Sex Education In Schools Research Articles

Russian adolescent sexual behaviour and contraceptive knowledge

ABSTRACT Lack of sex education in schools has been an ongoing issue in Russia, mainly due to conservative opposition to providing accurate sexual health information openly. Many adolescents may be misinformed about contraceptive methods and may not have reliable access to effective contraception. This study assessed sexual behaviour and knowledge of contraceptives among Russian adolescents in the republic of Bashkortostan. Among a convenience sample of 716 Russian high school youth, 60% lacked information about modern contraceptive methods other than condoms. Being male, older, having had school disciplinary problems, and lifetime use of substances were associated with increased likelihood of having sexual intercourse in one’s lifetime. Of the sub-sample of participants who had engaged in sexual intercourse, 43.2% endorsed one or more items on an index of sexual risk taking (e.g. multiple partners, no condom use). Additionally, the use of hard drugs and being of other ethnicity relative to Russian (e.g., mixed, Bashkir, Tartar) was associated with risky sexual behaviour. Lack of knowledge of effective contraceptives and the high prevalence of risky sexual behaviours warrants further research into this topic, as well as a call for sexual education programmes in the country.

O uso de métodos contraceptivos por adolescentes: conhecimento de estudantes do ensino médio

The aim was to identify the knowledge of teenage high school students about contraceptive methods. It is a descriptive, exploratory field research, with a quantitative approach. The setting was a private school, located in the city of Arraial do Cabo, in the state of Rio de Janeiro. The research subjects were adolescents enrolled in high school in the research setting. Descriptive statistical analysis was carried out, the results of which were discussed based on theoretical bases relevant to the theme. Regarding the characterization of the 23 research participants, there was a greater number of girls (56.5%). Most of them were 16 (39.1%) years old. 52.1% stated they had already had sexual intercourse, while 47.8% stated the opposite. The male condom proved to be the most known and used method by adolescents. It was observed that the countless myths that guide the use of contraceptive methods guide the understanding and attitudes of adolescents. In this context, the importance of quality sex education in schools is highlighted, as well as encouraging parents to participate in their children's sexual lives, thus preventing these teenagers from using other means to acquire information.

Attitudes, beliefs, and norms about sex and sexuality among young Indian male adults: A qualitative study

Objective:Little is known about the risky sexual behaviors, attitudes, beliefs, and sources of information regarding sexual health among young adult Indian males. Currently, students in Indian secondary schools do not receive a structured comprehensive sexual health education. This qualitative study explored the sources of information, knowledge, and attitudes around sexual behaviors among young men in Mysore, India.Materials and Methods:Between May and June 2011, 23 semi-structured qualitative in-depth interviews with males aged 18–25 years were conducted to explore their views on sexual norms, attitudes, and their sources of information to gain knowledge about sexual health. Interviews were audio recorded and transcribed verbatim. Thematic analyses were conducted.Results:Participants shared a desire for quality sex education in schools but described their current sexual health curriculum as inadequate. Since social taboos dictated the space in which students gained awareness on sexual topics, the participants resorted to the outside information from both reliable and unreliable sources.Conclusions:These findings have important implications for laying the groundwork for culturally specific sexual health education interventions to meet the needs of a growing youth population in India.

High Risk Behaviors for HIV and STIs Among Men Who Have Sex with Men Aged 15-19 Years - Guangzhou City and Tianjin Municipality, China, 2018.

What is already known on this topic?There has been a steady increase of new reported HIV infections in individuals aged 15–24 years, primarily from self-reported men who have sex with men (MSM).What is added by this report?MSM aged 15–19 years practiced behaviors that put them at high risk for HIV and other sexually transmitted infections (STIs). Systems to address their unique risks and vulnerabilities in both school settings and in high impact HIV interventions may be inadequate.What are the implications for public health practice?Special needs of MSM aged 15–19 years must be met by starting sex education in junior high school and sensitizing health workers in and out of school settings on quality counselling, testing, and referral. Piloting approaches that address age of consent issues are also suggested.

