Teaching Sexuality Education Research Articles

“I would never just plop you into a car and say, okay, figure out how to drive this”: Driving metaphors in sex education

Metaphors are a common way to make sense of complex concepts, including sexuality. In interviews with 39 individuals who teach sex education in Illinois and Ohio, I find that sex educators compare driving to sexual behavior to gain buy-in and make lessons more concrete. While useful for achieving these goals, the metaphor overlooks key differences between driving and sex. Driving metaphors further a particular narrative of sexual health, one where reducing personal risks is prioritized over consideration and care for a sexual partner. The limitations of driving metaphors reflect larger failures of sex education to recognize these topics. This study offers an opportunity to analyze one component of the hidden curriculum that exists within sex education classrooms by examining the underlying meaning educators introduce when they highlight particular aspects of sex education and sexual behavior through metaphors.

Comprehensive Sexuality Education in Rural Ecologies: An Asset-Based Approach

Comprehensive Sexuality Education (CSE) is a curriculum-based process of teaching and learning where learners are equipped with knowledge to cope with their developmental changes and risky sexual behaviors. Teaching and learning sexuality education has been seen as the responsibility for teachers only, however research indicate that it is a responsibility and collaboration of all stakeholders. Underpinned by an Asset-based approach as the theoretical framework this study addressed this question: “How can an Asset-based approach be utilized to enhance Comprehensive Sexuality Education in rural ecologies?” A case study research design and an interpretive research as the paradigm were adopted. Data were generated using focus group discussions, one-on-one interviews and reflective narratives with teachers, parents, learners, pastor, chief, nurse, social worker and a local business representative and analyzed using thematic analysis. The findings pointed out that, the collaboration of various stakeholders enhance the teaching of sexuality education; a strong ongoing partnership between the community and the school should be maintained and sexuality education workshops for young people in collaboration with communities facilitated by social workers. The study concludes that the teaching of Comprehensive Sexuality Education is not a responsibility for schools only, but encourages community-based collaborations and shared activities from the school communities.

Sex Education in Primary Schools an Evaluation of Parents’ Perception in Uganda

The article examines sex education in primary schools with an evaluation of parents’ perception in Uganda. Specifically, the paper focuses on the factors influencing parents’ perception towards sex education to their primary school children. The study adopted a case study design, and data was gathered with the aid of a questionnaire and focus group interview.with a sample drawn from head teachers, deputy head teachers, director of studies, Parents, and teachers’ association members as well as School management committee members. (n-132) who participated in the study. Results indicated that parents’ education level, content within the sex education syllabus, and the ways of imparting sex education are the major factors influencing parents’ perception towards sex education to their primary school children in Bulamagi Sub- County in Uganda. The study further revealed that to improve on sex education, there is need to have improved sex education curriculum; presence of competent sex education teachers; teachers to use participatory teaching methods; parents-teachers cooperation; adequate sex education Study materials; proper organization of education system; and empowering parents with information and life skills. The study recommended that the curriculum development division of the ministry of education should develop and ratify a sex education curricular to guide the teaching and learning as well as informing the parents. In addition to training expert educators to pass on such education and training to the children in primary schools. The article made the case that it was important to determine how politics affected the creation of techniques for teaching sex education in schools.

The Perceptions of Millennial Parents About Their Role in Maintaining the Mental Health of Children Aged 3--6 Years Through Sex Education

Sex education is crucial for children and young people. Parents rely on schools for teaching sex education to their children. However, schools in Indonesia have been wary of teaching sex education to students, especially those in pre-schools. The recent rise of sexual harassment and violence cases are clear examples of children’s lack of sexual knowledge which they should have received from the early years either through their parents or at school. This study analyzed the perceptions of millennial parents about their role in maintaining the mental health of children aged three to six years by educating them on sex. The study used a qualitative approach using interviews and observation methods for data collection. The subjects included were parents living in Tangerang Regency, Banten. This research is expected to increase the general public’s understanding of the importance of sex education for pre-school children.
 Keywords: perception, millennial generation, sex education

It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa

The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners’ needs.

Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria

The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study's results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.

Sex Education for Students with an Intellectual Disability: Teachers’ Experiences and Perspectives

Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relationships and prepared for their future life living with as much autonomy as possible, including living with a partner and becoming parents. Method: The interviews and focus groups were analysed using the inductive content analysis. Results: Data analysis revealed three themes: (a) sex education; (b) self-determination and self-advocacy skills; and (c) teachers’ concerns. Conclusions: Several recommendations are discussed. These include incorporating sexuality education-related goals in an Individualised Learning Plan (ILP); teachers adopting a rights-based approach and focusing on students’ self-determination, agency, and rights regarding sex education; and providing schools with necessary resources to teach sex education.

What sexuality education teaches and what young girls want to learn: voices from an Ethiopian primary school

ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.

The Description of Parents Knowledge Level in Teaching Sex Education to Preschool Age Children in Banjar Kertagraha Kesiman Kertalangu Denpasar

Early childhood sex education is teaching, awareness, and enlightenment to children about sex problems since they think about sexual problems. The initial stage of sex education is teaching the concept of right and wrong, getting used to cleaning the body, teaching how to take care of yourself, and how to build relationship with other people so that children do not have wrong understandings and fall into acts of violence and as a prevention of sexual violence. The purpose of this study was to describe the knowledge of parents about the learning process of sex education in pre-school age children in Banjar Kertagraha, Kesiman Kertalangu Village, Denpasar, Bali. This research uses a descriptive method. This study uses a total sampling technique. The number of respondents is 63 people. The location of this research is in Banjar Kertagraha, Kesiman Kertalangu Village, Denpasar, Bali. This research was conducted on 12-19 November 2021. The research instrument used a questionnaire with univariate data analysis technique. The results showed that the level of parental knowledge about sex education for preschool children in Banjar Kertagraha, Kesiman Kertalangu Village, Denpasar Bali, generally found that most of the parents who have sufficient knowledge are 33 respondents (52.4%), and those who have good and low knowledge are 18 respondents (28.6%) and 12 respondents (19%). For further researchers to carry out broader research related to parental knowledge in teaching sex education to preschool age children.

Persepsi Orang Tua Tentang Pendidikan Seks Anak Usia Dini

This study is conducted to determine the perceptions of parents about early childhood sex education, to describe the factors that are predicted to influence parents' perceptions of early childhood sex education in Sri Mulyo Hamlet, Purwodadi Village, Tebing Tinggi District, Tanjung Jabung Barat Jambi Regency. This study used a qualitative descriptive method with a phenomenological study approach. The data collection techniques were obtained from observation, interviews, and documentation.The results of this study indicate that: first, parents have the perception that sex education for early childhood is important to teach, parents argue that by being taught sex education from an early age, children can maintain the privacy of their bodies, can get used to positive things from childhood, understand when in a state of danger or threat, and so that later when child is an adult, the child can understand the pros and cons of sex, so child can be careful in socializing. The two factors that are predicted to influence parents' perceptions of early childhood sex education are experiences obtained by parents, environmental factors in which parents live, economic factors of parents, and educational factors and parental knowledge about age child sex education early.

Sex Education For Millenial in Islamic Perspective

Sex education is an effort to teach, raise awareness, and provide information about sexual problems. Sex education is very important to give to adolescents or what is often called the millennial generation. This study aims to determine: Attitudes or behaviour of the millennial generation towards various sexual problems around them and how Islam and its legal sources talk about the importance of sex education and whether there are differences in the level of understanding of sex education from an Islamic perspective. Research using a qualitative approach is the study of literature, by digging various information regarding sex education in millennials, the results are obtained, first: sex education should be considered as part of the educational process to strengthen the development of millennial personality. Second, parents have an important role to overcome deviant sexual behaviour is the way parents teach sex education directly and continuously to children as early as possible in the family according to Islamic teachings and local community norms so that the millennial generation accepts their sexuality which is an integral part of their lives with full of responsibility.

