Teaching Sexuality Education Research Articles

‘Do Not Separate Sexuality Education from Religious Teachings’: Parents’ Perceptions and Suggestions towards Sexuality Education in Uganda

The Uganda government designed a framework to teach sex education in Uganda primary schools starting from pre-primary school at the age of three up to high school. Sexuality Education (SE) is intended to be a school intervention to provide the right information to young people misled by peers, the media, and social networks that are now easily accessible. Besides, sexuality education is meant to be a school-based intervention to curb the increasing rates of premarital pregnancies that lead to school dropouts of teenage girls. However, the mention of sexuality education creates unease among parents, teachers, and policymakers. There are arguments and counterarguments that sex education potentially leads children into sexual immorality and permissiveness and sexualises the children. On the other hand, there are sections of people who are convinced that sex education is important and timely and important in Uganda. There have been barriers to the implementation of sexuality education in different contexts. The barriers include political, cultural, religious, and social concerns that influence the effective implementation of sexuality education. Besides, parents are critical in implementing any teaching about sexuality because they provide basic sexual information and knowledge to their children. For instance, they discuss issues concerning hygiene, and sexual health, such as STDs, abstinence, virginity, and relationships with their children. Binti et al. (2020) and Turnbull et al. (2008) stated that parents are influential in teaching sex education because they influence their children’s behaviours and sexual identity formation. Therefore, their opinions and attitudes are fundamental in handling sex education. In African contexts, parents impart knowledge and skills about puberty, courtship, and marriage. It is against this basis that the article discusses the perceptions and attitudes of parents towards teaching sex education in primary schools in Uganda. The article focuses on the following questions; (i) Is there a need for sexuality education? (ii) What is the appropriate content for sexuality education? (iii) Who is the best teacher for sexuality education? and (iv) What is the appropriate age for sexuality education in Uganda?

Service models for providing sex education to individuals with intellectual disabilities in the United States.

Individuals with intellectual and developmental disabilities face barriers to accessing sex education, including a lack of professional ownership over providing sex education. Limited information exists regarding educator training background, funding structure, and who they serve. We interviewed 58 sex educators of individuals with intellectual and developmental disabilities. We integrated thematic analysis and composite narratives to identify service models and the benefits and challenges associated with them. We identified seven service delivery models: clinic-based board-certified behavior analysis; mental health therapists; small businesses; public health not-for-profits; disability programs; high school-based educators; and university-based educators; and three themes that addressed the strengths and challenges of these service models: Instructional Implications of the Short-term, Drop-in Approach; Getting on the Same Page; and Questioning Who Should Teach Sex Education. Understanding these typologies and their strengths and challenges provide insights into how we can build capacity for sex education services.

Experiences of life orientation among teachers teaching sexuality education in secondary schools in Vhembe and Mopani Districts Limpopo Province, South Africa.

Teachers' experiences regarding sexuality education are significant indicators of teaching sexuality in secondary schools. However, the importance of including sexuality education in the educational system is rising globally. This suggests that Life Orientation (LO) teachers have a unique and vital role to play, one for which they are not always ready, especially when sexuality education is a cross-curricular subject. This study examined teachers' experiences regarding teaching sexuality education in Limpopo Province. This study aimed to explore and describe the experiences of the Life Orientation (LO) teachers teaching sexuality education in secondary schools in Vhembe and Mopani districts Limpopo Province, South Africa. A qualitative, exploratory-descriptive phenomenological design was employed. In-depth face-to-face interviews were conducted with 14 LO teachers from four (4) sets of public secondary schools in Vhembe and Mopani districts. Interviews were audio recorded. Field notes were used to capture nonverbal communication from participants. Data saturation was reached on the seventh (7th) face to face interviews. A Qualitative thematic analysis was employed to analyses data. The results revealed four themes: Participant experiences of sexuality education; Communication concerns; Role shifting in imparting sexuality education and challenges experienced by LO teachers in the classes room. Ethical considerations and trustworthiness was ensured. The study concluded that participants experiences of sexuality education; communication concerns; role shifting in imparting sexuality education operate as barriers to comprehensive sexuality education. Recommendations: teachers need to be equipped with knowledge and skills and to teach various sexuality topics, including providing human and material resources.

