Sex Education In Schools Research Articles

Implementing Comprehensive Sex and Sexuality Education in Kindergarten-Grade 12 Schools: Guiding Practices and Examples.

Comprehensive sex and sexuality education (CSE) is an evidence-based intervention associated with improved sexual and reproductive health outcomes. Currently, there are no standardized requirements for sex and sexuality education in the United States, despite expert recommendations. In the United States, a Whole School, Whole Community, Whole Child theoretical model proposed by the Centers for Disease Control, and current examples of school sex education policy is used to make recommendations for the standardization of comprehensive sexual health education in K-12 schools. This article describes the necessary components to adopt CSE equitably, and provides an example of the process implemented to improve CSE in 1 school district in Pittsburgh, PA. Understanding the key components of legislation that align with recommended standards, and the process of advocating for school policy change, allows local advocacy groups and education policymakers to create and pass feasible legislation that will ensure appropriate instruction. There is additional room for improvement in states and local districts that have current CSE legislation, to adopt approaches grounded in frameworks that critically evaluate social determinants of health and amend legislation to further improve health equity. Several states and local districts have passed CSE regulations, and are implementing and evaluating their efficacy, providing support and examples for other regions interested in adopting similar policies and processes. Pittsburgh Public Schools can be used as an example adapting current legislation and adopting more comprehensive language.

What have 16- to 18-year-olds in England learnt about reproductive health? A survey of school students

Objective: Most countries teach limited information about sex and reproductive health education, often concentrating on how not to get pregnant. In this study, we examine what 16- to 18-year-olds in England have learnt and their views about reproductive health education. Design: This is a mixed-methods study. An anonymous, online survey was conducted on Qualtrics software using multiple-choice and open-ended questions. Schools were recruited via the Biotutors forum, and they distributed the survey to students aged 16–18 years. Setting: Data collection took place across England. Methods: A total of 931 students completed the survey, of whom 636 were girls, 250 were boys, 31 as other genders, and 14 did not disclose their gender. Quantitative data were analysed descriptively, and associations were explored using Chi-square tests. Qualitative data were analysed thematically. Results: Over half (65%) of the students rated the sex education they had received as adequate or below. Over half (74%) reported that they do not, or only sometimes, talk to their parents/guardians about these topics. Half (49%) did not know when a woman is most fertile. Students showed a better knowledge of female fertility than male fertility. There was no relationship between how much teaching respondents said they had received and their knowledge of reproductive health topics. From the free text question ‘How do you think we can improve sex and fertility education in schools?’, five themes were identified: inclusivity for all students; comprehensive with relevant topic variety; logistical improvements needed to teaching; the need for honest, transparent and non-judgemental teaching; and sex positivity. Conclusion: Schools should teach a wider range of issues relevant to sexual and reproductive health. Data from this study have assisted the creation of a teachers’ education resource which is being developed in partnership with the International Reproductive Health Education Collaboration (IRHEC).

Parenthood intentions of 16–18-year-olds in England: a survey of school students

There is a need to understand teenagers’ views towards having children to better tailor sexuality and reproductive health education. We conducted a survey of parenthood intentions for 16–18-year-old students. The survey was anonymous, contained open-ended and multiple-choice questions and was live from 10 May 2021 to 18 July 2022. The sample size was n = 931. Quantitative data were analysed descriptively and using chi-squared tests; qualitative data were analysed thematically. The majority of students (64%) indicated they wanted to have children in the future, with 49% desiring to have two children. Students who opted against having children cited the turbulent state of the world, concerns about parenthood, and, for many females, negative associations to pregnancy and childbirth. Many students felt concern about the possibility of having children in the future (45%), expressing concerns about their ability to have healthy children and worries about the lives their children might lead. Six themes were identified in their responses to the question ‘What are your concerns about the possibility of having children in the future?’: Fears; Self-doubt; Health and wellbeing; Big investment; Hinderance to personal aspirations; and Non-inclusive LGBTQ+ education. We conclude by making recommendations as to how school reproductive health and sex education might be improved.