Teaching for Comfort or Diversity in Comprehensive Sexuality Education Classrooms? Third-Year Student Teachers' Perspectives

Discussion of sexual rights in the context of disability is an often neglected and underdeveloped terrain within the human rights discourse, worldwide. More so, it becomes taboo to discuss the sexual health and reproductive rights of adolescents living with disabilities. This group of adolescents are often constructed as being sexually innocent, asexual, or lacking sexual agency thus denying their sexual autonomy. In other contexts, adolescents living with disabilities are constructed as hypersexual, thus putting them at risk of sexual exploitation and harm. While the human rights terrain has begun to acknowledge adolescents living with disabilities as ordinary citizens with rights equal to those of other citizens, they have not fully been recognised as sexual beings in their own right as human beings, especially in the Global South. Thus, in this article I aim at rethinking an inclusive sexuality education in South African schools that caters for the special needs of adolescents living with visual impairment. I employ theatre-in-education processes to explore student teachers' understandings and perceptions of teaching sexuality education to learners with visual impairment. Thirty-five student teachers participated in the study and engaged in theatre-in-education presentations and discussions. Data for this paper consist of students' discussions of their experiences of the theatre-in-education processes, which were thematically analysed. The findings indicate that the student teachers resorted to their comfort zones when designing their lesson portrayals-in line with their socialisation. However, their understandings and perceptions of using assistive devices to teach sexuality education were challenged and deconstructed through their engagement in theatre-in-education processes, thus highlighting the importance of engaged scholarship in deconstructing harmful norms towards transformative pedagogies.

What might gay anal sex teach sexuality education? Reading the penetrated male in Witi Ihimaera’s The Uncle’s Story

ABSTRACT When sexuality educators bother to think about gay anal sex, it is usually to consider, ‘What can we – or should we – teach about it?’ Rarely is the question asked, ‘What might gay anal sex teach sexuality education?’ Inspired by Kathleen Quinlivan’s suggestion that we work together to ‘create new possibilities for what else sexuality and relationships education could become’, this paper explores the educative potential of the anally penetrated male. By engaging with the work of the Indigenous philosopher of education Carl Mika, while attending to a scene of gay anal sex in Witi Ihimaera’s novel The Uncle’s Story (2000), it seeks to expose notions of wellbeing – commonly conceptualised within sexuality and relationships education in Aotearoa New Zealand as hauora – to the destabilising metaphysical entities of darkness and nothingness, thereby opening sexuality education up to what Mika calls the ‘(il)logic of mystery’.

مغرب میں بچوں کو جنسی تعلیم دینے کی وجوہات ، اسباب و نتائج۔

This article is enough to open the eyes that how the West's environment has become so disturbing. Their own statistics indicate that they were so concerned about the sexual transmitted diseases (STDs) and the pregnancy of young girls that they had no other way but to teach sex education in their schools and colleges as part of the curriculum. Since the West believe in the separation of the Church and the State, therefore the Western society has separated the religion from the matters of their daily life. As a result, like other problems, sexual intolerant behavior also increased, but they were able to reduce sexual transmitted deseases to some extent through the sex education. In this context, it was necessary to examine and understand the Western point of view about this education programme for their children. In this article, we will summarize the various long-standing articles on sex education in the west and through this we will elaburate the researches of these articles and causes or motives, consequences and the reasons for the inclusion of this education in the children’s curriculum in the west.

Teaching for Comfort or Diversity in Comprehensive Sexuality Education Classrooms? Third-Year Student Teachers' Perspectives

Discussion of sexual rights in the context of disability is an often neglected and underdeveloped terrain within the human rights discourse, worldwide. More so, it becomes taboo to discuss the sexual health and reproductive rights of adolescents living with disabilities. This group of adolescents are often constructed as being sexually innocent, asexual, or lacking sexual agency thus denying their sexual autonomy. In other contexts, adolescents living with disabilities are constructed as hypersexual, thus putting them at risk of sexual exploitation and harm. While the human rights terrain has begun to acknowledge adolescents living with disabilities as ordinary citizens with rights equal to those of other citizens, they have not fully been recognised as sexual beings in their own right as human beings, especially in the Global South. Thus, in this article I aim at rethinking an inclusive sexuality education in South African schools that caters for the special needs of adolescents living with visual impairment. I employ theatre-in-education processes to explore student teachers' understandings and perceptions of teaching sexuality education to learners with visual impairment. Thirty-five student teachers participated in the study and engaged in theatre-in-education presentations and discussions. Data for this paper consist of students' discussions of their experiences of the theatre-in-education processes, which were thematically analysed. The findings indicate that the student teachers resorted to their comfort zones when designing their lesson portrayals-in line with their socialisation. However, their understandings and perceptions of using assistive devices to teach sexuality education were challenged and deconstructed through their engagement in theatre-in-education processes, thus highlighting the importance of engaged scholarship in deconstructing harmful norms towards transformative pedagogies.

