Sex Education In Schools Research Articles

Support for sex education and teenage pregnancy prevention programmes in the USA: results from a national survey of likely voters

ABSTRACTSupport for sex education in middle and high school and for the inclusion of a variety of topics in sex education programmes is strong among likely voters in the USA. This survey was conducted with a diverse sample of 965 adults who were invited from the largest probability-based panel in the USA. In addition to supporting sex education in schools, likely voters support continued government funding for teenage pregnancy prevention programmes and want those programmes to include abstinence as well as birth control and sexually transmitted disease (STD) prevention. There are some differences in support for the inclusion of particular topics in sex education among likely voters by political affiliation. Analyses adjusting for race/ethnicity, income, employment, education, age and gender, found that Republicans were more likely to support the inclusion of abstinence, while Democrats were more likely to support the inclusion of birth control, healthy relationships, consent and sexual orientation. There were no differences between Democrats and Republicans in support for including puberty and STDs, including HIV. This investigation adds to a growing literature showing that there is very high support for sex education and federal funding of teenage pregnancy prevention programmes in the USA.

Knowledge, attitude and practices study on reproductive health among adolescent school students in a city of Central India

Background: Ujjain is holy city of Lord Mahankal. It is an ancient city on the eastern bank of the Kshipra River. There were total 2508 students studying in 11th and 12th standards in various higher secondary schools of Ujjain city. Reproductive health is a crucial part of general health and a central feature of human development. It is a reflection of health during childhood and crucial during adolescence and adulthood, sets the stage for health beyond the reproductive years. Adolescence is a complex period of myriad of physiological as well psychological changes. This is a time for them to prepare for making responsibilities, a time of exploration and widening horizons and a time to ensure healthy all-around development. Adolescents lack knowledge regarding reproductive health problems. The present study is conducted to assess the knowledge, attitude and practices regarding selected aspects of reproductive health with special reference to knowledge of Reproductive tract infections (RTI) among adolescent school students.Methods: This was a cross sectional study carried out among randomly selected school students of Ujjain city.Results: It was observed that 86% of the students had adequate knowledge in the area of pregnancy and care during pregnancy. The mean score percentage of reproductive tract infection was found to be 56.92%. 90.50% students agreed that Menstruation is normal phenomenon.Conclusions: There is need of imparting sex education in schools across the country with the help of specially trained teachers and peer educators.

Unmarried Youth Pregnancy, Outcomes, and Social Factors in China: Findings From a Nationwide Population-Based Survey.

IntroductionEarly pregnancies and their poor reproductive outcomes remain increasing concerns.AimThis study aims to investigate the pregnancy rate and outcomes and to identify social factors associated with pregnancy among Chinese unmarried youths aged 15–24 years.MethodsData were obtained from the Survey of Youth Access to Reproductive Health in China, and 11,076 unmarried female youths were analyzed. Prevalence of pregnancy by various demographic and socioeconomic characteristics was calculated. Univariate and multivariable logistic regression models were used to identify factors associated with pregnancy.Main Outcome MeasureThe main outcome is pregnancy among unmarried female youths during their lifetime.ResultsAmong 11,076 female youths, 501 individuals reported 697 premarital pregnancies during their lifetime until the survey was conducted, approximately 62.9 (95% CI: 58.5–67.6) pregnancies per 1,000 female youths. Older age group (odds ratio [OR] = 4.49; 95% CI = 3.60–5.59), low education levels (primary school and below: OR = 1.78, 95% CI = 1.33–2.37; junior and senior high school: OR 1.44, 95% CI = 1.15–1.80), living in non-eastern regions (central: OR 1.34, 95% CI = 1.06–1.68; west: OR 1.62, 95% CI = 1.28–2.04), cigarette smoking (OR 3.60, 95% CI = 2.76–4.70), alcohol drinking (OR 1.59, 95% CI = 1.28–1.97), from family with mother’s education of primary school and below (OR 1.65, 95% CI = 1.11–2.46), and the bottom economic status (OR 1.48, 95% CI = 1.14–1.91) were associated with higher risk of premarital pregnancy among female youths.ConclusionThe findings justify the national concern for pregnancy among unmarried youth in China. Strategies to improve sexual education in school and family, to enhance the reproductive services for youth, and to increase public awareness of the reproductive health of young people were warranted.Guo C, Pang L, Ding R, et al. Unmarried Youth Pregnancy, Outcomes, and Social Factors in China: Findings From a Nationwide Population-Based Survey. Sex Med 2019;7:396–402.

