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Health education teachers have a crucial role to play in delivering sexual health education in schools, with their own knowledge being key to providing comprehensive sexual health education to adolescents. The purpose of this study was to describe the sexual health education knowledge required by health education teachers in Finland. Qualitative methods were used to explore the perspectives of Finnish health education teachers using semi-structured interviews and e-forms. Data collection from 15 health education teachers took place in March and April 2023. The data were analysed using inductive content analysis. Findings highlight the importance of health education teachers having sound knowledge about: 1) the diversity of adolescent sexual health, 2) the functions of the adolescent body, 3) factors threatening adolescent sexual health, 4) factors promoting adolescent sexual health, and 5) relevant relevant forms of pedagogy. The findings from this study offer a unique perspective on the wide-ranging knowledge required by health education teachers regarding sexual health education in Finland. It is imperative that present and future health education teachers are well-trained and qualified. Both pre- and in-service training should be comprehensive and accessible to enable the delivery of high-quality sexual health education to adolescents and, consequently, the promotion of sexual health. [ABSTRACT FROM AUTHOR]

AbstractWe conducted a multinational cross-sectional survey in Europe to explore parental attitudes toward the appropriate age for adolescents to receive sexuality education through an app interface. This was delivered via an online survey across Belgium (n = 479), the United Kingdom (n = 445), and Italy (n = 454). Parents from Belgium consistently accepted their children accessing digital material at the youngest ages, whereas Italian participants selected the oldest age groups. Most parents, however,endorsed a spiral curriculum, whereby topics are introduced sequentially throughout adolescents’ school careers. Thus, whilst on average participants were comfortable with adolescents having access to content on body anatomy younger ages (from 9–12 years to 12–15 years), they approved virtual content on relationships and sex at older school ages (from 12–15 years to 15–18 years). European ethnicity, liberal sociosexual attitudes, lower religiosity, and higher educational attainment were associated with parents approving adolescent exposure to digital sex education at younger ages. To our knowledge, this exploratory study is the first to quantitatively examine parental attitudes toward digital sex education curricula, as well as explore the parental characteristics that relate to these attitudes. This work should inform educators internationally on their future efforts to deploy virtual sexuality learning. [ABSTRACT FROM AUTHOR]

Limited research is available on the acceptability of comprehensive sex education for economically marginalized Black youth. The current evaluation study collected quantitative self-report data from 109 high-school-aged predominately Black or African American economically marginalized youth after completing a comprehensive sex education program. Youth reported positive experiences with the program, improvement in socioemotional skill development, and increases in sexual risk avoidance behavior. Youth report of quality of experience predicted youth sexual risk avoidance. These findings serve as evidence for tailoring comprehensive sex education programs to youth demographic variables. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue that shed light on the politics of age in sex and sexuality education in relation to four core areas.

Sexuality education is important for children's well-being, peer relationships and safety, yet pre-teenagers and their diverse experiences have remained largely overlooked within the field. In Finland, the national curriculum obliges schools to prevent sexual harassment and homo- and transphobic violence, to provide knowledge on gender diversity, and to support children and youth in developing their sexuality and gender identities. However, there are severe deficiencies in sexuality education that reinforce heteronormativity and leave pre-teenage children to cope with the pressures of normative cultures on their own. Drawing on our creative praxis with Northern-Finnish pre-teenage schoolchildren aged 10–13 years, we explore the ways in which pre-teenagers' knowledge of age, sexuality and gender, including their diversity, are negotiated and how pre-teenagers disseminate this knowledge to their peers. We also analyse pre-teenagers' political expression with respect to non-normative genders and sexualities via our arts-based Friendship Workshops. Based on our analysis, we discuss ways in which to develop sexuality education that takes into account pre-teenage children, their diversity, and their safety. [ABSTRACT FROM AUTHOR]

Purpose The literature indicates that sexuality education provided in schools/colleges in the United Kingdom (UK) may not be appropriate for people with Autism Spectrum Disorder (ASD). There appears to be a lack of understanding of the subject regarding young people with Attention-Deficit/Hyperactivity Disorder (ADHD) and a dual diagnosis (ASD co-occurring with ADHD). Research also suggests that compared to neurotypical peers, young people with ASD tend to receive less support on sexuality from their parents, who often feel that they lack the appropriate skills to help their children with some sex-related issues. Some young people with ASD and ADHD also report lacking an understanding of the social nuances of dating and intimacy, which is crucial for navigating romantic relationships. Design/methodology/approach This study explored sexuality education and romantic relationships in young people based on a semi-structured interview approach to the topic. Thematic Analysis (TA) was employed to analyze the data. Findings Six themes were developed from the participants' narratives: Societal ideology about sexuality; Substandard school-based sexuality education; The role of adults in sexuality education; Pornography, as a very powerful alternative means of sexuality education; Young people and romance—a complicated world to navigate; Experience of abuse in the young neurodivergent population is a serious matter. Findings revealed that many neurodivergent and neurotypical young people received basic sex education in their schools/colleges and homes and encountered challenges navigating romantic relationships. Neurodivergent young people reported experiencing greater challenges related to their understanding of and building romantic relationships than their neurotypical peers. Originality/value To the researchers' knowledge, this is the first exploration of romantic relationships and sexuality education in neurotypical young people as well as three groups of neurodivergent young people (with ASD, ADHD, and ASD co-occurring with ADHD). [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Promoting sex education is key to addressing the adverse sexual health outcomes among adolescents. The successful adoption and implementation of Reproductive Health Education (RHE) in schools depends on the support of curriculum owners and other stakeholders such as parents. The study explored socio-demographic and psychosocial factors influencing parents’ intentions to support the adoption and implementation of RHE in primary and high schools in Ghana. A cross-sectional survey was conducted with 387 (Mean age = 43.6 years) parents in the Upper East region of Ghana. Pearson’s correlation and regression analyses were used to examine socio-demographic and psychosocial factors influencing the stated intention to support the adoption and implementation of RHE in schools. Parent’s intention was best predicted by descriptive norms (β = .24, p < .001), and injunctive norms (β = .20, p < .001) towards supporting RHE. Other factors that predicted intention to support were beliefs about the outcomes of teaching both abstinence-only education and RHE. The findings point to the need to involve and gain support from religious leaders in the development and roll-out processes of RHE programmes. Moreover, they highlight the need for effective RHE programmes with the potential to yield positive sexual and reproductive health outcomes among adolescents and young people. [ABSTRACT FROM AUTHOR]

