The Salience and Utility of School Sex Education to Young Women

This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens.     

Poles apart? Gender differences in proposals for sexuality education content

Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery.     

‘It was as useful as a chocolate kettle’: sex education in the lives of same‐sex‐attracted young people in Australia

Sex education is a contested site in the school curriculum as communities grapple with who should teach young people about sex and how it should be taught. In this paper we ask whether same‐sex‐attracted young people are being exposed to appropriate and relevant sex education at school, and if they are not whether it is necessary that sex education be inclusive of sexual difference. In the second Australian survey of 1749 same‐sex‐attracted youth of 14–21 years old, we ask young people about sex education classes at school, how useful they were for them, their sources of information regarding gay and lesbian relationships and safe sex, sexual behaviours and incidence of sexually transmissible infections and pregnancy. We find from the data that most of these young people found sex education to be useless because it was not inclusive. In comparison with normative studies, these young people were, on average, sexually active earlier, had higher rates of diagnosed sexually transmissible infections and at least as high an incidence of pregnancy. We conclude from the data that there is a need for sex education in schools to be inclusive of the sexuality of all students, not just those who are attracted to the opposite sex.     

Exploring identities to deepen understanding of urban high school students' sexual health decision‐making

Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010     

Preferences towards sex education and information from an ethnically diverse sample of young people

This paper reports sex education preferences from an ethnically diverse sample of 3007 15–18 year olds. Findings are presented on preferred topics, where and from whom young people would like to receive this information. Preferences were centred around learning more about sexual behaviour and sexually transmitted infections (STIs) in particular, and receiving this at school from someone ‘professional’ and of similar age. Females showed a greater preference towards learning about emotions, relationships and contraception, and to having this delivered by someone of the same sex. Of the four main ethnic groups, Black and Asian students generally reported more sex education preferences than White British or White Other students. Black students wanted to learn more about biological issues and cultural issues alongside sexual behaviour and STIs. Black male students reported a greater than average preference towards family‐based information, and interest towards someone of the same ethnic background delivering sex education was also expressed. Asian students reported stronger preferences for more information about STIs and contraception, and wished to keep sex education out of the family household. Implications for sex and relationships education and working with professionals and parents are outlined.     

Evaluating the need for sex education in developing countries: sexual behaviour,knowledge of preventing sexually transmitted infections/HIV and unplanned pregnancy

Young people's need for sex education is evidenced by their typically early initiation of sexual activity, the often involuntary context within which they have sexual intercourse, high‐risk sexual behaviours and the inadequate levels of knowledge of means of protecting their sexual health. The earliness of initiation of sexual intercourse has implications for the age by which sexuality education should be provided. The extent and context of sexual behaviour is a firm indicator of the need for sex education as well as for counselling, information and services related to sexual and reproductive health. Apart from behaviours, information on the extent of knowledge and accuracy of knowledge about risks to sexual health and about means of preventing unhealthy or undesired outcomes are important indicators of young people's need for information to help them make choices and to engage in safe and healthy behaviours. Such measures of behaviour and knowledge can also be relevant and valid indicators of the effectiveness of sex education interventions. The context with which young people live and key characteristics such as school attendance and literacy are important considerations in providing information and in evaluating interventions.     

Sexual Uncertainties and Disabled Young Men: Silencing Difference Within the Classroom

This paper reflects upon and connects the findings of two research projects that examined the sexual inequalities experienced by disabled young gay men. Using some of the data for illustrative purposes, we explore the consequences of the dominant heteronormative discursive practices that they experienced within sex education classes. Drawing on Foucault, we explore how the many silences within the particular version of sex education that these young men received resulted in internalized feelings of difference. Furthermore, we argue that such educational experiences construct 'certainties' that do not reflect the realities of young disabled gay men.     

Contraceptive and sexuality knowledge among inner-city middle school students from minority groups