Perspectives of Ecuadorean teachers and students on the importance of addressing comprehensive sexuality education

ABSTRACTBuilding on the well-recognised relevance of alignment processes in schools, this study aimed to explore the relationship between the perspectives of teachers and students on the relative importance of addressing comprehensive sexuality education (CSE) in Ecuadorian schools. A survey of 353 teachers and 780 students attending the same schools revealed that teachers attributed greater importance to CSE compared to students. Inferential analysis suggests that the perceptions of the teachers and students on the importance of addressing CSE in school are largely aligned with regards to the dimensions of gender roles, sexual rights, diversity and relationships. In contrast, their perceptions are less aligned with regards to the dimensions of sexual health, violence and pleasure. These findings have implications for enhancing comprehensive sexuality education in Ecuadorian schools.

Cultural adaptation and reliability of the questionnaire of sex education in schools.

Sexuality is embedded in a social and cultural origin and its approach must go beyond biological aspects. Questionnaire on Sex Education in Schools (QUSES) assesses the knowledge, comfort, motivation and involvement of teachers in relation to sex education. This article aims to culturally adapt and verify the reliability of QUSES. The Experts Committee realized the Cultural adaptation and content validation. The Cronbach's alpha and its stratification were tested for reliability. It was applied to 100 teachers with an average of 44.45 (9.62) years of age. Words and phrases were modified, maintaining the equivalences of the original version. Question of knowledge was the most modified due to regulatory differences between countries. Reliability data was similar to the original instruments and were considered good. The lowest values were α = 0.741 for subscale of efficacy of results, α = 0.812 and α = 0.849 for subscale of involvement (cognitive). QUSES was culturally adapted for Brazilian elementary schools teachers presenting good reliability. It is relevant, because it evaluates sex education fully and may support in implementation and monitoring public policies related to health promotion in schools.

CONQUISTAS E DESAFIOS DAS EDUCADORAS E EDUCADORES ATUANTES EM EDUCAÇÃO SEXUAL

São urgentes e necessárias a formação inicial e a formação continuada de professores(as) para trabalhar a educação sexual nas escolas, sobretudo num período de forte conservadorismo. Com base em pesquisas e extensão universitárias desenvolvidas no período de 1995 a 2013 sobre a formação continuadana área da educação sexual na Universidade de Londrina (UEL-PR), este texto pretende refletir sobre conquistas, superações e desafios interligados ao trabalho do(a) educador(a) e fornecer elementos que subsidiem a atuação dos(as) profissionais formadores(as). Entre algumas conquistas importantes paraa educadora que se dedica à educação sexual, podemos citar, por exemplo, o crescimento em sua visão pessoal a respeito da sexualidade, crescimento esse que pode refletir positivamente em sua vida sexual e a conquista de maior proximidade e amizade com seus alunos. Os desafios são vários e têm se acentuado devido à forte onda de conservadorismo. Um deles é a necessidade de superação da vergonha e do medo de falar sobre sexo. Concluímos que formadores(as) e educadores(as) necessitam conhecer os desafios e as alternativas que dão respaldo legal ao ensino da sexualidade nas escolas, para não se deixarem paralisar diante de ações repressoras feitas pelos inimigos da educação sexual. Necessitam, também, desenvolver o fortalecimento e a união dos profissionais que atuam nas escolas, começando pelo conhecimento do significado e do sentido da educação sexual planejada e intencional na vida de crianças, adolescentes e jovens.