Exposure to comprehensive sexuality education in schools in South Africa: the implications on the uptake of HIV testing services among HIV positive adolescent girls

ABSTRACT Comprehensive sexuality education (CSE) is seen as a key instrument through which to affect behaviour and improve sexual and reproductive health (SRH) outcomes amongst adolescents. However, few studies have to date evaluated key SRH outcomes following exposure to CSE within a school setting. This study estimates the association between CSE and HIV testing and HIV testing self-efficacy amongst HIV positive adolescent girls. Data were collected from a cross-sectional survey administered in four high HIV prevalence districts . Independent variables included exposure to CSE, with outcome variables measuring uptake of HIV testing in the 12 months preceding the survey, and HIV testing self-efficacy. The sample comprised 505 HIV positive adolescent girls aged 12–19. . Attending CSE was associated with both; being more confident to get an HIV test (AOR: 2.44, 95% CI: 1.47-4.06, p < 0.001) and having ever tested for HIV (AOR: 2.15, 95% CI: 1.39-3.33, p < 0.001) while controlling for numerous variables. Results suggest CSE can play an important role in not only affecting HIV-related behaviours themselves, but also critical factors that affect HIV behaviours, including self-efficacy.

EDUCAÇÃO EM SEXUALIDADE EM ESCOLAS DE ENSINO MÉDIO: PERCEPÇÃO DE PROFESSORES

The study carried out qualitative and bibliographical research seeking to highlight the main questions raised by high school teachers regarding Sexuality Education in schools. A survey of articles published between 2013 and 2022, in Portuguese, was carried out on the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (Capes). The descriptors “Sexual Education”, “High School” and “teachers” were used and the analysis is based on Bardin’s proposal. The chosen works present in their summary references to the theme of Sexuality Education in High Schools. The results pointed to the unpreparedness and insecurity of teachers to deal with students’ manifestations and doubts on the topic of sexuality, as well as Sexuality Education being carried out only in the contents of human reproduction, contraceptive methods, prevention of pregnancy and sexually transmitted infections. The need for investments in continued training stands out so that this theme can be exercised inside and outside the school environment, as one of the means for restoring Education in all its configurations and knowledge.

SEXUAL EDUCATION IN SCHOOL AND ITS OBSTACLES TO AN ESSENTIAL REALITY

The article addresses the importance of sexual education in schools and the challenges that hinder its effective implementation. Emphasis is placed on addressing issues related to sexuality in the educational environment, aiming to provide appropriate information to students, promoting a healthy and conscious understanding of the subject with the goal of understanding the relevance of the pedagogical approach in sexual education experienced in the classroom by teachers and students at school. Through the qualitative method, the research is based on the exploration of articles, among other documents available in databases and virtual libraries. Additionally, obstacles that impede the realization of this reality are discussed, such as cultural taboos, resistance from certain sectors of society, as well as the absence of comprehensive educational policies. The article highlights the need to overcome such barriers to ensure inclusive sexual education that contributes to the holistic development of students and promotes healthy and respectful relationships throughout their lives in this essential cycle.

Insights from a Qualitative Exploration of Adolescents' Opinions on Sex Education.

Adolescence is a crucial time in the development of young people's identity, and sexuality is a key issue. Comprehensive sex education provides the knowledge and skills to help adolescents protect their sexual and reproductive health and rights. Policies on sex education in secondary schools are highly influential in the development of quality programmes that support comprehensive sex education. The aim of this study was to explore, describe and understand adolescents' experiences of sex education. A qualitative study based on Gadamer's phenomenology was used. Two focus groups and four in-depth interviews were conducted with 12 private school students, followed by inductive data analysis using ATLAS.ti software 9.0. Two main themes were identified in the analysis: (1) sex education is a challenge for secondary schools and (2) student expectations of sex education. It is essential for adolescents to have access to comprehensive sex education that is adapted to the different stages of their development, is provided by specialised teachers, and involves their families in the process.