In exchange for a free physical examination, 116 minority group youths from inner-city middle schools in Texas consented to answer open-ended questions about their sexual behavior, contraceptive knowledge, and type and source of knowledge of sexuality. The students ranged in age from 12-15 years (mean age, 13 years); 27% were Hispanic and 73% were black. Sex education was not a part of the curriculum at the 4 schools from which respondents were drawn. When asked what sex meant to them, 37% of female adolescents and 23% of males indicated they did not know or it did not mean anything. Among remaining students, recreation was identified as the central meaning be males (23% of total), while females tended to cite romance (21% of total). Only 47% were able to list at least 1 question they had about sex; most common were questions about the morality of premarital intercourse and the experience of adolescent pregnancy and parenthood. 89% of females and 57% of males were able to name at least 1 contraceptive method, generally condoms (44%), abstinence (36%), and the pill (8%). Hispanic females named the highest number of contraceptive methods on average (2.2), followed by black females (1.9), Hispanic males (1.8), and black males (1.3). Among female adolescents, 53% listed their mother as their primary source of knowledge about sexual matters and 6% listed a friend. Among males, fathers (17%) and friends (17%) were the most frequent knowledge sources. The fact that these young adolescents view their parents as credible and approachable sources of information about sexuality suggests that school counselors should encourage such communication. aT the same time, the expressed need for more information on the moral aspects of sexuality indicates that values should be incorporated into any sex education program developed for this age group.     

The views,verdict and recommendations for school and home sex and relationships education by young deaf and hearing people

The purpose of this survey study was to explore the views of young deaf and hearing people (16–25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and the challenges they had faced when learning about sexuality and relationships. Recommendations on how to improve school SRE lessons were also obtained. Data were collected from 81 young people (n = 27 deaf, n = 54 hearing). Overall, deaf participants indicated greater levels of satisfaction with school SRE than hearing respondents. More deaf young people than young hearing people felt that the school had provided them with enough opportunities to learn about sexuality and relationships. The deaf group showed a preference for school SRE lessons to start at a later age than the hearing group. Mothers and friends were the two sources most frequently consulted in both groups. Teachers and school nurses were a third source frequently used by the deaf group. The views of deaf and hearing youth on their own SRE are important for the development, implementation and delivery of the school SRE curriculum. The study's findings can provide educators with valuable insight on the needs of a minority group who are particularly vulnerable to sexual exploitation and sexual misinformation due to their sensory loss and associated factors.     

Framing gender identity and sexual orientation: media influence on young men who have sex with men’s health

Sex education takes place in a wide range of contexts including through the media. Media use among young men who have sex with men is high and gender identity and sexual orientation are topics often integrated into today’s media. Little is known about young men who have sex with men’s perceptions of how the media frames messages about gender identity and sexual orientation and the implications these messages have on HIV prevention. A greater understanding of young men who have sex with men’s perceptions of media framing about gender identity and sexual orientation is needed to ensure prevention efforts reach those most impacted by HIV. Focus groups were conducted with forty-two African American men who have sex with men, aged 18–21, living in the Southeastern USA. Thematic analysis revealed that participants reported using the Internet and television to access gender identity and sexual orientation information. Participants felt that the media’s framing of gender identity and sexual orientation only worsened HIV-related stigma and discrimination. Findings illustrate the important role that media can play in educating about gender identity and sexual orientation and the implications this framing has for HIV prevention.     

Young Cypriots on sex education: sources and adequacy of information received on sexuality issues

Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.     

Schooling and the Normalisation of Sex Talk within the Home

This paper addresses public concern over the extent to which the school has supplanted parental responsibilities for the sex education of their children. This concern is investigated through a series of interviews with parents of adolescent children. I argue that rather than focus on an opposition between the intrusive school and the private domestic unit, the problem with sex education is located within the domestic unit as parents had difficulties in initiating discussion on sexual matters. Far from being intrusive, most parents saw the school as a crucial source of information and support. Parents operated confidently at a more informal level of sex talk within the home. Findings suggest that although parents admit to a degree of anxiety, through the family routine parents were able to ‘normalise’ sex talk within the home and gain insights into their children's sexual awareness.     

Sex education,first sex and sexual health outcomes in adulthood: findings from a nationally representative sexual health survey

This study investigated the relationship between school sex education and sexual health behaviours at first sex and later in adulthood, using nationally representative data. Respondents were adults from the 2010 Irish Contraception and Crisis Pregnancy Survey, a cross-sectional survey designed to assess knowledge, attitudes and behaviours relating to sex, contraception and pregnancy in Ireland. Results indicate that respondents who received sex education were more likely to have first sex at an older age and use contraception on this occasion. Sex education also significantly increased the likelihood of using contraception at first sex, when first sex occurred before 17 years of age. The effect of sex education and sexual health behaviours into adulthood was also investigated. Sex education increased the likelihood of having a history of sexually transmitted infection testing and decreased the likelihood of having experienced a crisis pregnancy. No association was found between sex education and contraception use over the past year. Findings suggest that sex education is an important factor in the context of first sex and later sexual health, and programmes should continue to equip young people as they make immediate sexual behaviour decisions and further sexual health-related decisions throughout their lifespan.     

