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This paper draws on the retrospective accounts of eight LGBT+ students aged 18–21 attending a university in Northern England. Using interpretivist methodology, qualitative research was conducted to explore how their sex and relationships education impacted upon their needs as a sexual and/or gender minority. An under-researched aspect of experience was also investigated: namely, how LGBT+ people learned about sex and relationships if not in a formal school setting. Two focus groups were used to examine these areas of interest and similar patterns in both groups were apparent. Themes such as the impact of heteronormative value systems, pornography as an educational resource, and the use of online Blogs and search engines as a source of alternative education were highlighted. Findings demonstrate how participants' experiences of sex and relationships education were largely non-inclusive and irrelevant to their needs. The paper concludes with practical suggestions to ensure subsequent generations of LGBT+ pupils receive a more inclusive educational experience, supported by approachable teachers who are comfortable and competent teaching the subject. [ABSTRACT FROM AUTHOR]

Notions of 'participation' in sexuality education has gained considerable traction in recent years - with participation being regarded as a fundamental right and a critical means to empower young people. However, the notion has increasingly been subject of debate, with critics problematising the manner in which participation is operationalised, and questioning the assumed impact of participation in relation to sexuality education goals. This paper contributes to these debates by examining the under-researched gendered dimensions of participation of young people in sexuality education. It utilises data from a qualitative study conducted in 2015 on young women and men's (10-15 years old) perceptions of their participation in the dance4life programme, an in-school sexuality education programme in Jinja district in eastern Uganda. The paper highlights subtle but important differences between young men and women's participation in the programme, which are arguably reflective of existing gendered hierarchies. We conclude by providing recommendations on how to address gender differences in participation. [ABSTRACT FROM AUTHOR]

Sexual consent has increasingly become a central component of Relationships and Sex Education. This paper draws upon findings from qualitative research conducted with teenagers in England, which explored their perspectives on consent within their contemporary youth sexual cultures, including in digital (sexting) contexts. The findings suggest that young people's definitions of consent often did not correspond to the socially- and contextually contingent realities of negotiating and establishing consensual sex(ting). While young people's contemporary sexual cultures may look somewhat different, longstanding gender norms and sexual scripts shaped their attitudes towards consent. The implications of the findings for RSE are discussed, including the need for more collaborative dialogue and exchange between educators and learners that engages with the situated realities of contemporary youth sexual culture. [ABSTRACT FROM AUTHOR]

This paper examines the provision of youth targeted Relationships and Sexuality Education (RSE) and sexual health interventions in the rural Australian context by examining the perspectives and experiences of a range of community stakeholders. Sixteen participants undertook one-on-one semi structured interviews. Four key themes emerged from the data and included: 'you're not going to get the whole town to start thinking about adolescent sexual health'; backlash, stigma and secrecy; being consistent, credible and available; and small-town communication. This study contributes to the limited literature about RSE and sexual health provision in regional and rural Australia and provides a voice for rural stakeholders who provide RSE and sexual health interventions by default or necessity. The findings of this study have practical implications for rural settings when addressing youth sexual health needs. [ABSTRACT FROM AUTHOR]

This paper examines the preferred sexuality education sources of older Australian adults in later life. Drawing on findings from qualitative interviews with 30 men and 23 women aged 60 years and older, we consider the sources that participants currently use, or would like to use, in seeking information about sex. Where relevant, we examine participants’ experiences of learning about sex in later life using different sources, and the impact these had on their sexual expression, pleasure and well-being. Preferred sources of information include the Internet, the media, health care providers, books and workshops or discussion groups. A substantial number of participants did not actively seek information on sex. For those who had, these educational endeavours could profoundly shape their sexual practices. As such, learning about sex should be viewed as a lifelong endeavour. Our findings carry important implications for the development and delivery of sexuality education for older adults. [ABSTRACT FROM PUBLISHER]

While an overwhelming majority of people in the USA support some form of school-based sexual education, the specific content and context for that instruction varies widely, making it difficult to assess support for particular types of programmes. This is particularly the case for evangelical Christians, about whom there is a lack of scholarly consensus concerning support for sexual education. This paper addresses this gap, and examines the assumption that evangelical Christians uniformly support abstinence-only sexual education, using qualitative analysis among a group of evangelical Christians in a medium-sized Texas city. Respondents were asked during interviews to identify the types of sex education-related content they support, and where and how they believe these messages should be taught. Respondents were also asked to identify their rationales for supporting (or opposing) certain elements of sexual education. Interviews revealed a group of evangelical Christian parents who verbalised their explicit opposition to abstinence-based sex education in schools, lamenting the sex-negative messages they believe to be associated with it. It additionally became apparent that these parents believe that their opposition to abstinence-based sexual education aligns with a silent majority of evangelical Christians. [ABSTRACT FROM AUTHOR]