Analysis of Strengthening Sex Education for Global Youth

For the rapid development of today's society, schools spend much time on students' education, parents spend much energy on students' academic lives, and the government builds or refurbishes many libraries for students. What we don't realize is that there is a lack of sex education in China and abroad, especially among high school students. Through questionnaires, this paper examines the importance of sex education in Asian countries, like China and other Western countries, from the perspective of parents, schools, and the government. This paper concludes that strengthening sex education in schools, parents' communication, or other ways to improve students' knowledge of sex, and the government policies and measures to enhance the awareness of sex education for teenagers. The goal of this paper is to make the sex education environment in China better and to increase the awareness of sexuality among the youth. They were growing their knowledge about their bodies and relationships, decreasing their risk-taking, and reducing the frequency of unprotected sex.

A New Sex Education: The Title IX Defense Against "Don't Say Gay"

Sex education in American public schools has long been the subject of controversy. Although debates overthe inclusion of sex education in schools now focus on students’ access to comprehensive curricula that includes the experiences of queer and transgender students, sex education in the United States has long maintained its roots in the institutional promotion of “sexual purity.” Through an exploration of the latest attacks on comprehensive sex education, particularly in the context of reinvigorated “Don’t Say Gay and Trans” legislation, this Article postulates that a novel interpretation of Title IX of the Education Amendments of 1972 is needed that requires education policymakers to incorporate the experiences and needs of queer and transgender students insex education curricula. This Article examines the application of the Supreme Court’s Bostock v. Clayton County decision to Title IX and argues that the prohibition against discrimination in education on the basis ofsexual orientation and gender identity raises a plausible Title IX challenge to non-inclusive sex education curricula.&#x0D; By first offering a brief historical overview of public sex education curricula in the United States, this Article contextualizes the present need for comprehensive sex education as an impactfulresource forstudents, as well as the unique sexual health challenges faced by queer and trans adolescents. This Article then outlines the important changes to Title IX in the wake of the Bostock decision, President Biden’s 2021 Executive Order implementing Bostock, and subsequent appellate case law. Most importantly, this Article will highlight the potential for Title IX claims to be brought against public schools, districts, and states that offer non-comprehensive sex education curricula that excludes content relating to the unique needs of queer and trans students. This Article concludes by addressing potential challenges to such an interpretation of Title IX in the context of sex education curricula and will underscore the important policyramifications of incorporating the experiences and needs of queer and trans students in educational dialogues surrounding sexual health.

Young people with migration experience and their (non) encounters with Swedish sexual and reproductive health services and information: an explorative study.

Although a growing body of literature has focused on the experience of young people with migration experience with Swedish sexual and reproductive health (SRH) services, there is a lack of deep qualitative exploration. The study aims to explore the encounters of young people with migration experience with SRH services and their understandings of factors that affect their use of these services. The findings of this study were drawn from 18 interviews conducted between October 2021 and May 2023 in Southern Sweden. A combination of convenient and snowball sampling strategies was used. Participants included in the study self-identified as Middle Eastern, migrated to Sweden, and were aged between 17 and 26. Data were analyzed using reflexive thematic analysis approach.Three themes were generated during the analysis. The first SRH services: dual perceptions and experiences shows how participants had ambivalent perceptions of SRH services, mainly the youth clinic. Some perceived the youth clinic as a stigmatized place associated with shame and SRH concerns like unwanted pregnancy and sexually transmitted infections, while others viewed the youth clinic as a safe space. The negative perceptions along with the difficulties with accessing the youth clinic contributed to low service use. The second Sexuality education: an eye-opener or a joke? reflects participants’ both positive and negative experiences and attitudes when receiving sexuality education in schools. The third SRH information: beyond formal services and education captures participants’ ways of accessing SRH information that go beyond information provided at the traditional SRH services and sexuality education in schools. These sources include the family, friends, and the internet. The study points to the need for multicomponent strategies to improve the accessibility of SRH services and draws attention to the importance of challenging norms related to Swedishness in sexuality education to foster the engagement of youth with migration experience and ensure their sexual citizenship.

