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Novel forms of social media created 'by-and-for' women offer potentially new ways of communicating and constructing sex education. In this paper, we consider how Instagram is being used by sex educators to deploy discourses of resistance and erotics to educate about sex. Our method consisted of a combined critical discourse (CDA) and content analysis of Instagram posts (n = 200) from a small sample of influential feminist/queer sex education accounts that use informative text and illustration-based posts. Framed by Carmody's concept of ethical erotics, we identify four discursive categories in such Instagram content: pleasure positivity; communication and dynamic consent; sex as an experience not a performance; and challenging heteronormative constructions of sex. We argue that the affordances of Instagram provide a platform for the promotion of sex education that centres pleasure and ethical erotics to rectify limited and harmful heteronormative representations of sexuality. [ABSTRACT FROM AUTHOR]

Awareness of culturally diverse young people's rights and needs to sexuality education has been raised internationally. However, existing literature has generally focused more on how culturally diverse young people navigate western mainstream societies, leaving the Asian context underexamined. This paper explores the experiences and views of South Asian minority youth of sexuality education at home and in school in Hong Kong, informed by rights-based and cultural competence perspectives of sexuality education, and using a qualitative descriptive methodology. The findings identified four themes: (1) the double silence experienced at home and school; (2) marriage within the same religion and caste; (3) gender role expectations to be caring women and protective men, and (4) the need for culturally targeted sexuality education. This paper contributes to scholarship on sexuality education by advancing the knowledge base by means of a case study conducted in Hong Kong, an Asian multicultural context that differs from western multicultural societies. It elucidates the meaning of cultural sensitivity and cultural competence by stressing the negotiability of cultural norms and taboos and identifying the practical implications for conducting sexuality education in a multicultural city like Hong Kong. [ABSTRACT FROM AUTHOR]

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]

Children's experience of harm and abuse has a profound impact on their health and well-being. In response, school-based prevention programmes have been developed and delivered by external organisations with the aim of improving children's awareness and understanding of forms of harm and abuse which may affect them, encouraging them to seek help if needed. In September 2020, Relationships Education became statutory within the primary school curriculum in England and this ratification is likely to increase demand for externally delivered classroom-based programmes, which address the broad range of topics to be covered within this field. However, evidence is required to understand the impact and acceptability of such programmes. This paper presents qualitative findings from a larger mixed-methods study. Focus group discussions with 29 children explored their responses to one Healthy Relationships programme delivered to primary school children aged 10 and 11 in England. Analysis focuses specifically on responses to the topics of sexual abuse prevention and help-seeking. Children's widespread support for the programme indicates that topics are relevant and the opportunity to explore these issues is valued. However, for effective programme implementation, schools and parents need to be prepared, and prevention messages should continue to be embedded throughout children's school lives. [ABSTRACT FROM AUTHOR]

Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students' experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students' feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong. [ABSTRACT FROM AUTHOR]

Parent-adolescent sexual and reproductive health (SRH) communication plays an important role in reducing sexual risk behaviour and preventing HIV. We sought to enhance limited information about the unique barriers to parent-adolescent SRH communication in the Arab states. This mixed-methods study, using a two-phase sequential explorative design, was conducted in 15 public secondary schools (with grades 5 to 10 students aged 10 to 15 years) in Oman. In phase one, 15 parents participated in two single-sex focus group discussions and two in-depth individual interviews. The qualitative data were analysed using thematic analysis. In phase two, a convenience sample of 250 parents completed a paper-based self-administered questionnaire. Findings showed that parents rarely communicated with their children about SRH concerns, including HIV. Barriers to more open parent-adolescent SRH communication include the fear that such discussion might encourage early sexual debut; feelings of shyness, discomfort and shame; associated socio-cultural taboos; gender mismatch; and lack of SRH knowledge. Findings suggest the need for parental SRH education and training and school based SRH education programmes to improve adolescent SRH. Experience developing these may be helpful to other countries with similar religious beliefs and socio-cultural traditions seeking to improve parent-adolescent SRH communication. [ABSTRACT FROM AUTHOR]