Analysing the hegemonic discourses on comprehensive sexuality education in South African schools

Despite the mixed public responses, the South African Department of Basic Education decided to issue its detailed comprehensive sexuality education scripted lesson plans for testing in schools. I conducted a desktop review by searching for digital newspapers in the online archive Sabinet References using six key terms such as "comprehensive sexuality education", "schools", and "South Africa." In total, I retrieved 128 newspaper articles and selected 83 for a Foucauldian discourse analysis underpinned by governmentality theory. The newspapers reported on marches, letters, and press conferences from various stakeholders such as parents, learners, teachers, and other social figures. Some stakeholders were in favour of the rollout while others were against, but of interest was the seemingly neutral position of those whose reporting was presented in a balanced, non-biased manner. In this paper, I aim to make sense of this neutrality in addition to the views in favour of and against the rollout while suggesting implications for educational settings.

Examining the infuence of Sexuality Education Programmes on Tanzanian Pupils’ Knowledge and Skills on Pregnancy: A case of Primary Schools in Morogoro Region

Knowing about serious health-related problems is an essential gateway towards prevention, treatment, and care about oneself. This study presents fndings on pupils’ knowledge and skills about pregnancy and pregnancy control measures in the integrated sexuality education contents. The study was conducted through mixed method approach drawing a sample of 204 respondents from two districts in Morogoro Region, Tanzania. The data were collected through structured interview and focus group discussion methods. The fndings revealed that, the integrated sexuality education in schools has not been very effective in informing pupils on investigated aspects. Some basic aspects related to pregnancy and pregnancy control measures are still mysteries to most pupils. Comparatively, rural pupils indicated less knowledge than their urban counterparts. The study recommends more efforts by teachers in educating pupils on sexuality education concepts. Moreover, concerted efforts should be involved, and they should involve, among others, health professionals and community-based organisations to provide sexuality information to adolescents so as to address problems related to sexual risks, including pregnancy.

Safe sexual behaviors intention among female youth: The construction on extended theory of planned behavior.

To examine female youth's intentions for safe sex with the relationship partners based on the extended theory of planned behaviour (TPB) model and explore the direct and indirect impact of parent-child communication about sex, peer interaction related to sexual issues, and exposure to sexually explicit materials on female youth's safe sexual behaviour intentions. A non-experimental, cross-sectional research design. A convenience sampling was employed for data collection and 731 female youth aged 15-24years old were recruited in 2013-2014. An anonymous, self-report structured questionnaire was used as a research instrument to collect participants' basic information and measure the internal and additional variables in the extended TPB model. The extended TPB model explained 42-45% of the total variance. Perceived behavioural control (PBC) and subjective norms had a positive effect on female youth's intentions for contraceptive use, condom use, and dual use with relationship partner; PBC was found to have the greatest influence. Among the additional variables in the extended TPB model, more parent-child communication about sex was found to lead to more positive dual use intentions. More peer interaction related to sexual issues was found to lead to less dual use intentions. To improve female youth's sexual health, the priorities are to reinforce their PBC and subjective norms and enhance parent-child communication about sex. Future efforts should strengthen sex education in families and schools and shape a social environment that facilitates safe sex. The extended TPB model can successfully predict female youth's safe sexual behaviour intentions. Empowering female youth to establish a sense of subjectivity and awareness of being a mature individual with physical autonomy, is importance for their sexual health.

Impact of a sex education programme in terms of knowledge, attitudes and sexual behaviour among adolescents in Asturias (Spain).

