Scaling up sexuality education in Senegal: integrating family life education into the national curriculum

In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE scale-up. Data were analysed using the ExpandNet/WHO framework, conceptualising scale-up from a systems perspective as composed of interrelated elements and strategic choices. Key enabling factors that facilitated the scale-up of FLE included (1) programme clarity, relevance and credibility; (2) programme adaptability to young people’s evolving sexual and reproductive health priorities; (3) the engagement of a strong and credible resource team comprising government and civil society agencies; (4) a favourable policy environment; and (5) deliberate strategic choices for horizontal and vertical scale-up. Barriers included sociocultural conservatism that creates resistance to content areas deemed to be culturally sensitive, resulting in partial scale-up in terms of content and coverage, as well as structural barriers that make it difficult to find space in the curriculum to deliver the full programme. Lessons learned from Senegal’s experience can strengthen efforts to scale-up school-based sexuality education programmes in other culturally conservative low- and middle-income countries.     

Life skills-based HIV education: some virtues and errors

Since the early 1990s, life skills education has benefitted substantially from international agency advocacy and support, linked to its implementation in several countries as a key component of the education sector response to sexual health and HIV. The concept of life skills was first promoted by the World Health Organization through its programme on mental health as a means of promoting psychosocial competence. Since then, it has been extended to address a wider range of issues. Life skills-based HIV and sex education has proved to be a durable concept in education sector policy discourse on HIV and AIDS, despite a growing literature on the shortcomings in terms of its effectiveness in implementation in schools and delivering intended learning outcomes. Using a literature review, this paper aims to re-examine the adequacy of the life skills-based HIV education approach including empirical evidence for its effectiveness in educating about and preventing HIV infection among young people. Findings suggest that bureaucratic acceptance and advocacy for life skills-based HIV education has outstripped the theoretical adequacy and empirical evidence base for its effectiveness. Its current position among core indicators for the education sector response to HIV can be considered indicative of frozen thinking or inter-agency group-think.     

Gender differences in South African men and women's access to and evaluation of informal sources of sexual and reproductive health (SRH) information

While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness.     

‘Sex education should be taught,fine…but we make sure they control themselves’: teachers' beliefs and attitudes towards young people's sexual and reproductive health in a Ugandan secondary school

Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes.     

Motives,barriers, and ways of communicating in mother-daughter sexuality communication: a qualitative study of college women in Tanzania

In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs.     

Learning about sex and relationships among migrant and refugee young people in Sydney,Australia: ‘I never got the talk about the birds and the bees’

In a multicultural nation such as Australia, it is important for young people from migrant and refugee backgrounds to have access to quality relationships and sexuality education, as they are known to be less well engaged with mainstream services. A study was undertaken to explore the complexities and opportunities for engaging this group with sexual and reproductive health information and care in Sydney, Australia. Interviews were undertaken with 27 migrant and refugee young people (aged 16–24 years), and 34 expert informants. Relationships and sexuality education was a dominant theme throughout both data sets. Nearly all young people reported that they were unable to discuss sexuality or sexual health with their parents, and most identified secondary school as the place where they first learned about these issues. Other sources of information were identified as the Internet, friends, health professionals and pornography. Participants appeared to have limited awareness of the different services available to them. Schools, as well as other education settings such as universities, private colleges and intensive English centres, are well placed to deliver relationships and sexuality education, and for migrant and refugee young people these may be valuable settings in which to access information rarely discussed in family or community environments.     

Integration of a social skills training: a case study of children with low social skills

This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with low social skills demonstrated changes in social skills through positive play behaviours such as asking positive questions, offering suggestions, initiating play episodes, and sharing play materials, although they had limited ability to maintain play episodes.     

Preparing teachers to deliver gender-focused sexuality/HIV education: a case study from Nigeria

Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education.     

生命教育:幼儿教育的思考原点

幼儿的生命是幼儿教育的基石,它包括自然生命、社会生命和精神生命。当前的幼儿教育不仅对幼儿的生命价值本身缺乏应有的关注,对幼儿生命的理解也很片面和肤浅。幼儿教育应该具有鲜明的生命性,幼儿的生命教育理应成为幼儿教育的思考原点。     

The Hostile Vagina: Reading vaginal discourse in a school health text

This article considers the use of the field of bioethics for those practising sex education. It reviews dominant approaches on the part of bioethics that might be applicable to sex educators and undertakes an evaluation of their relevance to sex education. It considers key ideological objections to dominant bioethical approaches and evaluates the impact they might have on sex educators. From these evaluations, it briefly suggests how practitioners might develop alternative conceptions of ethics for the benefit of their work and their clients.     

How they got it and how they wanted it: marginalised young people's perspective on their experiences of sexual health education

Young people in Australia are at greatest risk of contracting sexually transmitted infections, and priority actions are necessary for this population group. This study of marginalised and at-risk young people in out-of-school environments was conducted in Western Australia with the aim of obtaining young people's perceptions about their experience of sexual health education and preferred means of gaining sexual health knowledge and skills. A participatory research methodology was implemented through a series of workshops with 88 young people recruited through community youth agencies. The results of the study support what is already known about sexual health promotion for young people and the importance of a holistic approach to promoting positive relationships and sexual health. However, the findings emphasise that this should include the need for demonstrated trust, confidence and safe environments, and the complementary role of community youth agencies and peer-based programmes which may play an important role in reaching young people who may disengage with, or not be reached by school-based sexual health education.     

