School Health Education Research Articles

Exploring the Teaching Mechanism of School Mental Health Education Based on Social Networks

Abstract This paper analyzes the social network, explores the association structure in the social network, optimizes the classical social network mining algorithm by combining the penalty matrix, and constructs the mining algorithm for students’ mental health status based on the social network by using the penalty matrix for clustering inference. On this basis, the constructed algorithm is verified by combining quality index, performance index and modularity, and the mining of students’ mental health status and mental health influencing factors is carried out to explore the teaching mechanism of school mental health education from the side. The results show that the mental health social network has a total of 50 nodes and 169 edges, and the module degree is generally in (0.4,0.9), which is reasonably divided, and is in the subhealth condition, and the mental disorder situation accounts for more. The correlation of students’ mental health is mostly distributed between (2,5), and the correlation coefficients of environmental changes, academic expectations, interpersonal relationships, self-perception, psychological conflicts, life events, family environment, and economic situation with students’ mental health are all greater than 0.5 so that the mechanism of teaching mental health education in schools is a home-school-society linkage mechanism.

Kua takoto te mānuka, mā wai e hiki ake? Advancing a Te Tiriti o Waitangi-led approach to mental health education in schools

ABSTRACTThis article engages mātauranga Māori, social psychology and the sociology of education to argue that an individualistic approach to mental health education in schools is inadequate. In this article we discuss a recent national school curriculum policy that demonstrates the ways mental health education can be framed by Te Tiriti o Waitangi, informed by the determinants of health, and culturally located in worldviews representative of Te Ao Māori. This framework encourages schools take a ‘whole of school’ approach to mental health education, embedded in teacher development, curriculum learning, and community engagement. We argue that this approach – aligned with the three articles of Te Tiriti o Waitangi – necessarily involves schools consulting with diverse ākonga (learners) and communities, involving them in mental health curriculum development, implementation, and evaluation. When conducted in culturally and socially conscious ways, the relationship between boards, schools and the wider school community can embody effective governance (article one), honour hapū, iwi and Māori rangatiratanga (article two) and encourage equal participation and inclusion for equitable mental health education and outcomes (article three). We argue that this approach to mental health is Te Tiriti-led, relational, and more likely to be well-being enhancing for diverse young people and communities.

Abstract A072: Cancer health education in high schools: A qualitative analysis of student gains

Abstract Background. Cancer disparities are prevalent in Milwaukee, Wisconsin. Community member feedback highlighted the importance of cancer education in reducing these disparities. Extension into alternative venues, such as high schools, can provide an innovative way to promote and provide cancer health information. The Cancer Health Education Curriculum (CHEC) provides high school students with an overview of cancer biology, cancer risk factors, early detection and screening methods, cancer treatment, survivorship, and cancer disparities. To reinforce their learnings, students complete a group project focused on a particular topic of interest. Integrated into the curriculum is a Service-Learning project in which students disseminate the information they learn to the community via a booth at the class sponsored “Cancer Health Fair,” a 30-second public service announcement or sharing their information with five friends and/or family members. Previously we published the effects on knowledge, beliefs and behaviors. In this presentation, we examine if outcomes differ by type of Service-Learning project. We also explore students’ perceptions of anticipated and achieved gains before and after the curriculum, as well as community feedback on the Service-Learning component. Methods. Data was collected between 2017-2019 at a Milwaukee Public High School. Students completed surveys before and after completion of the CHEC that included measures of cancer health knowledge, a validated measure of cancer fear and fatalism and Behavior Risk Factor Survey Study items querying about fruit and vegetable consumption, physical activity, tobacco use and screen time. Pre-curriculum surveys also include the open-ended question, “What do you hope to gain from CHEC,” and post-curriculum surveys include the question, “What did you gain from CHEC.” Quantitative data pre-post were compared using paired t-tests. Qualitative analysis was completed by participants by semester who responded to both pre and post question through coding and theme creation. Results. 521 students with a mean age of 15 completed the curriculum. Quantitative results showed significant improvements in cancer-related knowledge (p < 0.0001), cancer fear and fatalism (p < 0.0001) and three of eight health behaviors assessed showed significant improvement. Qualitative data analyses showed the most predominate response themes from the “gains” question included 1) understanding cancer better, 2) decreasing fear, 3) wanting to make healthy behavioral changes, 4) gaining skills to talk with family and friends about cancer. Qualitative data suggests that the creation of seminal messaging through health education and Service-Learning contributed to change in perception and attitude. Qualitative data through gains analysis will be presented by Service-Learning type. Study results also support the feasibility of integrating cancer education, leveraging a Service-Learning requirement, and the potential for such programs to impact friend/family communications related to cancer. Citation Format: Kathleen O'Connell, Melinda Stolley, Dakota Berg, Abigail Kerschner. Cancer health education in high schools: A qualitative analysis of student gains [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A072.