Lesbian, bisexual, transgender, queer and asexual (LGBTQA+) Australians are vulnerable to religion-based attempts to change or suppress their sexuality and/or gender identity, including conversion ideology messaging in school-based sex education. Conversion bans are currently being debated across the country. This paper reports on a critical survivor-driven study which retrospectively explored Australian LGBTQA+ youth exposure to conversion practices both within and outside of education settings. It privileges the perspectives of self-titled 'survivors' of conversion ideology and practices through the use of a reference group and constructivist grounded theory. Qualitative data were collected 20 from Australian LGBTQA+ conversion ideology and/or practice survivors aged 18 years and over, using focus groups and 35 individual interviews between 2016 and 2020. In conversion-promoting religious contexts including education institutions and groups, messages concerning sexuality and gender changed as individuals grew older and were drawn into more/enclosed settings in which core conversion messages of LGBTQA+ 'brokenness' were prevalent. While individuals progressed through the conversion experience in different ways, their experience was characterised by the absence of any form of affirming LGBTQA+ education – enabling conversion itself to become their LGBTQA+ (mis)information source. School policy addressing conversion, alongside enhanced provision of affirmative age-appropriate gender and sexuality education, may mediate this issue. [ABSTRACT FROM AUTHOR]

This paper identifies some of the methodological considerations involved in narrative research with conservative faith groups, while addressing the things left unsaid through an exploration of silence in the author's own life narrative of faith and sexuality. The challenges posed by silence – temporal silence and concealment – require greater focus in narrative research methods. Moreover, the pervasive and palpable effects of silence in sexuality research with (nominally) Evangelical Christians calls into question what we (can) know about sexuality in conservative faith communities using qualitative research methods. [ABSTRACT FROM AUTHOR]

Despite public outcry, South Africa has decided to roll out comprehensive sexuality education in schools. Currently, however, there are no scripted lesson plans for teachers of learners with visual impairment. Local literature suggests that the current sexuality education curriculum fails to engage with sexuality diversity and is imbued with notions of compulsory heterosexuality and able-bodiedness, perpetuating homophobia, transphobia and ableism in schools and broader communities. The paper sought guidance from disability professionals on how to best address lesbian, gay, bisexual, transgender and other sexualities' (LGBT+) issues as part of comprehensive sexuality education for learners with visual impairment. Bourdieu's work on doxa, orthodoxy and heterodoxy underpinned the study. Three professionals working with learners with visual impairment were interviewed in a focus group, and one school principal working in a school for learners with visual impairment was interviewed individually. Data were thematically analysed. Pre- and in-service teachers are encouraged not to see comprehensive sexuality education offered to learners with visual impairment as different from that provided to their sighted peers. Professionals urged teachers to accept LGBT+ learners with visual impairment in their dress, expression and embodiment. However, teachers need to be aware of learners' cultural and religious differences. Current lesson plans need to be revisited to safeguard against compulsory heterosexuality and able-bodiedness. [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]

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]

With growing awareness of the negative school experiences of trans students, more schools in North America are working to support such students and create more inclusive educational environments. This paper analyses how 60 educators in British Columbia, Canada talked about the involvement of trans students in decision-making processes at their school. It focuses on a prominent narrative, the ‘student in charge’ narrative, which suggests that educators should follow the lead of the young trans person to best support them. By centering the expertise of trans student, this narrative has the potential to disrupt cisnormativity in schools and traditional understandings of youth as unreliable. However, educators have also to negotiate dominant discourses about undue adult influence, young age, safety and gender fluidity that tend to undermine their initial commitment to young trans people’s self-determination. This paper analyses the effects of these contradictions on how educators respond to demands for recognition by trans students, and discusses the limits of student-led change. It concludes by arguing for more systemic changes that do not require the presence of trans bodies and instead offer possibilities for educational spaces in which all students would experience fewer pressures of gender and sexual conformity. [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]