医学生同伴参与理工科大学生性生殖健康教育实践与效果

目的:为促进理工科大学生性生殖健康提供理论与实践依据。方法:以某院校2017、2018级理工科156名学生为观察对象,问卷调查理工科大学生性生殖相关知识认知状况及性态度,随机抽取30名作为干预组,干预前后问卷与访谈调查理工科大学生性生殖相关知识认知状况及性行为态度。结论:医学生同伴参与理工科大学生生殖健康教育能有效提高性生殖相关知识知晓度,纠正学生错误的行为认知,有效预防艾滋病病毒和性传播疾病,转变性态度,促进大学生生殖健康。     

Sexual and reproductive health and rights (SRHR) education with homeless people in Sweden

This paper describes the implementation of an educational intervention to enhance sexual health among homeless people by including sexual and reproductive health and rights (SRHR) as a part of social work provision with this group. Adult service users in different forms of temporary accommodation were provided with the opportunity to participate in three group sessions. Seventeen sessions, six with women and eleven with men, took place at six different housing facilities in Gothenburg. The intervention implementation process (which involved preparation, creation, realisation and evaluation) is described, and factors of importance are identified. Service users appreciated the opportunity to receive information and discuss sexual health, rights and norms. The success of the work may be related to the fact that the project was anchored both in social services and among service users, constantly adjusted, and delivered using a respectful approach. Social work organisations and professionals have an important role to play in acknowledging and promoting service users’ sexual health and rights, especially among disadvantaged and socially excluded groups including homeless people.     

Gay rights and school policy: a case study in community factors that facilitate or impede educational change

This article highlights factors that either facilitated or hampered the work of a local Safe Schools Coalition in advocating adoption and implementation of their school district’s policies that include sexual orientation. Non‐discrimination policies that include sexual orientation and gender identity are needed to help stop anti‐gay peer abuse directed at gay, lesbian, bisexual, transgendered and queer/questioning students. However, community opposition to the inclusion of sexual orientation and gender identity in school policies frequently arises from morally conservative parents. Findings of this case are compared with a model of gay rights policy adoption that illustrates strategies the local Safe Schools Coalition used to effectively communicate their message, garner support and effect change, as well as factors in the political and cultural climates of the community that either facilitated or impeded the adoption and implementation of the policies. A group of morally conservative parents opposed the policies and saw them as the school’s promotion and legitimization of homosexuality. Advocates for the policies argued they were simply intended to ‘enhance safety.’ Opponents’ claims are analyzed within a democratic and social justice framework.     

高职院校思想政治教育的语言艺术

高职院校开展思想政治教育工作,教育者应讲究语言艺术,使语言具有亲和力、鼓动力、感染力,能动之以情、晓之以理、导之以德,从而达到教化的目的.     

Education of women with disabilities in Pakistan: enhanced agency,unfulfilled aspirations

This paper examines the extent to which the capability approach captures the complexity of the lives of young women with disabilities in Pakistan, particularly in relation to their education. Focusing on their educational experiences and outcomes, we examine the ways in which education shaped what these young women were able to achieve – what they wanted to do and be. In undertaking this research, we adopted a collaborative, qualitative approach involving in-depth interviews with six young women with disabilities. All these women were interesting and exemplary cases, given their very high levels of education. Our findings suggest that the capability approach provides a framework that is able to capture the educational experiences–outcomes journey of the young women. However, also interesting to note is how the expansion of their capabilities is bounded, primarily because their freedoms are intrinsically linked to their sociocultural positioning and largely negative perceptions of disability in the wider society.     

The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims.     

The social meanings of the C-Card scheme: the importance of friends and peers

This paper draws on findings from an analysis of interviews with young people aged 14–18 years, to explore the peer influences in young people's informal social networks which can affect their access to sexual health services. The research focuses on the social meanings of a C-Card condom distribution scheme in North East England. Such schemes are widespread in the UK as a way of providing access to condoms and sexual health advice for young people in health and community settings. Focusing on one aspect of a broader study, the paper outlines the important social, emotional and practical resources provided by young people's chosen friendship groups in the process of acquiring a C-Card, which offers a route to accessing sex and relationships advice and condoms. Informal peer networks inform attitudes and expectations which can influence gendered patterns of behaviour. Through a focus on the educational possibilities of the C-Card scheme, the study suggests a need to revisit the dynamics of young people's peer relationships and harness their potential to influence sexual attitudes and behaviour in positive ways, rather than simply seeing these always as a source of negative pressure.     

体育与健康课程中开展生命安全教育的理论探析

采用了文献资料法,对体育与健康课程、生命安全教育的涵义以及体育与健康课程中开展生命安全教育的现状进行了阐述,并提出了在体育与健康课程中构建学校生命安全教育新模式,为使生命安全教育在新课程中得到较好的落实提供参考.