Talking about the Present Situation and Enlightenment of Sex Education in Primary and Secondary Schools

Talking about the Present Situation and Enlightenment of Sex Education in Primary and Secondary Schools

‘It's a much bigger deal than people think’: UK undergraduate University students’ discussions around sexual consent

Sexual abuse, harassment and assault are increasing in educational institutions. Education focuses on improving understanding of consent: research highlights nuances and constraints by gendered and heteronormative norms for young people. Findings explore how undergraduate university students conceptualise consent in relation to the wider contextual factors that impact sex and consent. Students (aged 18–24 years) at a West Midlands (UK) university in focus groups conceptualised consent in relation to sexual assault, legal consequences of assault and ways that emphasised victimisation, inequities, double standards, and power differentials that largely impact men. Gendered and heteronormative norms shape students’ understanding of consent and impact consent discussions. The findings have implications for secondary school Relationship and Sex Education and consent campaigns aimed at university students.

Exploring sexual health and risk of sexually transmitted infections among gender diverse individuals

Introduction: Transgender, non-binary, gender non-conforming, and other gender diverse individuals (TGN) may be at higher risk of sexually transmitted infections (STIs). Transgender women specifically bear a disproportionate burden of HIV and other STIs worldwide. This study describes STI knowledge, risks, and prevention practices among TGN to better characterize barriers to sexual health care and identify potential platforms for sexual health education focusing on STI prevention. Materials and Methods: Qualitative interviews were conducted with N = 14 TGN individuals until thematic saturation was reached. Transcripts were coded and analyzed using thematic analysis. Results: Four major themes emerged: (1) Sexual risk behaviors and STI prevention practices varied across participants; (2) individuals who demonstrated more knowledge about STIs either had a significant identifiable sexual educational experience or had a past personal experience with an STI; (3) individuals were interested in receiving information about STIs and sexual health from health care providers, school sexual education programs, and online resources based on a desire for accessible, private, factual, and inclusive content; and (4) public messaging around sexual health and STIs was seen both as potentially stigmatizing, but also important for increasing awareness of available services. Discussion: We found that while important, considering gender alone may not adequately characterize risk of STI infection for TGN populations, and more research is needed to better characterize risk profiles. Individuals were interested in learning about sexual health and STI prevention from school curricula, health care settings, online resources, and public messaging advertisements, and had recommendations to ensure that these forms of information sharing were relevant, inclusive, and non-stigmatizing.

성평등 관점의 성교육을 실천하는 보건교사의 경험에 관한 내러티브 탐구

Objectives The purpose of this study was to conduct a narrative inquiry into the motivations for practicing sexuality education provided by health teachers and the various practice experiences of sexuality education from a gender equality perspective.&#x0D; Methods Six health teachers who practice sexuality education from a gender equality perspective were selected as participants in this study. By collecting stories about their experience in practicing sexuality education from a gender equality perspective and going through the process of reexamining the research purpose and research puzzle, the intermediate text was processed based on the three axes of narrative inquiry: temporality, sociality, and space (place). The intermediate text was interpreted and analyzed with evidences based on the perspective of the research puzzle and previous research and theory and presented as a research text.&#x0D; Results The meaning of the health teacher's experience of practicing sexuality education from a gender equality perspective was derived by classifying it into three dimensions: personal justification, practical justification, and social justification. First, in terms of personal justification, it was derived as ‘awareness of gender inequality and growth gained from it’, ‘self-reflection and internalization of gender equality perspective’, and ‘establishing teacher identity as a minority in school space’. Second, in terms of practical justification, it was derived as ‘approaching everyday life as unfamiliar and making gender equality a habit’, ‘expanding the perspective of gender equality to the periphery’, and ‘changing perception of feminism’. Third, in the social justification dimension, it was derived as ‘implications of the implementation process for generalization of gender equality education’, ‘desire to improve structure for efficient practice of gender equality education’, and ‘clarification of support for gender equality education policy’.&#x0D; Conclusions This study about the current state of sexuality education from a gender equality perspective provides meaningful data to prepare practical support measures, suggests new practice and processes to solve problems in school sexuality education, and contributes to find the alternatives for various changes in the sexuality education field in the future.

