmes ultimately affect behavioural and biological outcomes. We therefore sought to investigate underlying mechanisms of impact and factors affecting implementation and undertook a systematic review of process evaluation studies reporting on school-based sex education programmes with a gender and power component.MethodsWe searched six scientific databases in June 2019 and screened 9375 titles and abstracts and 261 full-text articles. Two distinct analyses and syntheses were conducted: a narrative review of implementation studies and a thematic synthesis of qualitative studies that examined programme characteristics and mechanisms of impact.ResultsNineteen articles met the inclusion criteria of which eleven were implementation studies. These studies highlighted the critical role of the skill and training of the facilitator, flexibility to adapt programmes to students’ needs, and a supportive school/community environment in which to deliver CSE to aid successful implementation. In the second set of studies (n = 8), student participation, student-facilitator relationship-building, and open discussions integrating student reflection and experience-sharing with critical content on gender and power were identified as important programme characteristics. These were linked to empowerment, transformation of gender norms, and meaningful contextualisation of students’ experiences as underlying mechanisms of impact.Conclusion and policy implicationsOur findings emphasise the need for CSE programming addressing gender and power that engages students in a meaningful, relatable manner. Our findings can inform theories of change and intervention development for such programmes.

Addressing Learner-Centred Barriers to Sexuality Education in Rural Areas of South Africa: Learners’ Perspectives on Promoting Sexual Health Outcomes

IntroductionThe school-based sexuality education programmes in South Africa aim to improve the sexual and reproductive health of school-going adolescents. However, the high rate of unplanned pregnancy and sexually transmitted infections among learners in some schools in rural areas of King Cetshwayo district suggests that the programmes in these schools might not be effective due to certain learner-centred factors.MethodThis qualitative study explored lived experiences of 84 learners from nine public schools in 2020 through focus group interviews. Data was analysed using Interpretative Phenomenological Analysis.ResultsLearner-centred barriers to effective school-based sexuality education identified in this study were attitudes, age disparity, psychological status, peer pressure, socio-economic status, the exploratory attitude of learners, media, lack of role models, previous experiences, socio-economic status, and lack of parental love. These factors could reduce good sexual health. Learner-targeted interventions such as campaigns, using guest professionals, condom distribution, videos, on-site family planning, formal demonstrations, and on-site counselling could address these barriers.ConclusionsAddressing these barriers and implementing the proposed interventions will enhance school-based sexuality education and consequently improve adolescents’ sexual health.Policy ImplicationsThe findings could guide programming, implementation, and delivery of school-based sexuality education leading to improved adolescents’ sexual and reproductive health.

Where and how do young people like to get their sexual and reproductive health (SRH) information? Experiences from students in higher learning institutions in Mbeya, Tanzania: a cross-sectional study

BackgroundSexual and reproductive health (SRH) among young adults in low- and middle-income countries (LMIC) is still a major public health challenge. Early school-based sexuality education programs and sexual health information sharing between teachers, parents and young people have been considered protective against the sexual health risks to which young people are exposed. There is, however, limited information on the preferred choices of “where”, “how” and “from whom” young people would like to receive SRH information. We aimed to describe the experience and preferences of young people regarding their SRH education and learning and in particular communication with their parents/guardians.MethodsWe conducted a cross-sectional study among randomly selected students aged 18-24y attending Higher Learning Institutions (HLIs) in Mbeya, Tanzania. We used a self-administered questionnaire to collect information on SRH education received, ability to discuss SRH matters with a parent/guardian and SRH information gaps encountered during their early sexual experience.ResultsWe enrolled 504 students from 5 HLIs, of whom 446 (88.5%) reported to be sexually active, with mean age at sexual debut of 18.4y (SD 2.2). About 61% (307/504) of the participants found it difficult to discuss or did not discuss SRH matters with their parent/guardian while growing up. Learning about SRH matters was reported from peers (30.2%) and teacher-led school curriculum (22.7%). There was a strong gender-biased preference on SRH matters’ discussions, female and male participants preferred discussions with adults of their respective sex. Peers (18.2%), media (16.2%) and schools (14.2%) were described as the preferred sources of SRH information. On recalling their first sexual experience, sexually-initiated participants felt they needed to know more about sexual feelings, emotions and relationships (28.8%), safer sex (13.5%), how to be able to say ‘No’ (10.7%) and how to use a condom correctly (10.2%).ConclusionYoung people have a gender preference when it comes to learning about SRH matters from their parents; however, such conversations seldom occur. Community health education should focus on building skills of parents on parent-child communication on SRH matters so as to empower them to confidently initiate and convey accurate SRH information. Comprehensive SRH education and skills building need to be strengthened in the current school SRH curriculum in order to meet the demand and needs of students and increase the competence of teachers.