Development of a sex education programme for 12‐year‐old to 14‐year‐old Turkish adolescents

Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools.     

Sexuality education in South Africa: Three essential questions

Sex education is the cornerstone on which most HIV/AIDS prevention programmes rest and since the adoption of Outcomes-Based Education (OBE), has become a compulsory part of the South African school curriculum through the Life Orientation learning area. However, while much focus has been on providing young people with accurate and frank information about safe sex, this paper questions whether school-based programmes sufficiently support the needs of young people. This paper is based on a desk-review of the literature on sex and sexuality education and examines it in relation to the South African educational context and policies. It poses three questions: (a) what do youth need from sexuality education? (b) Is school an appropriate environment for sex education? (c) If so, what can be said about the content of sex education as well as pedagogy surrounding it? Through reviewing the literature this paper critically engages with education on sex and sexuality in South Africa and will argue that in order to effectively meet the needs of youth, the content of sexual health programmes needs to span the whole spectrum of discourses, from disease to desire. Within this spectrum, youth should be constructed as “knowers” as opposed to innocent in relation to sex. How youth are taught as well as how their own knowledge and experience is positioned in the classroom is as important as content in ensuring that youth avoid negative sexual health outcomes.     

Ugandan adolescents’ sources,interpretation and evaluation of sexual content in entertainment media programming

Although mounting evidence in Western nations indicates that entertainment media influence young people’s sexual socialisation, virtually no research has addressed the topic in sub-Saharan Africa. The present study employed 14 focus groups of Ugandan high school students to identify media through which they were exposed to sexual content, how they interpreted and evaluated that content, and how they compared its influence with that of parents, schools and religious institutions. Participants most often mentioned TV, followed by print media and Internet as sources of sexual material. Media were said to present discrepant messages regarding the timing of sexual debut, with international programming urging early sexual debut and local programming described as urging young people to delay sex. Young people spoke of turning to ssengas and kojjas for sexual advice, and a number of boys suggested pornography could also be educational. Both local and international programming was interpreted as conveying views of men as sex driven and women as submissive in sex and relationships. Participants expressed the belief that sexual media content had a negative impact on young people. Most nevertheless assessed these messages as more influential than other sources of sexual socialisation.     

Birth order and parental and sibling involvement in sex education. A nationally-representative analysis

This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings.     

Back to basics: how young mothers learn about sex and sexuality

Adolescent pregnancy continues to be a major concern for policy-makers, programme developers, helping professionals and society generally in the USA, especially in light of the US federal government's legislative emphasis on abstinence-only sex education until recently. Studies have found that abstinence-only programmes do not succeed in preventing young people from becoming sexually active or pregnant; most young people have sexual intercourse in their teenage years long before they even contemplate marriage. The purpose of this qualitative study was to explore how 32 teenage mothers learned about sex and their related views about pregnancy and birth control. Findings indicate that they have often received little accurate information about sex from their parents and schools. Findings also reveal their widely varying views about birth control and pregnancy. Overall, the findings support the need for comprehensive sexuality education that addresses the topics covered in this study in an age-appropriate manner. The findings also suggest ways that helping professionals in other settings besides schools can help young people address these issues.     

Secrets and lies: sex education and gendered memories of childhood's end in an Australian provincial city, 1930s–1950s

There are few historical studies about the sex education of Australian youth. Drawing on a range of sources, including the oral histories of 40 women and men who attended two single‐sex, selective high schools in a provincial Australian city (Newcastle, New South Wales) in the 1930s–1950s, this paper explores the adolescent experience of sex education and gender relations. First, it outlines attempts by the New South Wales State Government and the Newcastle community to introduce sex education, especially during the moral panic about sexuality generated during World War Two. Second, it charts the experiential realm of growing up for adolescent females and males. Hegemonic gender ideology meant that sexual knowledge was mostly kept secret from adolescent girls, and that frightening lies about sexual matters proliferated in the vacuum created by sexual ignorance. For adolescent males, sexual knowledge, while still shrouded in myth and mystery, was more readily available. Indeed sex education classes were introduced at the boys' school in the 1950s, while the girls' school remained silent on the matter for the entire time. At the theoretical level, the paper suggests that the dominant ideology of femininity included sexual ignorance and was allied to the ideology of childhood innocence. Both ideologies were artefacts of patriarchal power.     

What was it like for you?

Abstract

As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice.