Sexual Health Education In Schools Research Articles

IJCM_2A: Perceptions of and challenges faced by college students in receiving sexual health education during their school days- An exploratory study

Background: Sexuality health education stands as an essential cornerstone in shaping the physical, emotional, and social well-being of young adults, and nowhere is this need more evident than in India. As a country known for its diverse culture, traditions, and a burgeoning youth population, addressing the unique challenges and opportunities pertaining to sexual health education is of paramount importance. Currently, there is no existing curriculum or syllabus for sexual health education in schools or colleges. Methodology: Qualitative data was obtained by conducting in depth interviews. Around 10-20 In depth interviews were conducted. Participants were college going students who gave consent and were open to talk about the topic. Interview was conducted using an interview guide and the process was audio recorded. Data was analysed manually using grounded theory. Results: The themes generated were previous exposure to sexual health education, Sources of information, topics under sexual health education. Challenges faced by young adults were explored under the following themes- difficulties faced during school/ college, past experiences, cultural taboos etc. Many young adults advocated the need for sexual health education. Surprisingly a few handfuls of students thought it was not necessary to teach sexual health education at all. However, all of them were not satisfied with the education they received on sexual health in the past. Conclusion: This study sheds a spotlight on the lack of sexual health education and its repercussions on young adults today. Difficulties faced by young college going students can be used to design an age appropriate culturally sensitive sexual health curriculum for school going adolescents.

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

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

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.

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.

Perceived influence of medical school sexual health education on specialty selection in young urologists specializing in sexual dysfunction.

To determine effects of sexual health curriculum (SHC) in medical school and mentorship on future specialty/subspecialty selection, we sought to evaluate the experiences of urology trainees and practicing urologists. Residents, fellows, and practicing urologists completed a 15-question survey regarding their exposure to a SHC during medical school, topics covered, and the influence of mentors in their career choice. Summary statistics were used to identify trends based on survey responses. Ninety-four respondents, primarily post-graduate training year 4 and 5 (46%), completed the survey. Approximately 50% recalled a dedicated SHC during medical school with 46% planning to pursue fellowship training in sexual medicine/reconstruction. Topics commonly covered included reproductive anatomy/physiology and sexual history-taking, while respondents rarely recalled topics such as sexual aids/toys and pornography. Only 25% felt their SHC provided an adequate fund of knowledge to address sexual health concerns in patients, and only 14% felt that exposure to a SHC influenced their decision to pursue urology. Individuals intending to pursue fellowship were more likely to have an attending mentor, a mentor with expertise in sexual dysfunction, and considered their mentor as important or very important in their decision to subspecialize (P<0.05). Most urology trainees do not have strong exposure to a SHC during medical school and cite mentorship as a more important role in the decision to pursue subspecialty training. These data support the need for a standardized formal SHC and continued exposure to sexual health experts during training to ensure continued interest in sexual medicine/reconstruction fellowship.

Classroom voices: youth perspectives to direct school-based sexual health education

ABSTRACT Sexual health education is a well-known, evidence-based intervention that can improve adolescent health outcomes, increase protective health behaviours, and decrease risky health behaviours. Providing sexual health education in schools offers opportunities to discuss critical health topics and can improve the school environment. However, not all sexual health education is taught equitably. As part of a mixed-methods study to describe school-based sexual health education, we conducted focus groups and interviews with recent high school graduates in a geographically and ethnically diverse state in the US Southwest. Thirty-one young people shared their experiences, explored the content they had been taught, and offered recommendations to improve sexual health education. Three key themes emerged: young people wanted and needed sexual health education taught in school; current sexual health education is not helpful and sometimes harmful; and the individuals who teach sexual health education are critically important. These findings can help address barriers to school-based sexual health education delivery, particularly for schools within communities with limited resources. The results support including youth as stakeholders in the planning and evaluation of school-based sexual health education, and the development of sexual health education teacher training with the goal of improving youth health outcomes.