The United States faces troubling fertility trends that include high percentages of unintended pregnancies, as well as record-low fertility rates and individuals having fewer offspring than they desire. To address these problems, scholars and public health advocates have argued for the implementation of fertility information into existing sex-education curricula. In this study, we draw from 32 semi-structured interviews with secondary school sex educators to gain insight into their experiences on this front. They contended that one of the greatest barriers to their successfully teaching fertility related material was that students do not find fertility information relevant. Participants described three appeals that they employ to communicate fertility information as persistently relevant to the adolescents in their classes. Our interviews revealed that all three of these relevance appeals employ targeted invitations for students to tailor fertility information in ways that fit them personally. These findings suggest a need to re-conceptualize targeting and tailoring research in ways that connect with the goals of in situ, relevance-oriented communication, and they indicate how a focus on teaching health educators to establish fertility as relevant would help to situate future generations for better sexual and reproductive health over a lifetime. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adolescents are at increased risk of acquiring sexually transmitted infections (STIs) and experiencing unintended pregnancy. In particular, adolescents from marginalized communities experience significant sexual health disparities compared to their more advantaged peers. Digital sexual health programs, such as HEART (Health Education and Relationship Training), may be effective in reducing these risks and addressing these disparities. HEART is a web-based intervention focused on the promotion of positive sexual health outcomes, such as sexual decision-making skills, sexual communication skills, sexual health knowledge, and sexual norms and attitudes. The current study evaluates the efficacy of HEART, and examines whether effects were moderated by gender, socioeconomic status (SES), race, English as a second language, and sexual orientation to ensure the program is effective for diverse groups of adolescents. Participants were 457 high school students (Meanage=15.06, 59% girls, 35% White, 78% heterosexual, 54% receive free or reduced-price lunch). Students were randomized to HEART or an attention matched control and assessed at pretest and immediate posttest. HEART was effective in increasing sexual assertiveness, sexual communication intentions, HIV/STI knowledge, condom attitudes, and safer sex self-efficacy compared to the control condition. There were no significant interactions by gender, SES, race, English as a second language, or sexual orientation, suggesting the program worked equally well for all groups of youth. The findings of this study suggest that HEART may be a promising avenue for the promotion of positive sexual health outcomes for diverse groups of youth. [ABSTRACT FROM AUTHOR]

Student-reported quality and coverage of school-based relationships and sex education (RSE) vary, with gender/sexual-minority and disadvantaged students reporting poorer provision. Experience of RSE among younger adolescents is under-explored. We examined student-reported RSE coverage and priorities and how coverage, and sexual-health knowledge and awareness of services, varies between students and schools. The data came from a pre-intervention survey of students aged 12–13 years within a trial of an RSE intervention involving 50 English schools. There was most coverage of basic information, such as puberty and safeguarding. There was least coverage of topics more appropriate for older students, such as sexual relationships, and topics teachers might find difficult to broach, e.g. pornography and masturbation. Girls, gay/lesbian students, students of bisexual/other sexual orientation, minority-ethnic students and students reporting lower academic commitment reported lower coverage than others. Knowledge of RSE-related topics and sexual-health services was generally low. Boys, students of bisexual/other orientation and students with higher school commitment had higher knowledge. Students of bisexual/other orientation and students of lower commitment reported lower awareness of services. Coverage and knowledge did not vary with school-level attainment or local deprivation. Future forms of RSE provision should ensure content and teaching methods meet the needs of all students. [ABSTRACT FROM AUTHOR]

Sexual health education is a well-known, evidence-based intervention that can improve adolescent health outcomes, increase protective health behaviours, and decrease risky health behaviours. Providing sexual health education in schools offers opportunities to discuss critical health topics and can improve the school environment. However, not all sexual health education is taught equitably. As part of a mixed-methods study to describe school-based sexual health education, we conducted focus groups and interviews with recent high school graduates in a geographically and ethnically diverse state in the US Southwest. Thirty-one young people shared their experiences, explored the content they had been taught, and offered recommendations to improve sexual health education. Three key themes emerged: young people wanted and needed sexual health education taught in school; current sexual health education is not helpful and sometimes harmful; and the individuals who teach sexual health education are critically important. These findings can help address barriers to school-based sexual health education delivery, particularly for schools within communities with limited resources. The results support including youth as stakeholders in the planning and evaluation of school-based sexual health education, and the development of sexual health education teacher training with the goal of improving youth health outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Adolescent North Korean defectors are vulnerable due to harmful environments during defection, limited access to sex education in North Korea, and exposure to different sexual norms in South Korea. The purpose of this study was to investigate the sexual knowledge, attitudes, and sex education needs of North Korean refugee adolescents. Methods: A cross-sectional, descriptive survey was administered to 102 North Korean refugee adolescents. Results: The correct answer rate for questions on genital anatomy, physiology, masturbation, and contraception was less than 20%. The participants exhibited conservative attitudes toward female contraception, masturbation, and having friends of the opposite sex. A significant positive correlation was found between knowledge and the need for sex education. Discussion: These results highlight the importance of tailored sex education in providing accurate information, improving sexual knowledge, fostering positive attitudes, and enabling healthy behaviors among adolescent North Korean defectors. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Growing access to technology and media has presented new avenues of influence on youth attitudes and norms regarding sexuality and sexual violence, as well as new technological pathways through which to perpetrate sexual violence. The aim of this research was to understand contextual influences on and needs for scale-up of sexual violence prevention programming in the media-violence context of Vietnam. We conducted 45 interviews with high school teachers (n = 15), university lecturers (n = 15), and affiliates from youth-focused community service organizations (n = 15) from across Vietnam. Additionally, we conducted four sector-specific focus groups with a sub-sample of interview participants (k = 4, n = 22). Media and technology were brought up consistently in relation to sexual violence prevention and sexual health information. Key informants noted that, in Vietnam, generational differences in acceptability of sex and lack of comprehensive sexuality education intersect with new technological opportunities for exposure to sexual information and media. This creates a complex landscape that can promote sexual violence through priming processes, instigate mimicry of violent media, and presents new opportunities for the perpetration of sexual violence though technology. Development of comprehensive sexual education, including violence prevention education, is imperative, with consideration of age-specific needs for Vietnamese youth. [ABSTRACT FROM AUTHOR]