GÊNERO E SEXUALIDADE EM PESQUISAS E NA FORMAÇÃO CONTINUADA

Temas relacionados ao gênero e sexualidade têm sido cada vez mais recorrentes no cotidiano escolar. No entanto, questiona-se: estariam as professoras e professores preparados para lidar com essas questões à medida que estão sendo cada vez mais comuns na escola e na sociedade? Compreendendo a complexidade em torno de tais temáticas, o Grupo de Estudos e Pesquisas sobre Gênero e Sexualidade nas Práticas Educativas (Gesepe), da Universidade Federal do Maranhão (UFMA), vem desenvolvendo projetos de pesquisas e intervenções, com oferta de cursos de formação continuada para docentes do estado do Maranhão, com destaque para as discussões de alternativas teóricas e metodológicas que tratem das relações de gênero e questões da sexualidade no cotidiano escolar da educação básica. Dentre as ações desenvolvidas pelo Gesepe e objetivos das pesquisas, destacam-se: analisar as bases conceituais dos estudos de gênero e da sexualidade; compreender os processos de construção das relações de gênero e da sexualidade na educação escolar; refletir e intervir com ações voltadas à educação sexual em escolas de São Luís, em diferentes municípios do Maranhão, como forma de buscar alternativas para a desconstrução de mitos, tabus, preconceitos e discriminações sobre questões de gênero e da sexualidade. Como instrumentos de coleta de dados, inicialmente, são aplicados questionários a profissionais da educação do Maranhão, cujo objetivo é selecionar os participantes da pesquisa e da ação formativa do projeto. Articulado ao ensino e à pesquisa, como proposta de intervenção, é oferecido o curso de extensão Gênero e Sexualidade na Escola (GSE), na modalidade semipresencial. Para a efetivação do curso, são escritos textos teóricos e didáticos pela equipe executora do projeto, membros do Gesepe. Esses textos são estudados e discutidos durante as atividades do curso, momento em que se realizam observação participante, oficinas e minicursos, tanto para professores e professoras da educação básica, sujeitos da pesquisa intervenção, quanto para alunos e alunas da educação infantil, ensino fundamental e ensino médio. Como resultados parciais de uma das pesquisas e ação formativa que aconteceu de janeiro de 2017 a dezembro de 2018, constatou-se a ampliação de espaços de discussão sobre as questões de gênero e sexualidade na educação escolar do estado do Maranhão.

Attitude Towards Information on Contraceptives Use and Sexuality in Relation to The Society Among Public Secondary School Girls in Ebonyi State of Nigeria.

Equipping adolescent girls with accurate information pertaining to sexuality would inculcate in them, desired values thus preventing uninformed sexual decisions, risk sexual behaviours and its consequential effects in future. This study therefore determined attitude towards information on contraceptives use and sexuality in relation to the society among public secondary school girls in Ebonyi State. The descriptive survey design was employed for the study. To guide the study, two specific objectives with corresponding research questions were formulated. The population of the study comprised 63,793 public secondary school girls out of which a sample of 1,080 public seconadary school girls was chosen. The sample technique adopted was multistage sampling procedure of 5stages. The instrument for the study was a self-constructed attitude towards information on contraceptives use and sexuality in relation to the society questionnaire (ATIOCUASIRSQ) framed to reflect the contents of research questions. The reliability of the instrument was established using Cronbach Alpha and the reliability coefficient of each sub-scale of the questionnaire namely; attitude towards towards contraceptives use (r =0.88) and attitude towards sexuality in relation to the society (r = 0.74) were established. These were considered high enough for the study. The research questions were answered using descriptive statistics of mean and standard deviation. Findings showed that attitude towards information on contraceptives use among secondary school girls was positive (2.86) and attitude towards information on sexuality in relation to the society among public secondary school girls was also positive (3.06). It was thus concluded that since the girls exhibited willingness and favoured receiving information on contraceptives use and also on sexuality in relation to the society, all educational stake holders should put heads together and ensure commencement of sex education in all public secondary schools in Ebonyi State to address the broad sex education components comprising information on contraceptives use and sexuality in relation to the society. The study then recommended that Curriculum planners should incorporate sex education and pregnancy programs into the secondary school curriculum in order to give the girls useful information about pregnancy and contraceptives that would invariably grant them the freedom to discuss sexuality topics within the society thus preventing misconceptions and misinformation from peers.

O saber fazer docente em educação para a sexualidade na educação básica: um paralelo entre Portugal e Brasil

The research was aimed to understand the construction of know-how of the teaching staff in Elementary Education II, with teachers from different areas (humanities, sciences and biological sciences) in relation to how the sexuality education was worked in 02 public schools in Coimbra - Portugal and in 02 public schools in Piracicaba, Sao Paulo – Brazil. As a basis, we use the current legislation in both countries. In Portugal, the law that sustains it is the No. 60/2009 of August 06, establishing the implementation of sex education in primary and secondary schools, both public and private. In Brazil there is the National Curricular Parameters - PCNs, which dealing with sexuality education, aims to mediate information and problematize issues related to sexuality, including attitudes, beliefs, taboos, and values associated with them. The acting of the theme of sexuality in the classroom aims to provide young people the possibility to exercise their sexuality in a responsible, healthy and pleasant way. Then, taking into account the teachers formation (initial or continuing) and through observation and semi-structured interviews with them, which are the focus of this project, we could understand how the education for sexuality was built for them.