Sex education in schools is an adolescents' right, and can have health benefits, such as improved knowledge or increased condom use. In Asturias, a secondary school programme called Neither Ogres Nor Princesses educates pupils for four years with trained teaching staff and external workshops. This study examined whether this programme (a) improved adolescents' sexuality knowledge, attitudes and skills, and (b) increased condoms use. A quasi-experimental survey was conducted, with comparison arm, with a pre-test in the first year of secondary school (12- to 13-year-olds), and two post-tests: after the intervention (15- to 16-year-olds) and two years later (17- to 18-year-olds). A questionnaire with socio-demographic, knowledge, attitude, skill and sexual behaviour variables was used. The impact was evaluated with 'difference-indifferences' analyses. There was a greater increase of knowledge in the intervention arm in both post-tests, and an increase in skills in the first post-test. Girls in the intervention arm reported less practices with penetration and greater condom use the first time, this also among boys. However, the impact was limited in time. Interventions that aim to increase sex education in curricula with quality and fidelity are a priority to guarantee children's rights and their health.

Managing Sex Education Controversy Deep in the Heart of Texas: A Case Study of the North East Independent School District (NEISD)

Comprehensive sexuality education (CSE), one of the key evidence-based strategies in our programmatic toolbox to address adolescent pregnancy and birth rates, remains a politically-charged issue countrywide. Though there is some funding available at the federal level, there are no national policies mandating the provision of sex education; as such, most decision-making occurs at the state or even the local level. Consequently, the provision of sex education and the quality and comprehensiveness of curricula used to do so are highly variable across the country, and are heavily influenced by the level of support or resistance in communities. This paper analyzes the experience of institutionalizing an evidence-based sex education in a large suburban school district in San Antonio, Texas, a socially conservative context. Understanding the politics of sex education is key to developing effective policies and strategies to ensure quality sex education programs are provided in public schools. However, there are no published papers documenting specific experiences with resistance to sex education in local communities in the USA. Given this, the strategies employed by opponents and the response by district officials can be informative for other school settings in the USA and around the world. Abbreviations: AFLA: Adolescent Family Life Act; CHAMPSS: Choosing And Maintaining effective Programs for Sex education in Schools Model; CSE: Comprehensive sexuality education; DTL/RTL: Draw the Line/Respect the Line; HSAE: Human Sexuality and Abstinence Education, the middle school sex education curriculum in NEISD prior to 2008; NEISD: North East Independent School District; SAFA: San Antonio Family Association; SHAC: School health advisory council; STI: Sexually transmitted infection; TEC: Texas Education Code; TPIA: Texas Public Information Act; USA: United States of America; UTHSC: University of Texas Health Science Center

Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama.

Adolescents in Panama face multiple challenges to their sexual health, rights and well-being such as high rates of teenage pregnancy (∼30% of all pregnancies), increased HIV infections and sexual violence. In the absence of sufficient evidence-based data and an ongoing debate in Panamanian society about how to approach adolescents’ health problems, the aim of this qualitative study was to explore the perceptions and attitudes of different societal actors, namely governmental employees, NGO employees, academics, members from religious groups, teachers and parents. We conducted in-depth interviews (N = 34) which focused on the behavioural and environmental factors considered to influence adolescents’ decision making with regard to love, friendships and family relations. Furthermore, we explored how these stakeholders viewed the role of the education system, and the potential of including social–emotional learning (SEL) in the curriculum to provide skills and capacities, which could encourage adolescents to make better decisions and improve their well-being, in general but also in the context of sexual behaviours. Analysis revealed five central themes, i.e. perceptions towards gender roles and equality, adolescents’ love (sexual) relationships, capacity needs regarding prevention of risk behaviours and the role of education, comprehensive sexuality education in schools and the potentiality of SEL in the education system. The findings of the study can enhance understanding on the views of stakeholders regarding the factors influencing adolescents’ decision making, as well as regarding the possibilities of introducing SEL in the Panamanian educational curriculum.