Objective: To investigate the prevalence and sociodemographic associations of online dating in a demographically diverse U.S. national cohort of early adolescents. Methods: We analyzed cross-sectional data from the Adolescent Brain Cognitive Development Study (Year 2, 2018–2020, ages 11–12; N = 10,157). Multivariable logistic regression analyses were employed to estimate associations between sociodemographic factors (e.g., age, sex, race/ethnicity, sexual orientation, household income, parental education) and early adolescent-reported online dating behaviors. Results: Overall, 0.4% (n = 38) of participants reported ever using a dating app. Males (AOR 2.72, 95% CI 1.11–6.78) had higher odds of online dating compared to females, and sexual minority identification (e.g., lesbian, gay, or bisexual; AOR 12.97, 95% CI 4.32–38.96) was associated with greater odds of online dating compared to heterosexual identification. Conclusion: Given the occurrence of online dating among early adolescents despite age restrictions, interventions might address age misrepresentation. Adolescent sexual health education may consider incorporating anticipatory guidance on online dating, especially for males and sexual minorities. Future research could further investigate online dating patterns from early to late adolescence and associated health effects. [ABSTRACT FROM AUTHOR]

Most sexual education programs traditionally focused on providing sexual information regarding the risks of sex. However, current studies on sexual behavior in youth show a need for truly comprehensive sex education approaches with a sex-positive focus on sexuality, that effectively improve sexual competence. Therefore, in the current study the effectiveness of "Love is...", a four lesson school-based program based on the Sexual Interactional Competence model and Attitude-Social-Influence-Self-Efficacy-model was studied. A cluster-randomized controlled trial on the effectiveness of "Love is..." was conducted in 2018-2020. The sample consisted of 1160 adolescents in grades 8 and 9 from nine schools in the Netherlands. The sample was 48% female, 34% Dutch/Caucasian, 41% none-religious and 50% higher educated. They were randomized at class level into a program group [n = 32 classes; 567 students (Mage = 13.74 (SD = 0.74))] and a control group [n = 31 classes; 593 students (Mage = 13.86 (SD = 0.73))]. Results showed that "Love is..." increased sexual knowledge, that adolescents in the program group showed less cyber victim blaming attitudes and increased in communications skills after the program. In conclusion, the current study shows that "Love is..." was effective not only on the knowledge level, but also regarding sexual attitudes and competences. However, due to the developmental process of sexuality, there is a necessity to continue lessons in following grades through booster sessions by reinforcing competences as communicating comfortably about sexuality. On 12 November 2019 the study design and hypotheses were registered in the Dutch Trial Registration, number NL8150. (https://onderzoekmetmensen.nl/nl/trial/26676). [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sexual education is crucial for individuals with intellectual disabilities (ID), but there are limited studies which show the effectiveness of sex education to this population. We conducted a systematic review to synthesize, analyze and identify sex education intervention for people with ID. We used quality indicators to identify and evaluate eight studies which employed single-subject research methodology (Horner in Except. Child. 71:165–179, 2005). Ways for improving skills and enhancing knowledge were reported. Results of our analysis suggest three moderate and five low quality studies exist in sex education to ID people. Nevertheless, professionals can consider the interventions with moderate effect in the future. Future studies should undergo more Randomized controlled trials (RCT) studies to evaluate the effectiveness of a new intervention (Hariton & Locascio in Int. J. Obstetr. Gynaecol. 125:13–1716, 2018) and meet high-quality standards to improve evidence-based practice. [ABSTRACT FROM AUTHOR]

Background: Adolescent pregnancy is a global public health problem. Numerous approaches for Comprehensive Sexuality Education (CSE) delivery in schools have been implemented around the world. Previous reviews on CSE did not follow the International Technical Guidance on Sexuality Education (ITGSE) because CSE is very diverse in terms of population, interventions, settings and outcomes. We conducted this scoping review to identify and map the evidence of school-based CSE for prevention of adolescent pregnancy with emphasis on adolescents' contraceptive use, unintended pregnancy and abortion. Methods: We searched PubMed, CENTRAL, Scopus, ISI Web of Science, CINAHL, and WHO ICTRP to identify potential eligible studies from their inception to 4th Nov 2023.We included randomized controlled trials (RCTs) and non-RCTs of CSE implemented in public or private schools for adolescents. CSE was defined as a multi-session intervention in school that covered topics including contraception, pregnancy, abortion, and HIV/STI. School-based interventions were the main intervention that may be either stand-alone or multicomponent. There was no limitation on study's geographical area, but only English-language studies were considered. Two reviewers selected and extracted data independently, discussed for consensus or consulted the third reviewer if there were discrepancies for final conclusion. Data were presented using figures, map and table. Results: Out of 5897 records, 79 studies (101 reports) were included in this review. Most studies were conducted in the United States and other high-income countries in secondary or high schools with cluster RCTs. All studies included participatory methods. Almost all studies included Sexual and Reproductive Health which is the eighth concept of CSE. Very few studies reported the prespecified primary outcomes of contraceptive use during last sex, unintended pregnancy and abortion and hence this highlighted the gaps of available evidence for these outcomes. The number of concepts, components, duration and providers of CSE varied across the included studies. However, none of the interventions identified in this scoping review adhered to the ITGSE recommended approach. Conclusions: Our scoping review shows gaps in school-based CSE implementation in terms of completeness of concepts, components, providers, duration and outcomes recommended by ITGSE. [ABSTRACT FROM AUTHOR]