Understanding the psycho-social problems of vulnerable adolescent girls and effect of intervention through life skill training.

Children and adolescents are considered to be among the most vulnerable groups with respect to psychosocial issues who have been affected the most by this change in the family structure. The adolescent phase for girls is a critical period characterized by significant bio-psychosocial transformations. It is imperative to provide adolescents with the necessary tools and abilities to effectively confront these challenges which are provided by the members of the family. The implementation of life skill education is commonly acknowledged as an intervention mechanism for augmenting skills and abilities to manage the daily challenges of life, particularly among a distinct demographic such as adolescents. This study aims to examine the potential correlation between the growing incidence of mental health disorders among minors and the escalating levels of problematic smartphone and social media usage. It highlights the necessity of promoting health education in schools and investigating the impact of inadequate parenting on adolescent mental health. This paper is founded on a psychosocial intervention that employs life skill education to assist adolescents in managing the internal and external changes that arise during their developmental stage. This study employed qualitative research methods. The qualitative study findings were gathered from a variety of secondary sources, including media articles, academic journal articles, and past theses. A discourse analysis method was used throughout this study, and several case studies were gathered from news articles and journals to provide a brief overview of an Adolescent girl's current situation. Adolescence pressure and the consequences of this is a global issue. Adolescent stage is the most vulnerable group in the society. This paper attempts to study the psychological problems of the adolescence as they grow up and helps in understanding their problems and implementing life skill training methods to help them rejuvenate from trauma. In all, initiatives aimed at mitigating stressors in the lives of adolescents often commence with educating teenagers and adolescents about the potential hazards associated with these stressors. The implementation of certain strategies should be incorporated into guidelines aimed at promoting the safe and healthy use of social media by young individuals. Keeping track of their academic progress and dealing with any problems early on can help them avoid the negative effects of psychological problems in adolescence.

Inclusion of Sexual Health Education for the Wellbeing and Dignity of Secondary School Children: An Indian Rural Perspective

The study investigates students’ perspectives on incorporating sexual health education into the curriculum of secondary schools in rural Bangalore. Focused on assessing how such education impacts students’ physical and psychological well-being, confidence, and ability to make informed decisions, the research collected data from 981 students across 6th to 10th grades. A structured questionnaire, measured on a five-point Likert scale, explored students’ perceptions of sexual health education and its outcomes. After a meticulous data cleaning process, which included outlier removal, the study utilized a final sample of 900 students. IBM SPSS 25 and AMOS 25 facilitated the statistical analysis. The findings underscore the significant positive effect of sexual health education on students’ confidence levels. It highlights how this form of education aids in maintaining personal hygiene and fosters balanced decision-making skills among students. The study’s results advocate for the implementation of sexual health education in schools, emphasizing its role in enhancing student wellbeing and confidence. Additionally, it contributes to defining the scope and framework of a sexual health education curriculum from the students’ perspective in rural Bangalore schools, aligning educational objectives with the actual needs and perceptions of the student body.

보건교사의 재난간호역량에 미치는 영향요인

보건교사의 재난간호역량에 미치는 영향요인

Parents’ Attitudes towards Inclusion of Sexuality Education in Malaysian Schools

The present study examined the attitudes of Malaysian rural parents regarding sexual health education in elementary schools. Using a comprehensive list of sex education topics, parents were asked to examine which topics they believed should be taught at schools. In addition, the study also assessed the relationship between parents’ demographic characteristics such as age, gender, education, and occupation and their approval of sexual health education. The respondents of the study included parents (n=211) of children registered in four selected schools in Kedah, Malaysia. The majority of them (73%) supported the inclusion of various sexual health topics in school curriculum provided the contents were in line with religious teachings. The study has generated important empirical findings regarding local community’s response to school-based sexuality education. This information is needed in facilitating the development of sexual health policy at various institutional levels, and in the effective implementation of sexual health curriculum in Malaysian schools.