Fertility knowledge of Japanese undergraduates aspiring to become schoolteachers: a cross-sectional survey

ABSTRACT This study aimed to assess the fertility knowledge of Japanese education undergraduates who plan to become schoolteachers and examine related factors. A cross-sectional questionnaire survey was conducted with 252 first-year education undergraduates at a Japanese university. The Cardiff Fertility Knowledge Scale (CFKS) was used to measure fertility knowledge, and other items inquiring about basic reproductive knowledge were included. We assessed the relationship between fertility knowledge and gender and the experience of future life planning, among other factors. We found that fertility knowledge varied. Participants possessed a relatively good knowledge of the relationships between fertility and female ageing, and smoking, but limited knowledge about the effect of sexually transmitted infections on fertility. Male participants answered more correctly than female participants (p < 0.01) regarding ‘sperm production’; however, female respondents answered more accurately than male respondents (p < 0.01) regarding 'timing of menopause. In Japan, the national curriculum standard for upper secondary schools was revised in 2018, and fertility was added to the Health and Physical Education curriculum. The study results suggested that it is important to include fertility in a sex education teaching curriculum for education undergraduates to enable them to deliver fertility education as teachers in the future.

The Implementation of Sex Education for Secondary School Students in China

In this study, 200 questionnaires and structured interview samples were collected nationwide from students, parents, and teachers in three perspectives: personal identification information, personal experience of sex education and the level of knowledge about sex education. The data from the questionnaires and the results of the structured interviews were combined to analyze and summaries the general characteristics of the current situation of sex education among high school students: high school students, their parents and teachers are to a large extent aware of the importance of sex education and are eager to obtain relevant knowledge through the school, but the knowledge provided by the school is often limited and does not fully meet the needs of high school students; the sources of sex knowledge for high school students are mainly The attitude of high school students towards sex-related topics has changed considerably from the previous surveys conducted by scholars, with most of them being able to face up to their own physiological demands and discuss sex-related topics with others openly; however, even so, the vast majority of respondents still think that sex education is not being implemented, and the sex education curriculum is far from the national standard. Even so, most respondents still believe that sex education is not being implemented and that the curriculum is nowhere near the level required by the state. The reasons for the current situation of sex education include: school reasons, the concept of sex education has not kept pace with the quality of education, the lack of professional resources for sex education teachers and sex education materials in schools; family reasons, some parents have old-fashioned ideas, lack of correct understanding of sex education, do not attach enough importance to sex education, parents generally lack comprehensive scientific knowledge of sex, parents and children lack of communication; social reasons, the government lacks regulation of undesirable cultural factors and the relevant policies are not comprehensive.

Japanese health and physical education teachers’ experiences teaching sexuality education at the high school level

Japanese health and physical education teachers’ experiences teaching sexuality education at the high school level

Teachers’ perceptions and attitudes around the possible implementation of sex education in schools: views from teachers in Kazakhstan’s Karaganda Region

ABSTRACT Living in a conservative and traditional society, Kazakhstani people are generally reluctant to openly discuss sex education with their children. However, issues such as family violence, teenage pregnancy and high rates of STIs demonstrate the need to implement good-quality school-based sex education. Access to sex education is the inherent right of any child, and the absence of it is critical, sometimes resulting in dire consequences. Despite the worldwide development and implementation of sexual health education in many countries, it is still not provided in the Kazakhstani educational system due to the subject’s cultural sensitivity. This study investigated Kazakhstani primary and secondary school teachers’ attitudes and perceptions towards implementing school-based sexual health education. Qualitative data were gathered through semi-structured interviews with 10 teachers from both primary and secondary schools in Kazakhstan’s Karaganda Region. The findings reveal positive attitudes towards the implementing of sex education regardless of whether they taught in a primary or secondary school, the participant’s age, gender, years of teaching experience and urban or rural school location. However, while supportive, most teachers indicated they would not be comfortable or confident teaching sex education.