Evaluating the development and implementation of a contraception mini-curriculum in schools: A pilot project

Sexual health education is essential for health and development of young people. Unfortunately, there is a lack of comprehensive sexual health education in schools. This project aims to identify gaps in sexual health education, implement educational tools to improve contraception education for high school students and assess receptiveness and feedback from students.

A virtual sex education tool improved reproductive health knowledge among adolescent girls

ABSTRACT As adolescents turn to online resources for health information, obstetricians and gynaecologists can play an active role in creating evidence-based resources for sexual health education. The purpose of this study was to assess the effect of a sexual health education website on adolescent girls’ reproductive health knowledge and self-efficacy. It took the form of a prospective study among girls aged 14–18 in a rural area of the USA. Informed consent and parental consent were obtained. Participants completed a pre-test survey containing a 20 question validated Reproductive Health Knowledge Index (RHKI) and six self-efficacy questions. They then completed the website curriculum (www.marshallteentalk.org), followed by a post-test survey containing RHKI and same self-efficacy questions. Thirty-three girls completed the study with an average age of 16.42 (SD 1.09). Ten (30.3%) reported never having received sexual health education in school. Overall mean RHKI score improved from pre-test to post-test (87.67 SD 6.35 vs 90.82 SD 7.45, p = 0.012). Change in knowledge score ranged from −16.25 to+19.17 with a mean increase of+3.14 (SD 6.77). A greater proportion of participants reported improved confidence in obtaining birth control, recognising an unhealthy relationship, and getting tested for STIs.

The need for booster sex education: findings of a formative evaluation in rural Fresno County, California

ABSTRACT Despite national guidelines advocating a comprehensive, age-appropriate, and sequential approach to sexual health education in schools, many young people in the USA do not receive sexual health information until high school. To date, there has been little research on the need for a supplemental round of sexual health education – a ‘booster’ – later in adolescence to reinforce and expand upon information and skills previously provided. In rural California, we conducted six focus groups with young people (N = 22, ages 14–20) and key informant interviews with youth-serving professionals (N = 10) to examine the sexual health education needs of youth as they complete high school. Five themes were identified, indicating a need for booster education that 1) reinforces existing sexual health knowledge; 2) expands beyond traditional areas of sexual health education; 3) addresses community stigma about adolescent health; and 4) prepares young people for the transition to adulthood. In addition, booster education should 5) be established within the school system to promote an environment that addresses and normalises health issues throughout the school year. Providing booster sexual health education may meet critical gaps in efforts to support the healthy sexual development of young people, especially those living in rural communities.

Overwhelming Support for Sexual Health Education in U.S. Schools: A Meta-Analysis of 23 Surveys Conducted Between 2000 and 2016

PurposeSurveys suggest that the general public (i.e., adults or parents) supports sexual health education in schools. However, the number of schools providing sex education continues to decline in the United States. The purpose of this study is to conduct a meta-analysis of U.S.-based representative surveys to provide a pooled estimate of public support for sexual health education delivered in schools. MethodsA systematic search of three databases (Medline, PsycInfo, and ERIC) was conducted to identify survey measuring adult and parent attitudes toward sexual health education in school between 2000 and 2016. Meta-analyses were conducted in OpenMetaAnalyst via the metaphor package in R using a DerSimonian-Laird random effect models to account for heterogeneity between surveys. ResultsA total of 23 citations met study inclusion and exclusion criteria, representing 15 unique probability surveys conducted with the public. Among the included surveys, 14 were nationwide and 11 included parents or an overrepresentation of parents. Across all survey findings, 88.7% (95% confidence interval = 86.2–91.2) of respondents supported sexual health education. Among surveys that only included parents or oversampled for parents, 90.0% (95% confidence interval = 86.5–93.4) supported sexual health education, and among nationally representative surveys, 87.7% (95% confidence interval = 85.1–90.6) of respondents supported sexual health education. ConclusionThese findings demonstrate overwhelming support for sexual health education delivered in schools. Additional research is needed to determine individual differences in support for specific sexual health education topics and skills delivered through classroom-based instruction.

A Media Literacy Education Approach to High School Sexual Health Education: Immediate Effects of Media Aware on Adolescents' Media, Sexual Health, and Communication Outcomes.

Media may function as sex educators for adolescents; unfortunately, media messages often glamorize risky sexual behaviors and unhealthy relationships and neglect sexual health behaviors and communication. Media Aware is a web-based comprehensive sexual health program for high school students that uses a media literacy education approach. It is designed to improve adolescents’ critical thinking about media messages and provide medically-accurate information and skills building related to sexual health and communication. A randomized controlled trial was conducted in 2019-2020 with students (grades 9 and 10; n = 590) from 17 high schools across the United States. The sample was 53% female, 58% white/Caucasian; and 13% Hispanic/Latinx. One high school teacher per school and all of their 9th and 10th grade students were randomly assigned to either the intervention or delayed-intervention (control) condition. The study assessed the immediate (posttest) and short-term (3-month) effects of Media Aware on adolescents’ media, sexual health, and communication outcomes. For 9 of the 17 schools, students were home from school due to the beginning of the COVID-19 pandemic during the time of their 3-month data collection, which left the short-term analyses underpowered. However, several impacts of the program were found in the immediate posttest analyses. Media Aware was found to improve sexual health knowledge and redress inaccurate normative beliefs about the frequency of risky teen sex. Media Aware also improved critical thinking about media messages with demonstrated improvements in media message deconstruction skills and decreases in the perceived realism of media messages. Moderator analyses found some differential immediate effects of the program attributable to gender. Media Aware reduced girls’ normative beliefs about teen sex, generally, and increased their sexual health communication with parents as well as reduced boys’ acceptance of dating violence. Students gave positive feedback about Media Aware, especially related to the online format of the program. The results from this study provide evidence that Media Aware is an effective web-based program for positively enhancing high school students’ media, sexual health, and sexual health communication outcomes.

The current system of sexuality education in Polish secondary schools: University students’ perspectives

In secondary schools in Poland, sexuality education was formally introduced in 1993 in the form of Education for Family Life (EFL) classes. The EFL curriculum is largely based on Catholic doctrine. The current study examined the opinions and attitudes of students attending a university in Poland regarding sexuality education in public secondary schools. A sample of 498 first- and second-year university students completed a questionnaire that collected information on demographic characteristics, the student’s sources of information about sexual health, and their opinions and attitudes related to sexuality education. Over 80% of the students used the Internet as a source of sexual health information while far fewer students cited teachers/classroom activities (24.3%). Over three-quarter of females (79.5%) and males (75.9%) agreed that it is important to have sexual health education as part of the secondary school curriculum. Students’ responses to the question on the importance of sexual health education in schools did not differ significantly based on their level of religious commitment. However, few women (12.9%) and men (9.2%) rated the current effectiveness of sexuality education in schools as “high.” For topics that should be covered in the curriculum, the students rated birth control methods, abortion, sexual orientation/lesbian, gay, bisexual, and transgender issues, and sexually transmitted diseases the highest. The findings indicate that Polish university students view school-based sexual health education as important but currently ineffective. Policies to reform public school-based sexual health in Poland are needed to ensure that Polish youth have the information and skills to protect and enhance their sexual health.

The CDC's Division of Adolescent and School Health Approach to Sexual Health Education in Schools: 3 Decades in Review.

School health education, including sexual health education, plays a crucial role in shaping adolescents' protective health behaviors, experiences, and outcomes. Adolescents need functional knowledge and skills to practice, adopt, and maintain healthy behaviors for preventing sexually transmitted infections (STIs), including human immunodeficiency virus (HIV), and unintended pregnancy. The US Centers for Disease Control and Prevention's Division of Adolescent and School Health (CDC/DASH) has advanced school-based approaches to STI/HIV and pregnancy prevention through surveillance, research and evaluation, and program partnership and collaboration for over 3 decades. CDC/DASH uses systematic and innovative strategies to identify the breadth of adolescent sexual health evidence; characterize key elements of effective educational curricula; and provide practical guidance to support school-based delivery. CDC/DASH's approach to effective health and sexual health education in schools has changed dramatically over the past 30 years and must continue to progress. This paper describes how and why that approach has evolved and outlines directions for the future.

Comprehensive sexual health education and intersex (in)visibility: an ethnographic exploration inside a California high school classroom

ABSTRACT Although marked by discourses of progressivism and revolutionary change with regard to the protection of civil rights for LGBTQIA+ people and equitable educational policies, California’s institutionalised discriminatory ideologies against intersex people influence public school sexual health education. Focusing on one high school health classroom, both in-person and after moving online, this study provides a look at curriculum and instruction during one comprehensive sexual health unit. Analysis of materials and student interviews illustrates a lack of representation and perceived pathologisation of intersex bodies, people and lived experiences. Now more than ever, schools have a critical responsibility to rethink inclusive sexual health education and actively engage in the education and advocacy to end intersex marginalisation and erasure.

Opportunities for strengthening sexual health education in schools: Findings from a student needs assessment in NSW.

Comprehensive sexuality education (CSE) is important for the sexual and reproductive health of young people. To better understand young people's views and experiences of sexual health education in NSW, a student needs assessment survey was conducted in 2017. This paper presents the findings from 1603 NSW students in Years 8-12 following online recruitment. Descriptive analyses explored students' views and experiences in relation to sources of sexual health information, education providers, school-based topics covered and resources drawn on. Findings indicate that school, parents, friends and social media are students' most common sources of information on sexual and reproductive health. Approximately one-third of students reported wanting more information on topics related to relationships, reproductive health, consent and sexual decision-making and sexual harassment, abuse and bullying, and two-thirds of transgender and gender diverse students wanted more information on gender identity. For the topics which students reported receiving the least information about at school, they were most likely to seek this out on social media and websites. Findings provide valuable insight for improving CSE in NSW. The influence of social media, parents and the internet should be taken into consideration when developing resources and programme content. Professional development for educators could contribute to improving the quality of CSE delivered. Accurate and up to date resources must be utilised to support student engagement and effective learning.

‘No test, no disease’: Multilevel barriers to HIV testing among young men who have sex with men and transgender women in three semi-urban areas in Thailand

Young gay and other men who have sex with men and young transgender women in Thailand continue to be at high risk for HIV infection. We explored multilevel influences on HIV testing in order to inform the design of tailored interventions. We conducted four focus group discussions with 16–20-year-old gay men and transgender persons (n = 25) and 17 key informant interviews with healthcare providers, NGO leaders, and youth advocates. Focus groups and interviews were transcribed and reviewed using thematic analysis in Thai and English language by a bilingual team. We identified intersecting, culturally situated barriers at individual (lack of HIV knowledge, low HIV risk perception, denial), social (intersectional sexual- and HIV-related stigma, lack of family communication), institutional (inadequate and non-LGBT-inclusive sexual health education in schools, lack of youth-friendly clinics) and policy levels (parental consent requirements for HIV testing by minors). Multilevel and multisystem factors coalesce to form extensive barriers to HIV testing access and utilisation and promote disengagement from HIV prevention more broadly. Multicomponent, youth-engaged interventions informed by Thai sociocultural history and practices are needed in renewed approaches to HIV prevention and testing to end the epidemic among young gay and transgender people in Thailand.