Knowledge Of School Health Programmes Among Teachers In Schools, Gulmi

Background: School teachers should have basic knowledge regarding school health programs to provide promotive and preventive healthcare through the implementation of the program. Thus, the main objective of the study was to assess the knowledge of school health programs among school teachers in the schools of Gulmi. Method: A cross-sectional descriptive study was designed using a probability proportionate sampling technique and data from 73 respondents were collected using a self-developed structured questionnaire. The study was conducted between 2079/10/01 to 2079/10/30. Data management analysis and interpretation were done using descriptive and inferential statistics and presented in tabulated form. Result: In total, 49.3 % of the respondents had an adequate level of knowledge. Most (86.3 %) of respondents had a clear concept of the meaning. 90.4% of respondents had adequate knowledge of school health education. 58.9 % and 54.8% of respondents had adequate knowledge of Nutrition and health services, and school health nurses respectively. Only 46.9% of respondents had adequate knowledge of School health education. The study showed an association between the level of knowledge and the level of teaching area of the teachers (P=0.039). Conclusion: There was Less than half of the teachers had adequate knowledge on school health program. However, there are still gaps in knowledge on school health environment, Nutrition, and health services. Thus the training program should be provided by authorized level regarding this kind of components to enhance knowledge among teachers.

Performance of school health programme in Nigeria: A situation analysis

Background: School Health Programme (SHP) if effectively implemented, will contribute to the optimal health of schoolchildren. In this survey, the extent of the implementation of SHP in Nigeria was evaluated. Methods: The study was cross-sectional nationwide, school-based survey, and schools were randomly selected. The school proprietors, school health personnel, teachers, students, and parents were interviewed using an interviewer-administered questionnaire on the key components of SHP. Results: A total of 105 schools were surveyed. The proportion of CC –BY 4.0 students, teachers and parents who were aware of SHP were 26.3%, 11.1% and 9.10%, respectively. The proportion of the schools which conduct mental health, nutritional assessment and visual & hearing screening were 48.6%, 51.4%, and 57.1%, respectively. There were 18 (17.6%) schools that had trained person in charge of the health of students. Schools that still use pit toilet and open defecation method were 22.9% and 11.3%, respectively. The proportion of school with retainership with a health facility was 37.1%. Conclusion: The SHP awareness is poor in Nigeria, and its implementation is sub-optimal. There is need for renewed interest in SHP in Nigeria through reform and deliberate interventions especially on establishing school-based vaccination programme and referral of sick pupils to healthcare facility.

School health teachers’ gender-sensitive sexual health education experiences in South Korea

ABSTRACT Sexual health education is mandatory in South Korea. However, gender equality, and the rights of sexuality and gender-diverse people are contentious issues in Korean society. This study describes school health teachers’ experiences delivering sexual health education especially in relation to gender equality and the rights of sexuality and gender minorities. A descriptive approach based on grounded theory methodology was adopted. The participants included 23 elementary, middle, and high school health teachers certified by the Korean Institute for Gender Equality Promotion and Education. One-to-one interviews were conducted with participants. Education authorities, students, other teachers, and parents create challenges for health teachers because of the tension between gender-sensitive and conservative perspectives on sexual health education. Social factors influencing these challenges include patriarchy, cultural misunderstandings regarding sexuality, conflicts between feminism and anti-feminism, heterosexual familism, and homophobia. Teachers’ strategies to overcome these challenges include improving personal understanding, skills and attitudes, and asking other teachers and parents for their support. Addressing gender equality and power is the key to improving students’ sexual and reproductive health. Educational authorities and civil society should support school health teachers’ efforts to advance gender equality and prevent sexuality and gender identity-based discrimination.

Process evaluation of the Greek nationwide school health education program

Abstract Background Schools can play a significant role in promoting health of the school community. Process evaluation is always needed to gain valuable insights on how next health promotion interventions could be improved. In Greece, the first effort to organize health education interventions in the schools at national level, was in 2019 by the Ministry of Health. The aim of the current study was to evaluate the process of a national school health education program in Greece. Methods The health education interventions took place during school year 2019-2020. They included the following themes: oral health, healthy eating, mental health, sexual health, bullying, and online safety. Multidisciplinary teams co-developed all health education material. A representative sample of teachers and health professionals filled in the structured questionnaires developed for the current study, after their informed consent. Statistical analysis was conducted using SPSS statistical software (version 22.0). Results Most teachers evaluated as excellent (83.6%) the cooperation with the school principal and the health education coordinator (77.6%), while the general satisfaction from the intervention was evaluated as excellent by 69.8% of them. In addition, most of the health professionals (90.7%) perceived as excellent the cooperation with the health education coordinator and the other health professionals (86.3%) as well as the cooperation with the school principal (87%). Conclusions Even though this was the first effort in Greece to organize school health education interventions at a national level, the results of the process evaluation have been positive. Therefore, the Greek Ministry of Health has adopted this program which is implemented until today. Key messages • Process evaluation of school health education interventions is important to improve future initiatives. • Centrally organized school health education interventions may be the key for their success.