Assessing Students’ Perception Towards the Teaching of Sexuality Education in Senior Secondary Schools in Nigeria

The absence of systematic sex education in schools would seem to be a transfer from the tendency among parents to shy away from answering questions about sex and procreation which young people ask. The prevalence of indulgence in premarital sex or unsafe sexual behaviours by secondary school students who are mostly adolescents has attracted growing concerns from all stakeholders. These unsafe sexual behaviours may have significant unpleasant consequences on their health which they may not be necessarily aware of considering the high prevalence rate of sexually transmitted diseases. Over the years, there has been a heated debate on whether sexuality education should be included in school curriculum. While some think it is immoral for sex education to be included in the school curriculum, others strongly believe that the teaching of sex education is ideal for teenagers as it will guide them who early exposure to technology makes them vulnerable to misinformation. Parents on the other hand are worried about the way sexuality education is being taught in schools. Yet these divergent views represent both sides of the same coin – a genuine concern borne out of the need to protect and ensure the safety of the future of teenagers and young people in general. This study therefore looked at the students’ perception of sexuality education taught to them in the school and how students’ predominant views on sex influence their acceptance of sexuality education.

The Influence of School Contextual Factors on Educators’ Efforts in Teaching Sexuality Education in Secondary Schools in Durban, South Africa

In a bid to reduce rates of HIV and AIDS, teenage pregnancy and STIs in the high-risk age group of adolescence, a sexuality education programme has been implemented in South African schools. The programme is dependent on Life Orientation (LO) educators as the main point of guidance regarding sexuality education. This study aims to investigate the status of resources in the schools and the extent to which these enable or present challenges to LO educators’ teaching of sexuality education. Qualitative semi-structured in-depth interviews with six LO educators from four schools in KwaZulu-Natal, South Africa, were conducted and analysed using Thematic Content Analysis. LO educators were selected via purposive sampling, representative of poverty quintile two to five. The findings of the study demonstrate that teaching in all schools was adversely impacted by the lack of financial, social-capital and human resources, which adversely impacted the quality of sexuality education lessons. However, LO educators reported having high levels of social-networking which they regarded as an enabling factor to teaching sexuality education. Furthermore, educators in lower resourced schools were able to mobilize the resources they did not possess through their resourcefulness and reliance on social capital to assist them in teaching impactful sexuality education to learners. It is recommended that schools continue to promote and encourage the attendance and provision of training for LO educators and continue having and growing networks of social support. Current LO educators should be awarded and recognised for their immense efforts in going above and beyond their duties at school.

Investigating sexuality education in South African schools: A matter of space, place and culture

Sexuality education has faced various challenges in being successfully implemented within secondary schools in South Africa. Research points towards barriers thereto, which include teacher bias and limited knowledge as core mediators to socially-just education. Research in the subject of Life Orientation, specifically the theme of sexuality education, has largely focused on teacher responses and challenges within the teaching of sexuality. Scant research, however, exists on how schools as a systemic whole manifest and sustain sexuality education. This research article is guided by the primary question: how do schools, from a systemic level, mediate sexuality education in relation to space, place and culture? As such, the research reported in this article encompasses a systemic approach to understand how sexuality education is maintained within schools. Through purposive sampling, 12 participants from 6 schools in the Free State province were chosen to take part in semi-structured interviews. The sample of participants comprised Life Orientation teachers and school principals and co-managerial staff. Through the framework of cybernetics, it was found that schools face different challenges in relation to their geographical place, as well as the space within which they reside socio-economically. Core themes that emerged from the data include curriculum boundaries and teacher knowledge. We further found that culture influences how sexuality education manifests within a specific context.

Field Research on the Effects of School Sex Education Using Reconstructed Curriculum

Purpose: The purpose of this study is to examine the satisfaction level toward school sex education and its effect on character cultivation by reconstructing a unit, sex and health, included in the current health education curriculum. Methods: The study is a mixed research which utilized both two-wa...

Sexuality education in South African schools: deconstructing the dominant response to young people’s sexualities in contemporary schooling contexts

ABSTRACTSouth African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of ‘expert’-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people’s active participation and agency in making meaning of gender and sexualities.

Media for sex education in elementary school: Which one is better?

In the last decade, the problem of child sexual violence is very prevalent, therefore the need for the application of sex education in elementary school children. This is done to provide knowledge about sex education that is tailored to the stage of child development and to avoid the danger of predators of violence and sexual abuse. Providing knowledge about sex education will be better if there are supporting media in its delivery. Regarding the good media in teaching sex education to elementary school children there are currently two namely electronic and print media. Although there are two media to introduce sex education, but they have not shown maximum results, both media have their advantages and disadvantages. This paper aims to review the literature in the delivery of sex education in elementary schools using electronic and print media. The results or reviews in this discussion are expected to provide information that can be used as a theoretical and methodological basis for further research in the use of sex education delivery media for elementary students.