Implementation of Comprehensive Sexuality Education in Primary Schools in a Province of Northern Thailand

Implementing comprehensive sexuality education combats unsafe sexual behavior among children and adolescents. However, risky sexual behavior among teenagers still exists globally, including in Thailand. This qualitative descriptive research aimed to explore the implementation of comprehensive sexuality education in primary schools in a province of northern Thailand and to identify facilitators and barriers related to its implementation. Data were collected from June 2021 to May 2022 through in-depth interviews with 15 primary school teachers and nine primary school principals/deputy directors of academic affairs and analyzed using thematic analysis. Four themes emerged: 1) Promoting implementation of comprehensive sexuality education, including the policy level and the teacher levels, 2) Informal teaching, including non-compulsory subjects, differential content coverage, teaching informal style, availability of teaching aids, and unstructured evaluation, 3) Motivation as a facilitator for implementing comprehensive sexuality education, including teachers’ eagerness, children’s enthusiasm, changes in children’s outcomes, and support for teaching comprehensive sexuality education, and 4) Challenges and overcoming the barriers to implementing comprehensive sexuality education, including traditional vs. a paradigm shift, sensitive issues, lack of coordination, and lack of continuity and sustainability. The findings provide essential evidence that informal teaching in comprehensive sexuality education as a non-compulsory subject is valued, but some barriers should be eliminated by nurses to enhance children’s well-being and actively contribute to the prevention of health issues, including comprehensive sexuality education. Additionally, nurses play an active role in developing prevention programs and promoting healthy lifestyles, which encompass comprehensive sexuality education. The collaboration among nurses, school administrators, and teachers would support the effectiveness of implementing comprehensive sexuality education.

The normalisation of sexual violence revictimisation in regional and rural areas: Our failure to respond

AbstractSexual revictimisation has devastating consequences for victim/survivors, yet there is limited research exploring women's experience of revictimisation in regional/rural areas. Using a community‐based participatory research (CBPR) approach, this paper reports on a qualitative study that employed a material feminist lens and Nixon's theory of “slow violence” to explore women's lived experiences of sexual revictimisation. In‐depth interviews were conducted with victim/survivors (N = 11) living in regional and rural areas of Australia. Findings show that the failure of family, community and services to respond appropriately to participant's disclosures of violence and abuse was deeply entangled with rural infrastructure, isolated landscapes, fear of social isolation, victim‐blaming discourses, idealisation of men in the community and limited relationship and sexuality education (RSE) in schools. These components collectively formed a manifestation of “slow violence,” which accumulated over the participants' life spans and gradually normalised relational violence. This paper draws attention to a complex interplay of cultural, material and interpersonal elements, including the culture and spaces of rural/regional communities, that establish conditions enhancing the likelihood of women experiencing sexual revictimisation.

The Comparison of Eastern and Western Societies Attitudes Towards Offering Sex Education in Schools

Sex education is considered as a rather sensitive topic in school worldwide, and differs in various aspects. It involves policies of governments, devoted resources, social norms, education of teachers, depth of content and feedback from students. Eastern countries and regions are more conservative. Though policies have been revised on supporting sex education in school and effort on balancing resources have been made, there are still difficulties to overcome. For instance, violating social norms, educating teachers to know the strategies on giving sex education and being provided with feedback from students in order to improve tactics used. Western countries are generally more open to sex education in school, resources have been devoted into it and policies have been made decades ago. Though it is controversial on which kind of sex education is most suitable for students, governments would listen to feedback from students and teachers on their advices. This paper provides with detailed conclusion on the above-mentioned points comparing between Eastern and Western aspects on teaching sex education in school.