Examination of a Teacher Training Program Aimed to Cultivate Student Teachers’ Perspectives on Teaching Sexuality Education:

Examination of a Teacher Training Program Aimed to Cultivate Student Teachers’ Perspectives on Teaching Sexuality Education:

GAMBARAN PERSEPSI ORANG TUA TERHADAP PENTINGNYA SEX EDUCATION PADA REMAJA AUTISME FASE PUBERTAS DI SLB NEGERI DENPASAR

Sex education is given to prevent adolescents from the negative risks of sexual behavior. However, many parents consider sex education to be a taboo subject, so parents do not teach sex education to adolescents with autism. Basically, adolescents with autism also experience sexual development, but because of their cognitive limitations, adolescents with autism often experience problems during adolescence such as showing inappropriate sexual behavior. The role of parents is very decisive for adolescents in preparing for the changes that will occur in themselves so that positive perceptions from parents are needed so that adolescents with autism have positive attitudes towards sex. This study aims to describe the perception of parents on the importance of sex education in adolescents with autism puberty phase. This research was done with a quantitative descriptive study and supplemented with a cross sectional approach. The sample used were parents who have autistic adolescents aged 11-14 years who attend SLB Negeri 1 and SLB Negeri 3 Denpasar. This study also used a total sampling technique so as to get a sample of 44 people. The results of this study showed parents with negative perceptions as many as 25 people (56.8%) and who had positive perceptions as many as 19 people (43.2%). It was concluded that the majority of parents had a negative perception of the importance of sex education, so there was a need for additional information to parents about sex education.

Islamic Sexual Education: Necessity for Imparting Sexual Modesty

In the world today there is a perennial controversy about teaching sexual education among adolescents, as some have said teaching it is a taboo and some said teaching it will be beneficial to adolescents. Consequently, this causes a dilemma and confusion in the mind of some Muslim adolescents. Therefore, it is necessary to solicit information from the experts in the area of Muslim experts in the area, about their awareness of the issue of sexuality and their view on it. Hence, this study wishes to explore the appropriate ways and methods of introducing and teaching sexuality education from the Islamic perspective. Based on this, the study embarks on qualitative research where semi structured interviews were conducted on 5 Muslim scholars. The findings from the study reveal that the perception of the Muslim scholars on sex education, is greatly centred on inculcation of sexual purity attitudes, sexual modesty training, understanding limitations that exist between the opposite sexes and preparation for a fulfilling marital life. The present findings are implicated for Islamic curriculum on sexual education especially in this era of social media influx.

“All I do is present what is given to us as the facts”: Progressive sex education and the reproduction of inequality in public school classrooms

In the context of controversial sex education curriculum, this research uncovers complexities of teaching sex education in Ontario, Canada. Based on ethnographic observations of four public school sex education classes and interviews with teachers, I show that these sex-ed teachers tend to engage several strategies or key dimensions of “progressiveness” in order to navigate the difficult work of teaching this curriculum. They use facts, teach choice, and promote diversity. I also show how systems of gender, sexual, class, racial, and ethnic inequalities are reproduced alongside their progressive efforts. This research highlights educators’ strategies for teaching this content as well as the taken-for-granted inequalities that persist in education, despite best intentions.

Who Is Who in the Teaching of Sex Education? A Lesson Learned from the 'Safuu' Oromo Tradition of East Africa

The 2020 National Center for Education Statistics (NCES) data show that there are a total of 130,930 k-12 public schools in the United States of America (U.S.A), serving approximately 48.1 million students. The demographic breakdown of the student population includes 22 million (45.7%) Whites; 13. Million (32 %) Hispanic; 17.2 million (14%) African American; 2.6 million (5.4%) Asian, 2.2 million (4.6%) students two or more races; and 0.4 million (0.8%) American Indian/ Alaska Native students. Adding sex education to the public school curriculum was primarily to make elementary and secondary school students aware of sexually transmitted diseases and teenage pregnancy. Although comprehensive sexuality education has been operational in all 50 states for decades, the program's quality and comprehensiveness vary considerably from state to state due to a series of obstacles. The author of this article proposes an alternative or at least supplemental approach to the current comprehensive sex education.