Sex education of adolescents with autism spectrum disorders in Poland

Anna Gulczyńska, Aneta Wojciechowska, Sex education of adolescents with autism spectrum disorders in Poland. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019. Pp. 155-176. Adam Mickiewicz University Press. ISSN 2300-391X.DOI: https://doi.org/10.14746/ikps.2019.24.09
 The aim of this article is to present the results of research into how mothers of individuals with ASD perceive school sex education. The article aims to contribute to the discussion on the need to introduce changes in the Polish education system as far as the area of sexuality is concerned. The study was carried out in two parts, at time intervals. The results were obtained only from mothers, which corresponds with the conclusion that mothers talk about matters of sexuality more often than fathers do and with daughters rather than with sons. The results indicate that mothers want to influence the sex education of their children, at the same time having no knowledge of what topics they are pursuing or can pursue with their child during formal sex education at school (education for living in a family).

How Should I Teach Sex Education in Middle School? An Action Research Study on an ICT-based Intervention

In this article, we, Diana, Álvaro and Irma, present findings from an action research project aiming to promote self-care behaviors around sexual and reproductive health (SBSRH) in adolescents at a public school in Colombia through the use of ICT-based learning environments. I, Diana, the teacher-researcher carried out an action research study first reflecting on teaching practices for teaching healthy sexual behaviors, then assessing them in light of theoretical recommendations, and finally by creating a blended-learning project called “Self-Care in Action”. Irma was the action-research advisor and Álvaro the ICT-research and development advisor. Two groups of 7th graders participated in the project. We collected and analyzed qualitative data to document changes in student behaviors and perceptions. Since the pedagogical intervention, a favorable change occurred in the students regarding their knowledge, attitude, and intention to practice SBSRH. The results shed light on the complexity of developing healthy sexual behaviors in adolescents and provide a guide for designing a meaningful class project to encourage this transformation. The findings here are relevant for teachers, health advocates and policy makers striving to create effective school-based sex education programs.

Comparative Analysis of Guideline for School Sexuality Education in Korea and USA

Comparative Analysis of Guideline for School Sexuality Education in Korea and USA

Dissatisfaction with school sex education is not associated with using pornography for sexual information

ABSTRACTThis study explored the frequently held belief that pornography use for sexual information occurs in the absence of good sex education and examined whether such a relationship was moderated by a person’s sexual orientation. A more general goal for the study was to explore pornography viewing habits of Irish university students. Cross-sectional quantitative data were collected from a convenience sample of Irish university students, aged 18–24 years (n = 1380). Findings show that homosexual and bisexual participants reported less satisfaction with their sex education, a majority had used pornography for sexual information, but being dissatisfied with school-based sex education did not predict pornography use for sexual information. Neither did using pornography for sexual information predict greater satisfaction with current sexual knowledge, but it was associated with greater aspirations to know more about sexuality and sexual health. Individuals may use pornography for information regardless of their sex education in school.

HIV/AIDS in Russia: Governmental and Activist Constructions of the Social Problem

The article deals with the constructions of the social problem of HIV/AIDS created by both the authorities and HIV activists in Russia. The work is based on the study of the rhetoric of Russian authorities, participant observations, and interviews with HIV activists. The constructions of HIV/ AIDS that were formed by authorities and HIV activists are significantly different. The Russian President and Prime Minister constructed HIV/AIDS not as an epidemic in the country, but as a “global problem”, representing Russia as a participant in the international efforts to combat AIDS. The authorities problematized the spread of the virus through the rhetoric of endangerment, while at the same time de-problematized HIV in Russia with the strategy of naturalizing the issue (“this is a problem that all countries face”). The HIV activists problematized the violations of the rights of people with HIV in public health institutions, the poor quality of antiretroviral therapy, the practice of late treatment, the lack of HIV prevention that includes sex education in schools, and repressive drug policies. Unlike the authorities’ construction, the problem constructed by HIV activists does not include the rhetoric of moral values. The main discursive way of problematization used by activists is the anti-discriminating rhetoric of entitlement. At the same time, HIV as a threat and a reason for fear is de-problematized by activists through the strategy of disproving stories where HIV activists talk about themselves, and directly interact with people to eliminate their fear of the virus.