СВІТОВИЙ ДОСВІД СЕКСУАЛЬНОГО ВИХОВАННЯ ШКОЛЯРІВ

The article analyzes the peculiarities of development, main problems, and penetration of global trends in sexuality education in Ukraine. Despite the widely recognized importance of sexual health, sexual health education remains a sensitive and sometimes controversial issue. At the heart of the social conflicts surrounding sex education programs are disagreements over the role of government in family life and sex education; parental control over the content of sex education; the core values that should be included in sex education, such as gender equality and personal responsibility; and, essentially, what constitutes acceptable sexual behavior for adolescents. Liberal and conservative views on how to properly conduct sex education remain very different. Central to the disagreement over sex education are questions about the basic prerequisites and content of sex education, and who is best able to provide it, i.e. whether parents or schools should be the primary teachers of sex education. Many young people approach adulthood with conflicting and confusing messages about sexuality and gender. This is often exacerbated by embarrassment, silence and disapproval of open discussion of sexuality by adults, including parents and teachers, at a time when it is most needed. There are many contexts around the world where young people are becoming sexually mature and active at an earlier age. They also marry later, thus lengthening the period from puberty to marriage. The process of sexuality education continues throughout life, but it is most important in childhood and adolescence. It should be relevant for different age groups at different social levels, as sexuality is a key issue in the lives of all people. Key words: sexual education, sexual behavior, sexuality, sex, human sexual development, sexual health

Cyclical Longitudinal Ethnography as an Innovative Design for Addressing Sexuality Education in South African Rural Farm Schools

Addressing Sexuality Education among learners in rural schools can be challenging when using traditional designs such as ethnography and phenomenology. This paper introduces Cyclical Longitudinal Ethnography as an innovative design for addressing Sexuality Education in South African rural farm schools. This design was developed as part of an engaged scholarship on HIV prevention in rural farm schools in Soutpansberg North Circuit, Limpopo Province, South Africa. The paper provides an overview of Sexuality Education at schools and the challenges thereof. It further provides the basics of ethnography and its limitation. The paper then introduces and describes cyclical ethnography as an alternative to original ethnography. The design allows researchers to still have a prolonged engagement with the community without gross disruption of other academic responsibilities such as tuition, academic citizenship, leadership, and administration. The design allows the researcher to visit the area several times over the years, enabling the researcher to observe variations of a phenomenon over time. The Cyclical nature of the design allows data collection, analysis, intervention, monitoring, and evaluation to be conducted iteratively. Though there are primary key informants, the findings could lead to other key informants, settings, and interventions which were not part of the initial plan and objectives. In this study, the target population was educators teaching Sexuality Education, but it ended up involving learners, parents, and community members. The Longitudinal nature of the design enables the researchers to see the impact of the interventions.

PENDIDIKAN SEKS BAGI ANAK USIA DINI: LANGKAH ANTISIPASIF DAN SOLUTIF TERHADAP PELECEHAN SEKS ANAK

Sex education is very important to be taught at an early age. Considering the phenomena that occur in society, especially at an early age, related to sex which is considered taboo and inappropriate to talk about and the impact of sin which causes humans not to view sex as a gift from God. This article will describe the idea of the importance of sex education for early childhood. The method used in this paper is a descriptive qualitative approach using a literature study. The author analyzes various literatures related to the discussion of sex education, then formulates the theological relevance for the importance of early sex education. The results of this study illustrate that parents, churches and educational institutions must provide guidance with a theological approach through dynamic Bible teaching. Sex education should be considered as part of the learning process to support personality development. Parents have an important role to prevent deviant sexual behavior by teaching sex education directly and continuously to children as early as possible in the family according to Bible values so that at an early age they get the right picture and accept that their sexuality is an integral part of their lives. responsibly.

Does the Window of Hope training module for Ghanaian teacher trainees meet the requirements of UNESCO’s Technical Guidance on Sexuality Education?

The Window of Hope (WoH) training Module was introduced in Ghanaian Colleges of Education (CoE) by the Ministry of Education (MoE) to prepare trainees to teach sexuality education upon completion of their training. Using a document analysis methodology, we compared the processes of developing the WoH module and its content to the international technical guidance framework for teacher training on sexuality education. We found that the WoH module is unlikely to achieve its stated objectives as key components of the technical guidance are not catered to in the module. We recommend a comprehensive review of the content of WoH using the National Teacher Preparation Standards Framework and Ghana’s newly developed teacher training standards. We also recommend, broad consultations involving all interest groups in Ghana in the review process.

Using LGBTQIA2S+ Inclusive Practices When Filming Sex Education Training Videos: Lessons Learned.