Now is a pivotal moment in the fight for reproductive health and justice internationally. Well‐established research has recognized the benefits of comprehensive sexuality education for youth and adolescents—including vast reproductive health benefits, decreased interpersonal violence, and improvements on measures of academic success and well‐being. Despite these established benefits, challenges to the implementation of culturally sensitive and holistically framed sexuality education are intensifying across the globe. The International Federation of Gynecology and Obstetrics (FIGO) stands firmly in its support of comprehensive sexuality education and re‐emphasizes the importance of the implementation of scientifically accurate, age‐appropriate, culturally relevant, and inclusive education. Successful implementation relies on active youth leadership, physician involvement, and a renewed focus on high‐quality monitoring mechanisms to assess impact and accountability at all levels. Most importantly, future efforts to improve and scale comprehensive sexuality education must emphasize the importance of an inclusive curriculum that addresses previously marginalized youth, such as LGTBQ+ and disabled individuals, through a reproductive justice lens. FIGO commits, and encourages the international healthcare community, to provide continued advocacy for the rights to health, education, and equality, in order to achieve improvement in health outcomes for young people across the globe. [ABSTRACT FROM AUTHOR]

This paper investigates the potential that mediated text can have on expanding Lebanese young people's notions and understandings of sexuality beyond their personal boundaries and the immediate local context to uncover the portrayal of these notions within a global mediated space. It specifically seeks to examine the intersection between Lebanese youth media practices and sexual learning by identifying the extent to which watching the hit Netflix series Sex Education, affected young people's sexual identities, knowledge and practices. Four focus groups, each comprised of six respondents, described the importance of the series in influencing young people's sexual learning and thoughts in a society where sexuality and sexual subjects are taboo. The four main discussion themes that were developed – namely, Open Mindedness: transgression, acceptance and respect; Transformation: life skills and right choices; Gender Equality, Well-being and Health; Reliability/identification and the Need for Trustworthy Connections; and the Need to Re-educate Family and Society about Sex – underscore the importance of the series as a learning tool, the need for the re-introduction of sexual education as part of school curricula in Lebanon, and the re-education of society more generally to help foster healthier sexual lives among young people. [ABSTRACT FROM AUTHOR]

Teens and young adults living with autism spectrum disorder (ASD) do not have equal access to sexual education, thus having lower sexual awareness, little knowledge of preventative sexual health care, and having a more difficult time reading sexual body language (Hannah & Stagg, 2016; Holmes et al., 2019; Mogavero & Hsu, 2020). Deficits in these and many other skills may make it more challenging for teens and young adults living with ASD to engage in an intimate or sexual relationship with a consenting partner. Skilled intervention on the occupation of sexual activity and its related dimensions, such as communication and sensory input, is well within an occupational therapist's scope of practice, yet there is little to no evidence supporting the role of occupational therapists serving clients living with ASD to address such topics. This manuscript will highlight the lack of sexual education supports for teens and young adults living with ASD and how occupational therapists can fill this important role as a trusted sexuality educator. [ABSTRACT FROM AUTHOR]

Background & Aims: Education and counseling during marriage is an opportunity to raise some issues needed by couples on the verge of marriage. This study was conducted with the aim of improving reproductive and sexual health literacy of couples on the verge of marriage. Methods: This study was a mixed‐methods participatory action research conducted based on the Find, Organize, Clarify, Understand, Select‐Plan, Do, Check, Act (FOCUS‐PDCA) model in nine steps during 2019−2020 in the city of Bandar Abbas. The Reproductive Health Literacy Scale and the Service Quality (SERVQUAL) Questionnaire were used to evaluate the interventions. Data were analyzed by SPSS version 26. A significance level of less than 0.05 was considered. Results: The mean age of women and men participating in the quantitative part of the study was 21 ± 5 and 25.84 ± 3.9 years, respectively, which was similar to their counterparts in this part of the study, and the difference in the mean scores of reproductive health literacy before and after the changes in the program showed a significant difference (p > 0.001). The study results showed that, except for the understanding dimension, most participants were at an insufficient level in other dimensions of reproductive health literacy. The result of measuring the satisfaction of service recipients indicated good satisfaction in the two dimensions of warranty and accountability, and there was a gap in empathy, assurance, and tangibility dimensions, which the biggest gap was related to the empathy dimension. Conclusion: The changes made in improving the reproductive health literacy of couples were effective, which can be taken into consideration based on the added items in the current program of providing educational services in marriage preparation classes for couples. Key points: The most expressed need of the young people on the verge of marriage was weakness in the functional level of reproductive health literacy, mainly in the field of sexual health, due to some existing sexual health education prohibitions to teenagers in schools and most families that is still among the unfulfilled needs of young people.Making changes in the usual marriage education and counseling program based on Find, Organize, Clarify, Understand, Select‐Plan, Do, Check, Act (FOCUS‐PDCA) can improve the quality of health services and increase young people's sexual and reproductive health literacy in various dimensions, particularly for developing areas with limited resources and cultural considerations. [ABSTRACT FROM AUTHOR]

Although sexual education is an important part of a child's education and upbringing, in Vietnam, sex education is not an official subject in school, and young people's awareness of Comprehensive Sex Education (CSE) is still limited. While sex education at school is necessary, it is not the only way nor sufficient enough to change teenage sexual behavior. A parent's role could involve communicating about values, providing a positive family environment, and monitoring their children's behavior. This topic explores the awareness of teenagers about CSE and the availability of teaching CSE in Vietnamese schools and families. Data was collected via an online survey of 89 teenagers and 119 parents whose children are teenagers. The findings revealed that the target group is not fully aware of CSE and in particular, they also feel the importance of the family in this regard but are afraid to share gender issues with their parents and tend to find information on their own through the internet. [ABSTRACT FROM AUTHOR]

The article summarizes the content of the book "Inhabiting Institutions. Subjects and Scenarios," coordinated by Gloria Borioli and Ana Luisa Cilimbini. The book compiles the discussions from a panel debate at the National University of Córdoba on adolescence specialization. Topics such as inequality, solidarity, and ecofeminism were addressed. The meeting took place virtually due to isolation. The book also analyzes ecofeminism, multispeciesism/antimultispeciesism, and environmental struggles, as well as the implementation of Comprehensive Sexual Education (CSE) and the dispute between the State and the Family regarding the education on sexuality for children and adolescents. The importance of addressing these topics in educational spaces, especially in adolescence specialization, is highlighted. [Extracted from the article]

This paper presents the results of formative research conducted from January to June 2020 in the Department of Atlántico, Caribbean region of Colombia, whose findings were used as inputs to design the national strategy for comprehensive sexuality education (CSE) outside school – Tírala Plena – including its curriculum. This is within the framework of the multi-country project coordinated by UNFPA and WHO aimed at generating evidence on the role of facilitators in the delivery of CSE in non-school contexts. The research was carried out in four municipalities in northern Colombia, in rural and marginal urban contexts with conditions of vulnerability for the adolescent population, including a strong presence of migrant populations from Venezuela. A total of 150 male and female adolescents ages 10–17 participated in the formative research. Workshops such as patchwork quilt, body mapping and talking maps were used as methods to gather information. The groups were divided by sex and age (10–13 years old and 14–17 years old). Knowledge, attitudes and social norms regarding adolescent pregnancy, sexually transmitted infections, including human immunodeficiency virus, and gender-based violence, were identified in adolescents (schooled and not schooled, but with minimal or no access to CSE). All of the above enabled us to establish a set of recommendations for the strengthening of the CSE strategy Tírala plena. [ABSTRACT FROM AUTHOR]

Comprehensive sexuality education (CSE) seeks to improve young people's knowledge, attitudes and practices in relation to sexual and reproductive health, sexual and social relationships, and dignity and rights. In Ethiopia, young people with disabilities and young women involved in sex work are particularly vulnerable to sexual violence and poor sexual health, yet face stigma and accessibility challenges that continue to exclude them from information, support and services. Because they are often out of school, these groups are also often excluded from programmes that are largely delivered in school settings. This paper explores the challenges faced by these groups of young people in accessing inclusive and age-appropriate sexual and reproductive health knowledge and services in the Ethiopian context and the implications for delivering CSE. The research included literature review, mapping analysis and interviews with young people from those two groups and with service providers and programme implementers. Our findings indicate that young people with disabilities and young women involved in sex work face myriad barriers to accessing information and services that support positive and healthy sexuality, relationships and rights. However, changes over the past decade to national and regional governance structures and a political environment in which CSE has become increasingly contested have generated siloed approaches to the provision of sexual and reproductive health information and services, and poor linkages to complementary services including violence prevention and social protection. It is vital that efforts to implement comprehensive sexuality education are informed by these challenges in the wider policy environment. [ABSTRACT FROM AUTHOR]

Purpose: Adolescent pregnancy remains an important public health issue in the United States as it has profound health consequences for both mother and child. Evidence shows that improved contraception use is a critical factor in decreasing rates of adolescent pregnancy. In order to provide effective and engaging contraception education, it is important to understand adolescents' attitudes, questions, and misconceptions around the topic and its delivery. Methods: Two searches were conducted using PubMed. Articles were limited to those published in the last 10 years that were written in English. The first search was completed using the search terms "Adolescent attitudes on sex education in the United States", and resulted in 688 articles. The second search was completed using the search terms "Adolescent attitudes on contraception in the United States", and resulted in 840 articles. Articles including contraception but focusing more on HIV, pre-exposure prophylaxis (PrEP), LGBTQ+ health and practices, human papillomavirus (HPV) vaccination, and studies completed in other countries were excluded. Remaining articles were screened by the authors for inclusion, and articles were included if they addressed information on adolescent attitudes on both contraception for pregnancy prevention and sex education, including education by schools, community organizations, the media, peers, parents, and physicians. A total of 56 articles were included in the review. Results: The overwhelming theme that emerged from the review is that adolescents prefer comprehensive sex education in a safe space that allows for exploration and questioning. Adolescents want to ask their parents questions about sexual health without fear of punishment, and they desire the opportunity to learn from their physicians in a confidential environment. Conclusion: The foundation of effective sex education is a non-judgmental, confidential, and safe space where adolescents can ask questions. There are multiple resources that adolescents use to gather information and establish their preferences and attitudes. [ABSTRACT FROM AUTHOR]

Despite national guidelines advocating a comprehensive, age-appropriate, and sequential approach to sexual health education in schools, many young people in the USA do not receive sexual health information until high school. To date, there has been little research on the need for a supplemental round of sexual health education – a 'booster' – later in adolescence to reinforce and expand upon information and skills previously provided. In rural California, we conducted six focus groups with young people (N = 22, ages 14–20) and key informant interviews with youth-serving professionals (N = 10) to examine the sexual health education needs of youth as they complete high school. Five themes were identified, indicating a need for booster education that 1) reinforces existing sexual health knowledge; 2) expands beyond traditional areas of sexual health education; 3) addresses community stigma about adolescent health; and 4) prepares young people for the transition to adulthood. In addition, booster education should 5) be established within the school system to promote an environment that addresses and normalises health issues throughout the school year. Providing booster sexual health education may meet critical gaps in efforts to support the healthy sexual development of young people, especially those living in rural communities. [ABSTRACT FROM AUTHOR]

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Childhood and adolescence are crucial periods for developing one's awareness of sexuality. Comprehensive Sexuality Education (CSE) during these stages is essential for overall growth, fostering healthy self-concepts, and addressing diverse sexual issues among children and adolescents globally. A meta-analysis was conducted to analyze the effectiveness of CSE programs. A literature search was performed on EMBASE, PubMed, CINAHL, Cochrane Library, and PsycInfo for studies published before 14 June 2023, and based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We used the Comprehensive Meta-Analysis (CMA, V4) software version 4.0 for the analysis and interpreted the effect sizes according to Cohen's definition. Between 2011 and 2020, 21 studies on CSE were published, with the United States having the most publications (17). Of the 34 studies reviewed, 20 were randomized controlled trials. The primary population for CSE was middle/high school students (15), with the most frequent age range being 10–19 years (26). The overall effect size of CSE was significant (effect size = 1.31, p < 0.001), with cognition (effect size = 5.76, p < 0.001) being the most significant. CSE is an effective educational tool for children and adolescents with a significant impact on variables such as cognition and abstinence. It should be incremental from childhood and adolescence to adulthood. [ABSTRACT FROM AUTHOR]

Efforts to address adolescent sexual and reproductive health (ASRH) inequities often aim to improve school-based sexuality education and reduce individual risk behaviours. Structural determinants are more rarely the focus of interventions. The youth service providers who formed the community advisory board for this community-based participatory research project identified school-based opportunities to improve ASRH by mitigating the impact of social determinants and structural violence on adolescent health. Semi-structured interviews with board members revealed four areas of potential social support intervention that could mitigate these structural determinants, including mentorship, especially for young people who lack supportive relationships at home; small adult-facilitated groups and clubs at school; staffing and training to meet the needs of historically marginalised students; and school-based counselling. These findings indicate the need for school-based programmes that transcend conventional and short-term didactic forms of sexuality education, to foster social support and address interconnected structural factors affecting ASRH. [ABSTRACT FROM AUTHOR]

Young people aged >15 years (Years 11 and 12 students) in Australia are unlikely to receive school-based sexual and reproductive health (SRH) education. The aims of this study were to gather the perspectives of young people regarding their experiences of school-based SRH education and explore what they considered should be the core components of this form of education for Years 11 and 12 students. A mixed-methods study involving an online survey (n = 1226) and six workshops (n = 20) was undertaken in Victoria, Australia between September and November 2021. Descriptive and inferential statistics were used to analyse the survey data. Qualitative workshop transcripts were coded before five themes and three sub-themes were identified. Participants reported feeling let down by the inadequate provision of SRH education at school. Those who had received SRH education in Years 11 and 12 were more likely to report they left school with enough knowledge to protect their SRH. Participants reported wanting SRH education in Years 11 and 12 and described some of the strategies that schools can adopt to make this possible without compromising other learning priorities. Further work is required to clarify the best way forward in this respect. [ABSTRACT FROM AUTHOR]

Parents play an important role in the sexual health education of their children. However, the sexual health education provided by parents is often limited. Since fathers are underrepresented in studies conducted in this area, we know even less about their role within it. This review therefore aims to answer the following question: what role do fathers currently play in the sexual health education of their children? A scoping review was conducted using five databases. The key themes explored were: father, child, communication and sexuality. In the search, 22 different studies were identified. Findings show that fathers talk less to their children about sexual health than mothers and they take on a more passive role. The main reason for not talking about sexual health is that the child is perceived as being not old enough. Conversations that do take place seem to be risk-focused. Fathers also seem to talk more frequently about sexual health with daughters than sons. The future challenge for researchers and practitioners is to get fathers to take on a more proactive role in sexual health education; start communicating with their children at a younger age; and include topics geared towards the more positive aspects of sexuality. [ABSTRACT FROM AUTHOR]

Background: Early and inappropriate messages regarding sexuality and marriage taught during adolescent initiation rituals teachings in Mozambique are considered a determinant of high rates of early marriage, adolescent pregnancy, and maternal mortality. The Alert Community for a Prepared Hospital implementation research project in Natikiri, Nampula, Mozambique (2016-2020) identified adolescent initiation rituals counsellors and traditional authorities as pertinent agents to provide sexual and reproductive health education to adolescents during the initiation rituals. Objective: Develop, apply, evaluate, and disseminate a modern, transformative education tool, about sexual and reproductive health and rights, for counselors to use with adolescents during initiation rituals in Northern Mozambique. Methods: This is an exploratory descriptive and intervention study, using mixed method approaches. Findings: Results suggest, the education tool was well accepted by rituals counsellors, community leaders and the adolescents who attended the initiation rituals. It was shown to improve adolescent's knowledge and lead to a positive behaviour change in sexual and reproductive health and rights. Conclusions: This intervention may be replicated at a national level with a low cost and significantly contribute to reducing adolescent pregnancy and early marriages and improving maternal and child health. [ABSTRACT FROM AUTHOR]

Introduction: School-based and community-based sexuality education has not shown a significant impact on the sexual and reproductive health (SRH) outcomes of Sri Lankan adolescents. Parents, as the primary educators of adolescents, could potentially serve as better sources for providing individualized sexuality education to their children. Objective: To assess the sexual and reproductive health (SRH) topics discussed between mothers and daughters, barriers to communication, and associations of SRH communication among Sinhala adolescent girls aged 14–19 years in Sri Lanka. Methods: A descriptive cross-sectional study was conducted among a sample of 810 Sinhala adolescent girls using a pre-tested, self-administered questionnaire. Descriptive statistics pertaining to mother-daughter communication in SRH matters were presented using frequencies and percentages. Bivariate analysis was performed to evaluate the association of selected socio-demographic factors with mother-daughter SRH communication, while binary logistic analysis was used to assess the independent association of chosen demographic factors with mother-daughter SRH communication. Results: The majority of the respondents (67.1%, n = 540) indicated a willingness to discuss SRH matters with their mothers. For 78.2% (n = 632) of the respondents, the mother was the preferred source of SRH information. Common topics discussed between the mothers and daughters included issues related to menstruation (88.4%, n = 701) and maintaining personal boundaries (94%, n = 718), whereas less discussed topics included homosexuality (21%, n = 166), and preventing unwanted pregnancy (38.6%, n = 305). Cultural barriers, fear of mothers' reactions, and mothers' lack of confidence in responding to their daughter's SRH matters were the main barriers to discussing SRH topics with mothers. Adolescent girls' age, and family income level were significantly associated with mother-daughter SRH communication. Conclusions and recommendations: Although a majority of adolescent girls preferred to share their sexual health concerns with their mothers, a notable barrier was the lack of confidence from the mother's side. Furthermore, the scope of mother-daughter sexual communication in this study was largely limited to less sensitive topics. In light of these findings, it is suggested that interventions targeted at parents be developed alongside school-based sex education for adolescents. These interventions should aim to enhance parents' knowledge and skills in discussing sexual health matters with their adolescent children. [ABSTRACT FROM AUTHOR]

Background: Pregnancy and childbearing in adolescence could negatively affect girls' health and socio-economic wellbeing across the life course. Previous studies on drivers of adolescent pregnancy in Africa have not fully considered the perspectives of parents/guardians vis-à-vis pregnant and parenting adolescents. Our study addresses this gap by examining pregnant and parenting adolescents' and parents/guardians' narratives about factors associated with early and unintended pregnancy. Methodology: The descriptive study draws on qualitative data collected as part of a larger mixed-methods cross-sectional survey on the lived experiences of pregnant and parenting adolescents. Data were collected between March and May 2021 in Blantyre, Malawi, using semi-structured interview guides. We interviewed 18 pregnant and parenting adolescent girls, 10 parenting adolescent boys, and 16 parents/guardians of pregnant and parenting adolescents. Recorded interviews were transcribed verbatim into the English language by bilingual transcribers. We used the inductive-thematic analytical approach to summarize the data. Findings: The data revealed several interconnected and structural reasons for adolescents' vulnerability to early and unintended pregnancy. These include adolescents' limited knowledge and access to contraceptives, poverty, sexual violence, school dropout, COVID-19 school closures, and being young and naively engaging in unprotected sex. While some parents agreed that poverty and school dropout or COVID-19 related school closure could lead to early pregnancies, most considered stubbornness, failure to adhere to abstinence advice and peer influence as responsible for adolescent pregnancies. Conclusion: Our findings contribute to the evidence on the continued vulnerability of girls to unintended pregnancy. It highlights how parents and adolescents hold different views on reasons for early and unintended pregnancy, and documents how divergent views between girls and their parents may contribute to the lack of progress in reducing adolescent childbearing. Based on these findings, preventing unintended pregnancies will require altering community attitudes about young people's use of contraceptives and engaging parents, education sector, civil society organizations and community and religious leaders to develop comprehensive sexuality education programs to empower in- and out-of school adolescents. [ABSTRACT FROM AUTHOR]

In family education, it should always be clear that adolescence and pregnancy should not coincide in society, because they can have negative effects on public health, due to the risks and challenges associated with them, with emphasis on hypertensive diseases. It is important to provide adolescents with sexual and reproductive health education and resources to prevent them. The objective of this research is to analyze nursing care for pregnant women with hypertension in the Manta and Cuba Libre ambulatory health centers. It is a qualitative, descriptive, observational study, which was useful to obtain a clear image of the situation of pregnant adolescents in the geographical area of the studied context, a survey was carried out on a sample of 40 pregnant women, the population of pregnant women who have an increased risk of hypertension. It was possible to implement a program with the participation and commitment of pregnant adolescents at risk; which constitutes a practical guide tool for the nursing professional, offering the essential resources for their care and the incorporation of the family in the gestation process, which allowed the identification of the medical and social care needs of pregnant adolescents, to strengthen policies public institutions to address this problem more effectively. [ABSTRACT FROM AUTHOR]

Sex education is integral to helping protect adolescents and young adults from sexually transmitted infections, avoid unwanted pregnancies, and build healthy intimate relationships. The aim of this study was to examine gender differences in sex-related knowledge, attitudes, and behaviors, and to identify factors that may contribute to these differences. A cross-sectional survey was distributed to 190 adolescents from three middle schools and one senior high school in Fuzhou, China. Multivariable logistic regression analyses were used to determine the associations between individual factors and students' attitudes or behaviors. Parents were more likely to answer girls' questions about sex than boys' questions (p < 0.001), and sex education courses were delivered later to boys (p = 0.003) than to girls. Accordingly, girls were more positive than boys when they encountered issues related to puberty (p < 0.001) and when participating in friends' discussions about puberty and adolescence (p = 0.004). Girls were less likely to accept intimate behavior (sexual touch/intercourse) than boys (p = 0.011). In the multivariable logistic regression model, gender and parents' reactions to the students' questions were independent factors in their styles of coping with puberty-related issues. However, gender was not associated with students' reactions to friends' discussions about puberty or their acceptance of intimate behavior in the adjusted model, while other variables, such as knowledge score and need score, were identified as independent factors. Our study found that several individual factors may explain gender differences in adolescents' attitudes and behaviors about sex. Designation of targeted sex education programs should consider these individual factors in the future. [ABSTRACT FROM AUTHOR]

The aim is to identify the source of sexuality education used during childhood and adolescence and to analyse whether this education influences their sexual attitudes, their ability to cope with unwanted situations they experience and their satisfaction with their sexual lives. This is a non-experimental, quantitative, ex post facto, cross-sectional study. The sample is formed of 675 young people, with 50% of the ages included being between 20 (Quartile 1) and 22 (Quartile 3) years. The data collection was done by means of an online questionnaire, including sociodemographic and Likert questions about their sex life. Fisher "Independence Contrasts"and correlations were used to see and quantify the relationship among the variables. The main source of education was pornography (29.3%) and the internet (12.4%). The source of education has a significant relationship with whether the use of contraceptives is accepted or not (p < 0.001), refusal to use contraceptives (p < 0.001), engaging in risky sexual practices (p < 0.001), facing unwanted sexual situations (p < 0.001) and dissatisfaction with their sex life (p < 0.001). It is necessary that children and adolescents have sex education in safe environments, such as in a home or school setting, and the school nurse plays a vital part in this education. This would reduce the need for adolescents and young people to use the internet and pornography as a source of education. School nurses should be the educational axis to offer children and adolescents a reliable point of information about sex education. A joint work with teachers, nurses, students and parents would contribute positively to reduce the number of risky situations young people are facing, and it would promote and improve healthy attitudes towards sex and interpersonal relationships. [ABSTRACT FROM AUTHOR]