Teacher approaches, attitudes, and challenges to sexuality education: A case study of three junior high schools in Ghana.

While school-based sexuality education programs are established to reduce risky sexual behaviour among young people, teachers who play a central role are challenged by social factors which affect program outcomes. This study aimed to investigate the training and support offered to teachers on the delivery of sex education in three contrasting Junior High Schools in Ghana, the attitudes and approaches to the delivery of sex education, and the response of students to teacher delivery of sex education. A qualitative study design was employed with 13 in-depth interviews with head teachers, teachers, and students. Although teachers received similar training, teachers adopted different attitudes and approaches which resulted in student accounts of disinterest in sex education programs. Applying the health-promoting schools framework, the study concluded that the individual values and attitudes, as well as the type of school support, affects teacher modes of delivery and influences student interest in sex education, and should be considered in the design of in-school sex education programs.

Perspectives of Indonesian parents towards school-based sexuality education

ABSTRACT Internationally, school-based sexuality education programmes have shown to improve sexual practices and health outcomes for young people. However, perceived parental discord is commonly cited as a barrier to implementation. Within Indonesia, there is limited empirical evidence regarding parents’ attitudes towards school-based sexuality education. A sample of 768 Indonesian parents and caregivers completed an online Qualtrics survey to determine their level of support or disapproval towards the provision of sexuality education within primary and secondary schools. The majority of parents supported school-based sexuality education (n = 756, 98.4%) and suggested certain topics should commence as early as kindergarten and elementary school (n = 615, 80.0%). Religious affiliation was not associated with permissiveness. When presented with a range of sexuality topics, most parents agreed their inclusion was important. However, for some topics, there was significant variability in opinion based upon the age, gender, or educational background of the parent; thereby providing opportunity for further work. This preliminary study challenges notions that parents, particularly those with religious affiliations, are barriers to the delivery of sexuality education within Indonesia schools. Further research and advocacy will hopefully encourage educators to expand their current levels of provision, to align with international and evidence-based guidelines.

Comprehensive sexuality education in Hong Kong: study protocol for process and outcome evaluation

BackgroundHong Kong lacks comprehensive school-based sexuality education. Recent public health concerns have brought the inadequacies of sex education in Hong Kong to the forefront. The aim of the proposed study is to develop and evaluate the effectiveness of a comprehensive school-based sexuality education program in Hong Kong.MethodsThe proposed study is a prospective longitudinal study implemented in six secondary schools in Hong Kong over two academic years. The study adopts an ecological approach providing informational workshops for students, teachers and school management, social workers and guidance counsellors and parents. Study outcomes will be evaluated through pre- and post-tests.ResultsKey outcomes of interest among students include sexual health knowledge, awareness of values motivating healthy sexual decisions, understanding and efficacy of sexual communication and intention to use contraception. Among school employees and parents key outcomes include self-efficacy to engage in sexual health discussions with students/children, sexual health knowledge and awareness of Hong Kong community sexual health resources.ConclusionsThe proposed study will result in the development of a tested school-based culturally relevant comprehensive sexual health education program. Ultimately, this program aims to not only empower adolescents and their trusted adults in building a supportive environment for sexual health promotion but also construct a learning network to generate longitudinal evidence for the effectiveness of comprehensive sexuality education in improving sexual health outcomes. The program has the potential for expansion through widespread adoption in Hong Kong schools to benefit more adolescents and reduce the medical and societal burdens related to crisis pregnancy, sexually transmitted infections and sexual abuse.

Dating Behaviour and Its Associated Factors among Female Adolescents in Indonesia: A School-Based Survey

&lt;p&gt;Sexuality and reproductive health are sensitive issues for families, schools and communities to discuss with adolescents in Indonesian social, cultural and religious context. This study aims to identify dating and its associated factors in female adolescents in Indonesia. This school-based survey was conducted among 577 students who completed a self-administered questionnaire that included socio-demographic information, discussion on reproductive health with parents, teachers and peers, and physical and psychological development. The results show that 56.5% (95% CI: 51.1%–61.8%) female adolescents had dating experience. Age (OR= 1.63; 95% CI= 1.13-2.35), lack of information on development (OR= 0.39; 95% CI= 0.23-0.67), menstruation (OR= 3.07); 95% CI= 1.54-6.11), lack of discussion with teachers on the topics of puberty (OR= 2.94; 95% CI= 1.58-5.47) and dating (OR= 1.53; 95% CI= 1.03-2.28) are associated with dating behaviour. Characteristics of adolescents and discussion patterns between children and parents and teachers are also associated with dating behaviour. The results indicate that an integrated school-based sex education program that also involves parents is needed in the context of Indonesia.&lt;/p&gt;

How should school-based sex education be provided for adolescents in Saudi Arabia? Views of stakeholders