To effectively teach sex education, educators need professional development to develop skills, specifically skills for being LGBTQIA2S+ inclusive. This article describes the lessons learned when developing an LGBTQIA2S+ inclusive collection of training video for sexuality educators. SkillFlix for Educators is a streaming video training resource created to improve educators' skills in facilitating sexuality education to youth. The creation of this training tool included formative research, design and development, and filming. Lessons learned include avoiding siloing the inclusion, using inclusive design strategies, and creating welcoming workspaces.

Sexuality education and religion: From dialogue to conversation

AbstractThe relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between contrasting ethical systems. While we acknowledge the importance of debate and dialogue in the public sphere, we contend that appeals to these discursive forms in schools and classrooms can limit possibilities for rethinking engagements across sexuality education and religion. This is because of the tendency within certain manifestations of dialogue (for example, dialogical models connected to liberal political projects) to err on the side of predictability, rationality and abstraction. To address some of these limits, we draw on the recent turn to conversation in educational thinking. We think through the significance of conversation in offering a mode of engagement for students, teachers and school communities that is conditioned by the dispossession of the self and is attuned to the unpredictable, affective and contextual landscapes of shared encounters. We conclude with some thoughts on the practical implications of conversation for rethinking the role of the sexuality education teacher, practices of parental consultation and processes of policy enactment in schools.

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desiring male FP teacher in the Eastern Cape, South Africa to make meaning of how incidental moments that relate to sexuality education are addressed. Applying a feminist post-structural lens, we discuss how the participant and the participant's colleagues implicitly perpetuate heteronormative discourses in their pedagogical approaches to the teaching of sexuality education. The topic of sexuality features in one South African university's FP teacher education curriculum with the intention of raising pre-service teacher awareness about FP sexuality education. This research allowed us to reflect on the redesign of this fourth-year FP life skills module and to reimage the learning experiences offered to FP pre-service teachers.

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desiring male FP teacher in the Eastern Cape, South Africa to make meaning of how incidental moments that relate to sexuality education are addressed. Applying a feminist post-structural lens, we discuss how the participant and the participant's colleagues implicitly perpetuate heteronormative discourses in their pedagogical approaches to the teaching of sexuality education. The topic of sexuality features in one South African university's FP teacher education curriculum with the intention of raising pre-service teacher awareness about FP sexuality education. This research allowed us to reflect on the redesign of this fourth-year FP life skills module and to reimage the learning experiences offered to FP pre-service teachers.

Investigating the challenges of teaching sex education to autistic learners: A qualitative exploration of teachers’ experiences

BackgroundSex education is essential as it equips individuals with the knowledge to live independent and safe sex lives. However, in the United Kingdom, sex education is not particularly accessible for autistic learners which may lead to a lack of knowledge around appropriate sexual behaviours. AimsThe current study focusses on the challenges of teaching sex education to autistic learners. Methods and proceduresThe data was produced through one-to-one interviews with thirteen educational practitioners that have experienced delivering sex education to autistic learners. Outcomes and resultsReflexive thematic analysis (Braun & Clarke, 2006) was used to interpret the data, producing themes of (1) Pedagogical Restrictions, and (2) Sexual Impulses. Conclusions and implicationsThese findings demonstrated that the main challenges of teaching sex education to autistic learners pertained to Pedagogical Restrictions in the classroom, and learners’ own sexual impulses. These findings are a positive step towards understanding how to adapt sex education lessons to make them more inclusive and accessible for learners with autism. This study contributes to developing understanding around how to support autistic learners, highlighting gaps in the current sex education curriculum for policy makers, and enabling those surrounding autistic individuals to best support them with body transformations.

The Islamic Education Viewpoint on Preventing Premarital Sex Dangers Through Reproductive Education

Providing sex education for a teenager is substantial in the perspective of Islam. However, teaching sex education from an Islamic perspective should not be arbitrary. Teenagers and kids are vulnerable to getting false information about sexual activity knowledge. This study aims to indicate that sex education in the Islamic perspective would be a move to prevent risky sexual behaviour. In this study, we use the qualitative research method with literature review or literature study by reviewing numbers of relevant literature to be analyzed and concluded. Deduced from al-Qur'an and hadith, providing education about sexual activity for teenagers in the perspective of Islam along with educating them in accordance to exemplified by the Prophet Muhammad would prevent teenagers from having risky premarital sex.

“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.