Lack of sexual and reproductive health (SRH) education contributes to poor SRH outcomes for adolescents and young people in Sub-Saharan Africa. School-based comprehensive SRH education programmes in low- and middle-income countries aim to advance gender equality and human rights and reduce risky sexual behaviours in adolescents. However, the implementation of these programmes in Northern Nigeria is opposed by community and religious institutions because of mistrust of health interventions perceived as being framed on Western ideologies. This study explored perceptions of such programmes among secondary school staff in Northern Nigeria. We focused on knowledge and beliefs about comprehensive SRH education programmes, and views about barriers to delivery and ways to support their inclusion in schools. Sixteen semi-structured in-depth interviews were conducted with teachers and head teachers. Participants were aged 33–54 years and came from four public secondary schools in two states (Kano and Jigawa). Findings showed conflicting gender-based perspectives on the importance of comprehensive SRH education in schools. Barriers to delivery included lack of adequate skills and knowledge, beliefs/cultural norms and wider societal barriers. Involving traditional and religious leaders and schools in the design of tailored approaches could strengthen future delivery. [ABSTRACT FROM AUTHOR]

Relatively few studies have identified the means to improve the quality of sex education in schools. This study aimed to qualitatively investigate whether sex education in Austria facilitates the development of adolescent sexuality and awareness of sexually transmitted infections (STIs) and highlights practical ideas that could help achieve a comprehensive form of sex education in schools. Semi-structured interviews were conducted with amaximum variation sample of thirteen male and female participants (aged 15–57 years). Transcriptions were coded and thematically analysed. A qualitative interpretative approach was used to refine codes and build categories to generate themes that defined sex education from participants' perspectives. Sex education was described as teaching the facts without addressing the emotions involved. Stigma and embarrassment were viewed as hinderingeffective communication, and STI awareness among adolescents was felt to be inadequate. Suggestions for improvement included using visual and tangible material, organising insightful excursions, and facilitating student presentations and group discussions. There currently exists a lack of effective sex education conveyingmeaningful information to improve adolescent sexuality and awareness of STIs. This study describes practical tools on how sex education can be creatively implemented to help young people develop critical reflective skills and strengthen their personal learning experiences. [ABSTRACT FROM AUTHOR]

Attitudes towards sexual health and relationships are learned from a young age, and there is an ongoing need for innovative and comprehensive approaches to sex education that keep pace with rapidly changing contexts of people's lives. We used thematic analysis of data from two qualitative studies in Scotland to explore learning contexts from a multi-generational perspective, as well as the influence of different socio-cultural factors on provision, access to and experience of sex education. The importance, but inadequacy, of school as a source of learning, was a persistent theme over time. Participants' strategies to address perceived gaps in knowledge included experience, conversations, vicarious and online learning. Gender and age differences emerged, with younger participants more likely to go online for information, and prevailing gender norms shaping attitudes and behaviours across both study groups. Participants who identified as gay, lesbian or bisexual described feeling particularly unprepared for sex and relationships due to the narrow, heteronormative content received. Although schools continue to be a common source of information, it appears that they fail to equip young people for their post-school sexual life-course. We recommend the mandatory provision of comprehensive, positive, inclusive and skills-based learning to improve people's chances of forming and building healthy, positive relationships across the lifespan. [ABSTRACT FROM AUTHOR]

For more than two decades, there has been a concerted effort in Albuquerque Public School District (APS) in Albuquerque, New Mexico, USA to educate adults about LGBTQ students and the need for advocacy so that these students have the same access to education as other students in a safe and respectful environment. Populations within the district that have received less attention include students who identify as transgender and gender non-conforming. This manuscript describe APS's work with transgender and gender nonconforming students and the use of the American Institutes for Research's Improving Emotional and Behavioral Outcomes for LGBT Youth Action Planning Tool, as a means to evaluate the district's plan and activities, which led to an administrative directive regarding non-discrimination based upon gender identity and expression. The information here is offered as a resource to other school districts to learn from our successes and challenges, and perhaps to undertake similar work in their own school context. [ABSTRACT FROM AUTHOR]

This study explores the perceived barriers and supports identified by school staff in tackling homophobic and transphobic bullying, using Bronfenbrenner’s ecological model as a framework. Semi-structured interviews were conducted with participants from five separate second-level/high schools (two designated disadvantaged schools, and three non-disadvantaged schools), within an area of Dublin, Ireland. Thematic analysis was used to analyse the resulting data. Findings indicated that the main barriers in tackling homophobic and transphobic bullying included students’ perceived discomfort in discussing their sexuality with teachers, teachers’ discomfort in discussing issues (including an associated lack of training), a lack of priority given to these types of bullying, and parental views on homosexuality. Perceived supports included consistency in dealing with these types of bullying, appropriate training, and support from management. Relationships were also evidenced between some perceived barriers and supports, with the absence of these factors being perceived as a barrier, while their presence was perceived as a support. Findings are considered within the context of previous research. The strengths and limitations of the study are discussed, as are its practice implications, and implications for possible future research. [ABSTRACT FROM PUBLISHER]