5.L. Workshop: School health literacy as a means to achieve European public health goals

Abstract Background In recent years, health literacy has been acknowledged as crucial in context of school health promotion, prevention, and education. In 2020, the Schools for Health in Europe Network, linking the 53 WHO European Region Member States to collaborate on school health, released a milestone fact sheet on health literacy in schools, including an evidence synthesis on how health literacy impacts not only health goals but educational outcomes. In 2021, the World Health Organization Regional Office for Europe produced an evidence informed report, recommending the way forward regarding school health literacy in the realm of European public health. Organizational health literacy of schools is named a key responsibility for educational establishments alongside activities to address digitalization in education, climate and planetary health, the commercial determinants of health, the role of social media, and the aftermath of the Covid-19 pandemic. Achieving health literacy development throughout childhood and adolescence requires an early and systematic approach, ideally implemented in schools. Classroom learning and instruction by teachers qualified in health education are key to strengthen skills, behaviours, knowledge, and attitudes that schoolchildren will need to appropriately manage health information from various sources and form health decisions to promote their health in everyday life. Schools are widely accepted as the ideal setting for children to learn about and take responsibility for their own health and self-directed learning, bringing together all elements of health literacy including digital, mental, and organizational health literacy. Teaching materials and targeted sessions on health literacy, either embedded into a subject or as a cross-cutting topic, have several benefits: they reach all children regardless of their social, cultural or development background, they can be delivered over the course of a decade and longer, they can be repeated to enhance learning effects, with increasing grades the complexity and content can be expanded, and in schools it is possible to swiftly respond to contemporary health concerns of children. Objectives This workshop will present empirical findings and intervention research results from various school health literacy studies. (i) The first presentation will discuss findings of school principal's health literacy. (ii) The second presentation will provide key findings from the first ever study on organizational health literacy in schools. (iii) The third presentation will present the evaluation of a mental health literacy programme for students and teachers. (iv) The fourth presentation will introduce a digital health literacy intervention for schoolchildren. The format of this workshop will be 4x7-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • School health literacy is an important topic within the context of school health promotion, prevention, and education. • Addressing health literacy as early as in schools will enable children and adolescent to become health literate, enabling them to face health challenges over the life-course.

2.L. Workshop: Digital health literacy in childhood and adolescence: concepts, assessment tools, and study results

Abstract The on-going digital transformation of societies and our health system has to be taken into account when it comes to child and adolescent public health. Digitalization is also rapidly changing European (public) health systems, impacting the design of healthcare, the delivery of health education, and the necessary training of health professionals working with children and adolescents. Digital health literacy is rooted in health literacy and comprises the competencies to find, understand, appraise, and apply health information and services. Digital health literacy is becoming increasingly relevant to navigate the health system, to be informed and interact on health topics, and to manage one's own health. Digital health literacy not only has a positive impact on health it is also considered a key element to a successful transition to digital health and digital public health. Children and adolescents are born into a digital world and already at young age they start to engage with digital technologies and applications. This familiarity does not, however, imply a high digital health literacy, the competencies relevant to digital health literacy must still be trained and learned. The earlier children and adolescents develop these competencies, the earlier they can take responsibility for their health behaviours and health. Schools and educational institutions are therefore crucial concerning the promotion of digital health literacy. For its promotion it needs knowledge regarding the concept, how it can be measured and effectively promoted. The objectives of this workshop are to: • Provide an introduction into the concept of digital health literacy and its relevance for child and adolescent public health • Provide an overview and current challenges of measuring digital health literacy. • Provide insights into first time representative data on school children's digital health literacy and a collaborative project in schools between public health and paediatrics. • To clarify questions and exchange with the audience on experiences and possible interventions promoting digital health literacy in this age group • To provide data on school teachers' digital health literacy and the implementation of digitial health literacy in schools In this workshop, we wish to share knowledge and evidence on digital health literacy in children and adolescents and enter into an expert discussion on the public health relevance of digital health literacy, evidence and limitations of current digital health instruments, as well as options for the promotion of digital health literacy in children and adolescents. Three presentations will set the foundation for this exchange (3 x 10 minutes, brief Q&A) after which 20 minutes are dedicated to the discussion. Key messages • Digital health literacy is an increasingly important health determinant of child and adolescent health and should be measured and promoted. • Digital health literacy can be promoted in the context of school health promotion, prevention and education.