“Sweden have changed me”: a qualitative study exploring sexual health needs of young male migrants

Abstract Background With increasingly numbers of migrants arriving in Europe, migration has become a worldwide public health challenge. Although evidence show that poor sexual health is associated with migration and that young migrants often experience sexual and mental health needs, most studies have overwhelmingly focused on women, and have shown gaps of sexual health needs of young migrant men. Thus, the aim of this study was to explore sexual health needs of young Syrian, Afghan and Eritrean men and how the fulfillment (or not) of these needs is related to their mental health. In addition, we also explored the factors that restricted and/or facilitated the fulfillment of their sexual health needs. Methods An explorative qualitative study was carried out in Region Stockholm, using 32 in-depth interviews with young migrant men. Analysis of the data was performed by using constructivist grounded theory. Preliminary results Our analysis showed that our informants’ sexual health needs and mental health challenges followed a process of individual change as they adapted to the Swedish society. The core category represented this process of change: “On my way, but not there yet”. It contains four sub-categories: “being on the move: the migration journey”, “newly arrived: contrasting old and new values and learning new concepts”, “navigating relationships, love and sex, and “the respectful man. We identified six key factors that influenced their sexual health: Attending school/ receiving sex education, support to adapt, experiencing enjoyable relationships, conservative parents, exposure to stigma/discrimination and negative image/narrative of young male migrants. Conclusions This study highlights that sexual health needs and mental health challenges changes over time. The findings also illustrate the importance of understanding the factors influencing this process of change. Key messages • Young migrant men’s sexual and mental health needs evolve alongside their individual process of change. • Factors influencing this process were exposure to sex education in schools, receiving support to adapt to their new environment, family relations and perceived discrimination.

Situational context of home-based sexual education in urban slums of Ibadan, Nigeria

Abstract Background Little is known about how events in slum settings interfere with informal sexual education in Nigeria. This study explores the influence of situational context on parent-adolescent communication about sexual and reproductive health (SRH) issues in the urban slums of Ibadan, Nigeria. Methods A qualitative exploratory study was conducted in the Southeast and Northeast local government areas of Ibadan. Eight (8) vignette-based focus group discussions (FGDs) with parents and adolescents of both sexes were conducted in addition to four (4) key informant interviews (KIIs) with community and women's leaders. Interviews were audio-recorded, transcribed, and translated into English. Descriptive and interpretative analyses were conducted with the aid of ATLAS Ti 9 software. Results Findings portray SRH meanings and experiences, intergenerational cultural norms, and expectations for SRH, gender double standards in SRH discussion, streetwise SRH knowledge, and social media exposure to SRH as contexts that interfere with parent-adolescent communication on SRH issues. The findings show that although parents and teenagers understood SRH issues and their consequences, there was no effective communication about them. Also, the conversation between parents and adolescents promotes gender inequalities as different SRH information is passed to adolescent girls and boys. Streetwise SRH knowledge was identified to impede effective parent-adolescent conversation on SRH issues. Social media exposure had a significant impact on where teenagers got their unfiltered SRH knowledge, interfering with and distorting SRH discussion between parents and adolescents. Conclusions Interventions that enable parents to give and allow their children early access to appropriate SRH knowledge, considering their context, are urgently needed. Key messages • The study emphasizes the need for tailored sexual education programs that are culturally sensitive, age-appropriate, and accessible to parents and children in urban slums. • The study highlights the absence of formal sexual education in schools and communities in urban slums of Ibadan, Nigeria.

Understanding the sexual and reproductive health rights and experiences of very young adolescents in rural Uganda from the perspectives of emerging adults.

We investigated the sexual and reproductive health rights and experiences of very young adolescents (VYAs), 10-14 years old, from the perspective of emerging adults (18-25 years old). Data collection and analysis were guided by the socio-ecological and positive youth development frameworks. Data were collected through naturalistic observation of the community, photovoice, key informant interviews (n=5), and focus group discussions with emerging adults (n=20). Key emerging themes included: limited economic resources, sex education, and gender expectations. While limited economic resources and certain gender expectations play a role in increasing VYAs' exposure to risky settings and behaviours, sex education in schools and parental support play an important role in protecting VYAs from poor sexual and reproductive health outcomes. Identifying ways to minimize exposure to risky settings and behaviours while strengthening existing protective factors found in the community need to be considered when designing future strength-based, community tailored, and culturally sensitive interventions.