ABSTRACT Although sex education has been found to improve young people’s sexual and reproductive health, no formal programmes exist in Saudi Arabia. This study aims to assess the views of stakeholders on the need for sex education programmes for adolescents in Saudi Arabia, suggested forms of provision, and views on the information provided in Science and Religion curricula. Twenty-eight semi-structured interviews were conducted with policy-makers, healthcare providers, teachers and religious scholars. Thematic analysis was undertaken. Unanimity was expressed on the need for school-based sex education programmes. When asked who should deliver them, stakeholders differentiated between who should be in charge of designing the programmes and who should deliver them. Tension was evident on the role of religious scholars within these two phases of implementation. The inclusion of information that might seem to ‘encourage sinful’ premarital sexual experience was contentious. Although scientific and religious messaging strategies were viewed as non-contradictory, opinions differed as to which messaging strategy to focus on. Information in the 2013 curricula was criticised by some as inaccurate, promoting an ‘othering’ of Westerner and inciting fear. However, more recent curricula have omitted several of these criticised passages and may provide an opportunity to expand the focus on sexual health-related topics within the curriculum.

The road not taken: sexuality education and its associations with sexual knowledge and attitudes among senior high school students in rural areas of Western China

The poor performance and limited availability of sexuality education programs in rural areas of western China increase the danger of younger cohorts being exposed to sexually transmitted diseases (STDs) and engaging in risky sexual behaviors. A traditionally conservative culture, low levels of economic development and the relative lack of faculty resources all contribute to the weakness of sexuality education efforts. This study uses a sample of 164 boys and 195 girls who were senior high school students aged 15–19 in rural western China in 2017. The study aims to explore sexuality education, and sexual and reproductive behaviors, and to identify associations between sexuality education and sexual knowledge and attitudes among adolescents in rural western China. The results reveal a positive association between courses about reproductive health and lectures about STDs, and sexual knowledge; and a positive association between lectures about STDs and sexual attitudes. Our study also found that access to consulting services provided by governmental organization in the field of family planning and reproductive health helped rural adolescents enhance their sexual knowledge. Making such services available appears to offer a feasible method to develop a comprehensive sexuality education system in western China. The study concludes that an improved school-based sexuality education program strictly implemented as a part of the standard school curriculum is an effective way to increase sexual knowledge and promote de-stigmatized sexual attitudes among adolescents in rural western China.

Impact of Parental Communication on African American Adolescent Sexual Behavior: A Mini Literature Review

Many adolescents are engaging in risky sexual behaviors, which can ultimately lead to adverse health outcomes, such as sexually transmitted infections and/or teen pregnancy. Research has shown that youth aged 15–24 account for half of the 20 million new sexually transmitted infections acquired each year in the United States. This paper examined the effect of parental communication on African American adolescent sexual behaviors. A narrative literature review was completed in order to identify common themes across articles. Analyses indicated parental communication is associated with increased safe sex practices. More specifically, breadth of content, and open parental communication style were shown to be associated with safer sex practices. However, frequency/timing of parental teen sexual communication (PTSC) was not examined within the selected articles. Additionally, results indicated significant differences in PTSC topics discussed between male and female adolescents. Researchers and health educators alike should consider parental involvement in community and school-based sex education programs to help increase adolescent safe sex practices.

Self-efficacy and outcome beliefs as predictors of intentions to notify partners for sexually transmitted infections in Ireland

ABSTRACTPartner notification (PN) is a public health strategy widely applied to control the spread of Sexually Transmitted Infections (STIs) by disrupting the transmission chain and by protecting against re-infection and health complications. Research suggests that individuals’ own beliefs about the outcome of an action (outcome beliefs) and perceived ability to perform a specific behaviour (self-efficacy) influence intentions to notify sexual partner(s) for STI/HIV diagnoses. However, because HIV case management differs from other STI cases, there is a need to distinguish between PN related to STIs other than HIV and HIV. The present study aimed to examine the role of outcome beliefs and self-efficacy in predicting intentions to notify partner(s) separately of possible STI and HIV diagnoses. Participants were 177 adults (28.4 years, ± 9.04) who completed self-report measures of self-efficacy, outcome beliefs related to PN and PN intentions for STI and HIV diagnoses. Hierarchical regression models showed that self-efficacy was a significant unique predictor of intentions to notify sexual partners for STIs other than HIV after controlling for outcome beliefs, F (3, 174) = 9.82, p < 0.001. However, this was not evident for intentions to notify partners for HIV. These findings indicate that self-efficacy plays an important role in predicting intentions of notifying sexual partner (s) for STI diagnosis but not for HIV diagnosis. Given that self-efficacy has been successfully integrated in the delivery of education programmes aimed at promoting positive health behaviours, our findings suggest that it could be also incorporated into school-based sex education programmes.