Adolescence is a crucial phase of development, marked by significant physical, emotional, and social changes. Navigating these changes for teenagers with special needs can be particularly challenging. Addressing these topics is essential to ensure holistic well-being and healthy development of teenagers with special needs. This workshop aimed to equip parents with the necessary knowledge, skills, and strategies to navigate conversations about puberty and sexuality effectively. This paper is to present the findings of this workshop focused on puberty and sexuality education for parents of teenagers with special needs. A diverse group of parents of teenagers with special needs were recruited through Facebook groups, special schools, and community organizations. Prior to the workshop participants were invited to answer questions regarding their concerns about their special needs child sexuality. A total of 150 parents responded to this qualitative survey. The workshop includes a slot for a sexuality education lecture and a hands-on practical session focusing on managing menstruation and masturbation. A total of 69 participants for the workshop were required to answer pre and post-questionnaires – to determine the knowledge, perceptions, dedication, and willingness in delivering sexual information to teenagers with special needs. [ABSTRACT FROM AUTHOR]

This article suggests ways to teach teenagers about their right to complex personhood in relationships in a way that honours the psychological complexities of intimacy, as well as teenagers' wisdom as people already 'in' relationships. Recognition of students' complex personhood entails attention to two dimensions: 1) the emotional ambiguities, pleasures and risks inherent in all intimate relationships; 2) the socio-structural context of students' lives. We draw from interviews with young adults about their teenage relationships, in which they challenge conventional understandings of 'healthy' versus 'unhealthy' relationship categories. These data reveal that teenagers may benefit from pedagogical conversations centred on the navigation of emotional risks versus the avoidance of risks. Interviews also illustrate how the larger social context and structural forces affecting teenagers' lives shaped the types of intimate harms they navigated, although they did not always have a language through which to understand this structural dimension. Throughout the article, we advance a complex personhood framework, calling on sex educators to centre the emotional ambiguities, depth, wisdom and social embeddedness of teenage relationships. [ABSTRACT FROM AUTHOR]

As an interface between health and education, comprehensive sexuality education (CSE) offers a potent tool among other interventions to accelerate healthy transition of adolescents into adulthood. With increasing interest in in-school CSE provision/delivery, young people in out-of-school contexts may be left behind. This study forms part of implementation research to understand if the activities used to train and support the facilitators are feasible, appropriate, acceptable, and effective in enabling them to engage a defined group of young people, deliver CSE to them in the out-of-school context, and assist them in obtaining relevant services. This paper presents findings of mapping of out-of-school CSE interventions in Ghana, ongoing or completed between 2015 and 2020, and then discusses a needs assessment of two purposively selected groups of vulnerable out-of-school youth: young people living with HIV and AIDS (YPLHIV) and those living in detention (YPiD). We conducted 10 interviews with YPLHIV and three focus group discussions with YPiD in November 2020. Qualitative data were analysed thematically using both deductive and inductive approaches. The mapping yielded 29 interventions (18/62% were ongoing) focused extensively on the delivery of CSE-related knowledge and information; none were aimed at building facilitators' capacity and most targeted the northern regions. Among YPLHIV, living positively after diagnosis, disclosure skills and use of HIV/AIDS health services were critical. YpID sought clarification on personal hygiene, consent in sexual relationships, medium/channel to deliver CSE, and issues around same-sex sexual intercourse. Both groups sought skills in dealing with stigmatisation and discrimination. Implications of the findings for our own and other interventions are highlighted. [ABSTRACT FROM AUTHOR]

Canadian guidelines suggest using a positive, empowering, comprehensive, and safe approach to provide sexual health education (SHE). However, when they do so, decision-makers and educators often favour sexual risk prevention initiatives rather than positive aspects of sexuality. Furthermore, youth often criticize the gap between what they learn in class and what they experience in "real" life. This is particularly true for youth who have experienced sexual dating violence and whose particular needs are little considered in the development of SHE initiatives. The current qualitative study aimed to identify the key principles of SHE from the perspective of adolescent girls who experienced sexual dating violence. Individual semi-structured interviews were conducted with 100 adolescent female participants, aged between 14 and 19 years old, who reported at least one experience of sexual dating violence. Four conceptual categories were created based on participants' narratives, from which a theorization of SHE key principles was conducted: (1) Consent-Based: SHE should promote the affirmation and respect of sexual desires and boundaries; (2) Positive-Oriented: SHE should promote the legitimization of girls' sexuality and pleasure; (3) Gender Equality–Focused: SHE should promote gender equality in sexual and romantic relationships; and (4) Developmentally Appropriate: SHE should correspond to the psychosexual development of youth. Results support the relevance of educating about consent, promoting a positive and inclusive approach to sexuality with sexually victimized youth, and involving them in SHE initiatives to better meet their needs. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Introduction: The purpose of this study was to examine the racial-ethnic disparities between receiving sex education and contraceptive use at the last sexual encounter among 15- to 20-year-old females. This is a prominent issue as the USA has one of the highest teen pregnancy rates. Methods: This study utilized cross-sectional data of 380 adolescent females from the 2015–2017 and 2017–2019 National Survey of Family Growth female public file datasets. Bivariate and polytomous regression models assessed associations between receiving seven sex education topics and contraception use at the last sexual encounter. Results: Ninety-nine percent of respondents received sex education on at least one topic. Race/ethnicity and contraceptive method were shown to be associated in bivariate analyses. Contraceptive use method at the last sexual encounter was less likely to be reported by minorities than non-Hispanic Whites. Conclusions: A greater number of sex education topics delivered to adolescent females was negatively associated with their contraceptive method reporting. These findings suggest medically accurate comprehensive sex education for adolescent females may be the most effective method to reduce unplanned pregnancies. Policy Implications: By funding medically accurate, comprehensive sex education programs/entities, and establishing evidence-based programming policymakers can influence adolescent pregnancy rates and improve contraceptive use while reducing sexually transmitted infections. [ABSTRACT FROM AUTHOR]