Utilizing Group Sandplay Therapy for Mental Health Education in Primary Schools Through Experiential Activities

Objective: Let primary school students experience group sandplay, explain the knowledge of mental health education through group sandplay, which is an entertaining way of teaching, and acquire knowledge about happiness, helping primary school students to establish and guide healthy psychology. Method: Using the case study on the group sandplay practical operation activities were carried out in the No. 1 Primary School of Dong Fang City, and the hot psychological problems of primary school students today were the theme activities. Students were allowed to express themselves through sandplay for mental health education. Qualitative methods to explain the students' feelings for the group sandplay activities. Result: The survey results showed high satisfaction, and the format was attractive to students and suited to their age. The sandplay can help them express themselves better, and the concrete nature of the sandplay can boost primary school students' understanding. Conclusion: Group sandplay therapy can positively support primary school students' mental health education and can be popularized.

Exploring the evolution of physical education and school health research: A bibliometric analysis

Physical education and school health have received more attention in recent years due to the growing concern over sedentary lifestyles and the rising prevalence of obesity and other health problems among children and adolescents. As a result, there has been an increase in the study on this topic, making it crucial to assess publishing trends and identify critical areas of concentration. This study aimed to map the school physical education and health literature between 2013 and 2022. VOSviewer was used to analyse 1,427 article documents. This study indicated that 2019 was the peak year for publications, with 183 documents. This result signifies increased interest and investment in this field’s study. This publication’s rise implies that researchers, institutions, and funding agencies prioritise physical education and school health research to encourage healthy lifestyles and prevent chronic diseases in children and adolescents. The subject area “Medicine” was the most focused on physical education and school health studies, with 1,229 documents. The BMC Public Health journal published the most articles, with 165 documents. Lubans, D.R., from the University of Newcastle, Australia, was the most prolific author with 32 documents. The keyword “physical activity” was the most used in cluster 1, with 450 occurrences and a total link strength of 678. This study’s results guide the most recent references in physical education and school health to guide future research appropriately. Future research may investigate using technology and digital media to encourage physical activity and healthy lives. In addition, future research may identify methods for incorporating school health and physical education programmes.

Research on the effective way of mental health education based on artificial intelligence technology

Abstract In response to the imperfect development of the mental health education enhancement system, this paper uses artificial intelligence technology to explore and innovate effective ways to enhance mental health education. This paper firstly constructs the MDP model, value function, strategy evaluation, and strategy enhancement based on artificial intelligence technology to build a feed-forward neural network model. Secondly, it analyzes three aspects of mental health education: the course offering or not, the frequency of the course offering, and the relevant content of the course. Finally, the MDP model with artificial intelligence technology and feed-forward neural network model was used to verify the enhancement path of mental health education, and four aspects of mental health education were analyzed in terms of the cognitive situation, arrangement of content, course offering, and educational teachers and training. The results showed that only 5.875% of the teachers knew a lot about mental health education in schools, 37.25% said they knew more, and 57% said they did not know much about mental health education, which indicates that most teachers do not pay much attention to mental health education. Thus, it is feasible to explore ways to improve mental health education based on the context of artificial intelligence.

Parental attitudes to school- and home-based relationships, sex and health education: evidence from a cross-sectional study in England and Wales

ABSTRACT Subsequent to the introduction of compulsory relationships and health education in primary schools and relationships and sex education and health education (RSHE) in secondary schools in England from 2020, this paper examines the attitudes of parents towards school- and home-based RSHE. Using data from a survey of parents (n = 849) of children at 37 independent schools in England and Wales, we analysed parental attitudes towards school-parent communication about RSHE, the teaching of RSHE in school, and their own communication with their children about relationships and sex at home, exploring perceived barriers and use of resources. We found significant parental support for school-based RSHE, alongside some concerns, as well as uncertainty and embarrassment as barriers to parent-child communication about relationships and sex at home, indicating the need for schools to strengthen school-parent partnership in this area, and to encourage parents to talk to their children at home in tandem with what is being taught in school.