Sexuality and gender in school-based sex education in Czechoslovakia, Hungary and Poland in the 1970s and 1980s

ABSTRACT Was there a state-socialist model of school sex education and if so, what characterized its form and content? What shaped the specificities and divergent characteristics of each country? The paper explores and compares programs of ‘education for family life’ as these became part of state-driven reproductive politics in late stages of state socialism in three countries (Czechoslovakia, Poland, Hungary), with a particular focus on sexuality and gender. We analyze how sexuality was framed in these otherwise broadly understood programs, which aimed not just at discussing sex but also interpersonal relations within the family, forming the ways in which gender was to be understood, and sexuality was to be practiced. We show that school curricula for education for family life, which included sexual education, were introduced in the early 1970s in all three countries, and these programs displayed many similarities. We identify transnational influences in triggering the interest in such type of education and cross-border exchanges that shaped it further. Nevertheless, when analyzing the content of these curricula, national factors and peculiarities become visible, like the heightened focus on ‘normal’ family life in Czechoslovakia, the importance of ethnicity (Roma minority) in Hungary or religion (Catholicism) in Poland. As a result, we cannot speak of a universal model of state-socialist sex education. Methodologically, we follow the sociology of expertise that focuses on the ways in which expertise forms, links or disjoins, creating new areas of social life in need of expert intervention (Eyal, Rose, Hacking). Changes in expertise thus map onto broader social changes and analyzing the shifts in expertise can help understand societal processes of social reproduction and change. In our paper, we focus on sexological and pedagogical expertise, as these intersected on the issue of school-based sex education.

Italian adolescents and sexual health: what has changed during the last 20 years?

Abstract Background In the majority of European countries, sex education is mandatory, but Italy is still an exception. Despite sexually transmitted diseases (STD) are believed to be less common today, long-time “forgotten” disease, as syphilis, are returning. The aims of study are i) to examine the knowledge and perceptions of adolescents regarding sex education and STD and ii) to compare our results with Italian national survey. Methods This descriptive cross-sectional study was conducted in 6 middle schools in Siena (Italy) during May-June 2018. Data were anonymous collected using a validate questionnaire previously adopted by the Italian National Institute of Health (NIH). The results were compared with the national survey realized in 1998 by NIH. The analysis was performed using Stata 12. Results From 691 questionnaires, 540 returned fulfilled (78% response rate). The majority (95%) of respondents considered sex education “important” and thought it should be guaranteed by the school; 48% described information received so far as “sufficient”, 40% as “adequate”. “School” was indicated as the principal source of information (44%), instead of “friends” which resulted in 1998. The respondents were asked to choose from the list the STDs they knew: 96% indicated “AIDS”, 62% “syphilis”, 38% “HBV” and 36% “gonorrhoea”. In comparison to 1998, knowledge of syphilis has decresed (2018:17% vs. 1998:62%) and HBV (2018:38% vs. 1998:58%). Regarding STD, the “mass media” were cited as the principal source of information (56%), followed by “school” (41%) and “General Practitioner” (20%). Conclusions In comparison to 1998 sex education in Italian schools improved, but the knowledge of adolescents regarding the STD worsened. This result can be attributed to the fact that the survey of 1998 was realized during the years when the AIDS awareness was higher. It is necessary to further improve the sex education in Italy in order to prevent STDs. Key messages The “forgotten” sexually transmitted diseases are becoming common again, the adequate sex education in schools is necessary to prevent them. In confrontation to 1998, the sex education in Italian schools improved, but the knowledge of adolescents regarding the STD worsened.

Sexuality education in Europe – An assessment of the current state, challenges and good practice