Knowledge and Attitude of Teachers Regarding Sexuality Education in Public Secondary Schools: The Case of Muleba District

With increase of health-related risk behavior among adolescence (students), a comprehensive sexual health education in schools has remained a solution to reduce these cases and challenges among youth. However, effectiveness of sexuality education in schools depends more on attitude and knowledge of teachers who impart knowledge and experience to students. With regard to that, this study aimed at assessing knowledge and attitude of teachers regarding sexuality education in public secondary schools. Muleba District was used as a study area. A cross-sectional design was used to guide a researcher in collecting data from 158 teachers using a close-ended questionnaire. The study findings showed positive attitude among teachers regarding key issues on sexuality education such as willingness to teach sexuality education. However, local cultural norms and beliefs distract their intention of teaching students about their sexuality and lack of formal training on sexuality matters increases teachers` anxiety and lower their confidence in handling various topics concerning sexuality education. This study recommends that short trainings on sexuality matters should be provided to teachers to increase their skills and confidence; and harmful cultural norms in local areas should be discouraged to ensure effectiveness of sexuality education in schools

Attitudes towards sexual health education in schools: A national survey of parents in Canada

School-based sexual health education plays a key role in providing young people with the information, motivation, and skills needed to enhance their sexual health. However, the extent and quality of sexual health education curricula varies across Canada. Though parents’ support is often considered when making curricular decisions, there is limited data examining parental attitudes towards sexual health education across Canada. In the current study, we examined parental attitudes towards school-based sexual health education in a national sample of Canadian parents. Using an online survey, we examined overall support for the inclusion of sexual health education in schools, perceived quality of the sexual health education children received, assessed support for 33 sexual health education topics, and determined if parental support varied across geographic regions. Participants were 2,000 parents with children attending elementary and/or secondary school in Canada. The majority of parents (85%) agreed that sexual health education should be taught in the schools. Support was high across all regions in Canada, ranging from 82% in Ontario to 91% in the Atlantic provinces. However, significantly fewer parents in Ontario and Quebec supported school-based sexual health education compared to other regions. Overall, parents want a wide variety of topics included in school-based sexual health education and support the teaching of foundational topics in the early and middle school grades. The current study is the first to use a national sample to examine parents’ attitudes towards sexual health education in schools. Results can inform provincial/territorial health education policies and national sexual health promotion strategies.

Let’s talk about sexual health education: Youth perspectives on their learning experiences in Canada

Education, and by extension, school-based sexual health education for youth, falls under provincial and territorial jurisdiction in Canada, creating a tapestry of educational experiences across the country. Previous research has found general support for providing sexual health education in schools as reported by teachers, parents, and college/university students. The current study further explores this topic through an examination of the perspectives and opinions of high-school aged youth. The purpose of this study was to develop knowledge to better understand sexual health education experiences in Canada and help determine the extent to which youth feel informed and well supported to develop and maintain their sexual health and participate in healthy sexual and/or romantic relationships. Twelve focus groups were conducted with youth (ages 12–19) across Canada and the transcripts were analyzed using thematic analysis. A total of 10 themes were identified related to what and how youth would like to learn, including four themes about the context and delivery of sexual health education and six themes about the content of sexual health education. Study findings highlight the need for youth perspectives when developing, implementing and evaluating sexual health education and provide insight to help inform recommendations for where educational improvements are warranted.

Contraceptive Use Among Korean High School Adolescents: A Decision Tree Model.

Although the rate of sexual intercourse among adolescents has increased in Asian countries, including Korea, many sexually active adolescents still do not use contraception. The aim of this study was to identify the risk factors for contraceptive nonuse among adolescents using decision tree analysis of the 2018 Korea Youth Risk Behavior Survey data from 2,460 high school students who had an experience of sexual intercourse. The findings indicated that the highest risk group who did not use contraception during sexual intercourse did not receive sexual health education in school and was involved in habitual or purposeful drug use. The experience of ever receiving treatment due to violence and the experience of sexual intercourse after drinking were also identified as risk factors for contraceptive nonuse. To encourage contraceptive use, development of standard sexual health education, counseling, and educational intervention intended to prevent risky behaviors is needed.