"When you get the HPV vaccine, it will prevent cervical cancer; it will act as a shield": adolescent girls' knowledge and perceptions regarding the human papillomavirus vaccine in Zambia.

The human papillomavirus (HPV) vaccination is an important preventive measure for HPV-related conditions such as cervical cancer. In 2019, Zambia introduced a free national HPV vaccination program for 14-year-old girls. However, the adolescents' knowledge and perceptions regarding the HPV vaccine are not well understood. Therefore, this study aimed to understand adolescent girls' knowledge and perceptions regarding the HPV vaccine and discuss its acceptability and uptake implications. We conducted a qualitative study in the Lusaka district between June 2021 and November 2021 using semi-structured interviews with adolescent girls aged 15-18 years regardless of their HPV vaccination status. Interviews were transcribed verbatim, and NVIVO 12 was used for data management and analysis. We coded transcripts deductively and inductively based on emerging themes. Perceptions were coded using the health belief model constructs. We interviewed 30 adolescent girls to reach saturation. Seventeen girls reported having received at least one dose of the HPV vaccine. Participants expressed variable knowledge and awareness about HPV and the HPV vaccine. Participants exhibited positive attitudes towards the HPV vaccine and perceived it as beneficial. However, there were multiple perceived barriers to vaccination, such as the need for parental consent, not being in school, concerns about vaccine side effects, and belief in myths and misinformation. The adolescent girls in this study showed variable knowledge and positive attitudes toward the HPV vaccine despite the many perceived barriers. To support increased HPV vaccine acceptability and uptake among adolescent girls in Zambia, it is critical to actively engage stakeholders involved in HPV vaccination, such as adolescents and their parents, and debunk myths and misconceptions about HPV vaccination. Health education in schools and communities should be implemented to increase knowledge about HPV and HPV vaccination among adolescents and their parents.

Health education in Christian faith-based primary schools: a scoping study

ABSTRACT Few would argue against health education’s (HE) role in optimising student wellbeing. HE can refer to health-directed curricula or non-curriculum wellbeing programs and practices, including spiritual health. This scoping review aimed to explore HE in Christian faith-based primary schools (CFBPS), which typically encourage holistic learning. Seventeen articles were examined to identify (a) How HE is positioned to support student health and wellbeing and (b) What praxes are included in HE to assist student wellbeing in Christian faith-based primary schools? Findings highlighted the research gaps, the dearth of literature and collated the article proposals to promote HE and wellbeing in CFBPS. These proposals, or ‘Five As of HE in CFBPS’, include ‘adopting’ whole school approaches to prioritise HE and wellbeing practices, ‘asking’ participants’ perspectives when planning programs, ‘applying’ the researched tools, ‘assisting’ with professional development or training and ‘associating’ HE and faith connections more overtly for student understanding.

An examination of Canadian parents’ and guardians’ agreement with the Core Principles of comprehensive sexual health education

Parental/guardian support can be a key input for policy decision-making for sexual health education curriculum development and it is, therefore, critical to examine parental/guardian attitudes towards the principles underlying comprehensive sexual health education. The Canadian Guidelines for Sexual Health Education ( SIECCAN, 2019 ) specify nine Core Principles of Comprehensive Sexual Health Education that should inform the planning and delivery of sexual health education programs. This study examines parental/guardian attitudes towards the Core Principles and determines whether attitudes vary based on demographic and regional variables. Two thousand parents/guardians from across Canada completed an online questionnaire assessing demographic characteristics and overall agreement with each of the Core Principles. There was strong consensus among parents/guardians; 73% to 85% support the inclusion of the nine Core Principles in the planning and development of sexual health education programs. We tested agreement with Core Principles in two ways: first using averaged scores across all Core Principle items, then across individual Core Principles. We found some statistically significant effects based on parent/guardian gender, educational attainment, region of residence, and importance of religion, however all effect sizes were small (between 1%–4% variance accounted for) suggesting these were not particularly meaningful. Therefore, findings demonstrate parental/guardian support across Canada for the Core Principles of Comprehensive Sexual Health Education. Understanding parents’/guardians’ attitudes towards the philosophical underpinnings of sexual health education provides policymakers with a firmer understanding of parental perspectives which may be particularly salient as new issues emerge in public discourse about the content of sexual health education in schools.