Abstract Background Comprehensive sexuality education is a crucial factor for protecting the health and well-being of children and young people. A recent assessment, conducted by the Federal Centre for Health Education and the International Planned Parenthood Federation European Network (IPPF EN), gives an up-to-date overview of the current status of sexuality education (SE) in schools in 25 European and Central Asian countries. It further provides information on challenges and good practice in this field. Methods Pre-tested questionnaires were sent to representatives of governmental (Ministries of Health or Education) and nongovernmental organisations (IPPF member associations) in 25 countries in Europe and Central Asia. All representatives of the nongovernmental (25) and two-thirds of those in governmental organisations (16) responded. The questions were grouped under five themes related to SE: legal framework, status of implementation, barriers and opposition, youth-friendly sexual and reproductive health (SRH) services, and national data on adolescent SRH. Results In 15 of the 25 countries surveyed, a legal framework exists (law/ policy/ strategy) which supports SE in schools. In 11 countries, SE is mandatory in schools, and in 10 countries SE clearly has a comprehensive character. In most countries, SE is integrated into broader teaching subjects, e.g. biology or life skills education. A lack of teacher training and of monitoring and evaluation of SE programmes has been identified in the majority of countries. Conclusions In the past two decades, remarkable progress has been made in developing and implementing SE in the region. Nevertheless, further improvements are urgently needed, as differences between and within countries persist. These include the quality and the comprehensiveness of SE programmes, the monitoring and evaluation of these programmes and the development and implementation of teacher training. Key messages Remarkable progress has been made in implementing sexuality education in Europe and Central Asia. Nevertheless, further action is needed to reduce differences in implementation and quality between and within countries.

Challenges of Including Sex Education in the Life Orientation Programme Offered by Schools: The Case of Mahikeng, North West Province, South Africa.

Teenage pregnancy and the prevalence of HIV among school girls are very high in South Africa, despite the introduction of sexuality education in schools since 2002. A qualitative approach of inquiry was used to investigate challenges faced by schools offering sexuality education in Mahikeng, South Africa. Four school principals, seven teachers and 39 learners were interviewed. The curriculum on sexuality education indicates that sexual matters are introduced to learners only when they reach Grade 8, whereas pregnancy is already common among girls as early as Grade 3. Participants from all groups represented in the study revealed that Life Orientation was not taken seriously in schools compared to other subjects. Although learners are very much interested in the subject matter, there were no qualified teachers and the content of the curriculum is very shallow. In addition, schools paid very little attention to this subject since it is not considered for admission into tertiary institutions. There is need, therefore, for the South African government to revise the curriculum content and presentation of Life Orientation to ensure the improvement of sexuality education in schools. The appropriate age-specific topics on sexual matters for learners should also be revised and the qualification of teachers considered.

Effects of the school sexuality education on sexual knowledge, sexual attitude, and life skills in the higher grade school of elementary school students: A focusing on gender difference.

Effects of the school sexuality education on sexual knowledge, sexual attitude, and life skills in the higher grade school of elementary school students: A focusing on gender difference.

7.2 MORE THAN ABSTINENCE AND CONDOMS: COMPREHENSIVE SEXUALITY EDUCATION

Research shows that 93 percent of Americans support sexuality education in schools. However, the extent of that education varies from state to state, with nearly half of states providing education that barely meets CDC recommendations for education on sexuality. The literature shows that comprehensive sexuality education has a number of benefits from increased sexual health and prevention of adolescent pregnancy to improved relationships and academic performance. This perspective will increase the participants’ knowledge of comprehensive sexuality education.

Gendered Differences in the Teaching of Sex Education among Secondary School Teachers in Auta Balefi, Nigeria

Sex education in schools has continued to gain support from various stakeholders especially with students and parents alike identifying the school as a viable source of information on adolescent reproductive health. Evidence from literature on the other hand juxtaposes the success of school-based programmes on the relationship that exists or not between the socio-demographic characteristics of teachers and their teaching of sex education. The study was aimed among others at investigating the relationship between socio-demographic factors and the teaching of sex education. Eleven secondary schools with a total of 219 teachers were included in the study. Due to the relatively small population size, the study made use of the entire population. Two hypotheses were formulated to test at 0.05(95%) the level of significance on gender differences and educational qualification in teaching sex education. The result indicated that there is no significant relationship between the sex of teachers and their attitude towards sex education, and that there is no significant relationship between the educational status of teachers and their attitude towards sex education. This is because majority of the teachers have some form of training on sex education which neutralizes personal differences such as sex and educational status. Further findings revealed that 90.5% of the respondents have positive attitude towards sex education and were willing to teach sex education in their various schools. The authors recommend, among others, that continuing encouragement might be necessary to support teachers' interest in teaching sex education.

Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia

BackgroundReproductive health problems such as HIV, unwanted pregnancy and unsafe abortion among adolescents are closely linked to insufficient knowledge about sexuality and reproduction and lack of access to contraceptives. Supported by international agencies, Zambia has introduced an ambitious nation-wide program for comprehensive sexuality education (CSE) to be implemented into ordinary school activities by teachers. The curriculum is firmly based in a discourse of sexual and reproductive rights, not commonly found in the public debate on sexuality in Zambia. This paper explores how teachers perceive the curriculum and practice discretion when implementing the CSE in mid-level schools in Nyimba district in Zambia.MethodsUsing a case study design, data were collected through in-depth interviews with 18 teachers and analyzed thematically drawing upon theories of discretion and policy implementation.ResultsIndividual teachers make decisions on their own regarding what and when to teach CSE. This discretion implies holding back information from the learners, teaching abstinence as the only way of preventing pregnancy or cancelling sexuality education sessions altogether. Teachers’ choices about the CSE program were linked to lack of guidance on teaching of the curriculum, especially with regards to how to integrate sexuality education into existing subjects. Limited prioritization of CSE in the educational sector was observed. The incompatibility of CSE with local norms and understandings about adolescent sexuality combined with teacher-parent role dilemmas emerged as problematic in implementing the policy. Limited ownership of the new curriculum further undermined teachers’ motivation to actively include CSE in daily teaching activities. Use of discretion has resulted in arbitrary teaching thus affecting the acquisition of comprehensive sexual and reproductive health knowledge among learners.ConclusionThe CSE had limited legitimacy in the community and was met with resistance from teachers tasked with its’ implementation. In order to enhance ownership to the CSE program, local concerns about the contents of the curriculum and the parent-teacher role dilemma must be taken into consideration. Not addressing these challenges may undermine the policy’s intention of increasing knowledge about sexuality and reproduction and empowering adolescents to access contraceptive services and avoid unwanted pregnancies.

Parents’ and teachers’ perspectives on children’s sexual health education: a qualitative study in Makwanpur Nepal

Sex education is taught to secondary school students in Nepal. Nevertheless, there are concerns that the school-based sexual health education is not effective and adequate to address young people’s necessities. We carried out a qualitative study comprising key informant interviews with teachers (n=8) and parents (n=6) in Makwanpur district in Nepal. Interviews were recorded, transcribed and translated into English. Thematic analysis was performed to identify patterns or themes within the qualitative data. Most participants (both teachers and parents) had thought of delivering sex education preferably from grade seven to avoid the effects of globalised mass media and the internet. The practical aspects of school sex education programme and the importance of parent-child communication were of major concerns. Comprehensive training to health teachers, an informal approach to teaching sex education and seeking outside health professionals, such as health facilitators were the frequently reported issues. There is a need to offer sexual health services along with sex education to protect young people from potential dangers of STIs including HIV infection. Particularly, health teachers should be trained properly to mitigate the social and cultural impacts, and to allow a smooth sex education discussion in the classroom. The curriculum for sex education should be relevant, engaging and developmentally suitable with clear progressive avenues for learning experience.

Sex Education, Condom Access, and Contraceptive Referral in U.S. High Schools.

In the United States, sex education in schools varies significantly across districts. Many schools operate without state-guided health education curricula, leaving decisions up to individual districts. The purpose of this study was to explore what type of sex education is being offered in U.S. high schools in addition to assessing the frequency of condom access and contraceptive referral. A total of 772 high school superintendents were surveyed with a response rate of 40.4% (n = 297). Data show most districts teach comprehensive sex education (63%), while only 7% of districts offer condoms to high school students. Twenty-nine percent of superintendents reported their district refers out for contraceptive services to a variety of agencies. School nurses can use this information to inform health policy discussions in their district as well as advocate for awareness among district officials regarding existing health service offerings.