School-based comprehensive sexuality education (CSE) programmes play an important role in reducing young people's sexual risk behaviour and promoting health and well-being. There is limited evidence regarding the attitudes and beliefs of parents towards the implementation of school-based CSE programmes in Islamic cultural settings, including Oman, which this mixed-method study set out to explore. A convenience sample of 250 parents, with equal numbers of mothers and fathers of children aged 12–14 years (grades 7–9) at two urban public pre-secondary schools in Saham, completed a paper-based self-administered questionnaire in Arabic. We found most parents (72.8%) supported school-based CSE programmes that conformed to Islamic requirements of pre-marital sexual abstinence, but there was some opposition. Almost all parents supported comprehensive age-appropriate CSE being taught to students aged 10–15 years, including topics perceived as controversial in Omani culture, except for birth control and safer sex. Most parents considered themselves, school teachers and school nurses to be important sources of CSE. The study findings which suggest strong parental support for CSE programmes can facilitate education policy, CSE curriculum decision-makers and school healthcare-providers in Oman, other Middle Eastern countries, and countries with Muslim immigrant populations. [ABSTRACT FROM AUTHOR]

This article examines how non-fiction children’s television programmes portray bodily changes and sexuality at puberty. Engaging with the body and the sexuality of children in the broadcast media raises cultural and social challenges. Public concern about social morality and the ‘sexualisation of children’, sexual objectification and pornography, together with the construction of childhood as a naïve pre-sexual stage of life, have silenced children’s television when it comes to the subject of children’s sexuality. However, a few programmes have offered an alternative to this taboo. Based on a study of 30 non-fiction programmes submitted between 1964 and 2016 to Prix Jeunesse international festival for children’s media, this paper describes and analyses how these programmes present unique, thought-provoking and innovative ways of engaging with the culturally controversial issue of the body and sexuality on children’s television. [ABSTRACT FROM AUTHOR]

Relationships and sex education (RSE), as set out in the recent Bill making RSE compulsory for all English schools, should be appropriate to the religious background of pupils. This paper suggests that this appropriateness is best found by gaining the best understanding about religious young people’s lived experiences of relationships and sexuality. Our in-depth qualitative research with three Christian young men aged 17-18 from a large charismatic evangelical church in the Midlands region of England investigated experiences of romantic relationships, focusing on the ‘ethical moments’ in which Christian ethical principles of sexual abstinence are negotiated. By attending closely to both the theological and the non-religious discursive resources that these negotiations draw upon, we demonstrate the different ways in which abstinence becomes meaningful in study participants' lifeworlds. We conclude that a sex education based on ethics in practice might engage best with religious young people. [ABSTRACT FROM AUTHOR]

This paper details findings from an evaluation of a gendertransformative sexual and reproductive health and rights group education programme facilitated with young men aged 15-24 years in South Africa. A total of 475 young men participated in the group education programme. A self-administered pre- and postquestionnaire survey was conducted with a sample of the participants, and focus group discussions were facilitated. A total of 265 young men completed both the pre and post-questionnaires. Findings from the surveys as well as the focus group discussions showed positive changes in gender equitable attitudes, contraception and condom use. Results indicate that the young men who participated in the group education learned to identify harmful gender norms and actively questioned these constructs both within their personal lives and in the broader community. The intervention enabled some participants to envision alternative versions of masculinity and femininity, thus enabling them to adopt a new way of being, with transformed attitudes concerning household and gender roles. [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]

Although sex education is often provided to young people, there is a lack of spaces where adults can go to learn more about sex from experts in a free and welcoming environment. One place that provides an opportunity for adult sex education is adult sexual retail stores. While these stores aim to be commercially successful, they also fulfil a role of educating adults about sex and sexuality. This study explains how Good Vibrations (GV), a sex-positive adult sexual retail store company in the USA, disseminates sexuality education for adults. Using qualitative methods including observations, interviews and textual analysis, I show how GV serves as a coach to its patrons. The coaching framework described here promotes shared responsibility through inclusive and accessible education, highlighting communication and focusing on pleasure and positivity. This paper provides one of the first evidence-based accounts of how an adult sexual retailer educates its customers and provides a model for sexuality educators for all ages. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper investigates the nature of the relationship between satisfaction with high school sexual health education and the pursuit of a post-secondary human sexuality course. In an initial study, first-year university students who received high school sexual health education in Ontario completed a questionnaire which assessed their satisfaction with sexual health education and asked whether students were pursuing or intended to pursue a human sexuality course in university. Students who were less satisfied with high school sexual health education and, in particular, those who did not rate sexual health education as contributing to their understanding of themselves as sexual beings, were more likely to pursue a university-level course. A second qualitative study investigated potential reasons underlying this correlation. Eleven first-year students enrolled in a human sexuality course were interviewed about (a) their satisfaction with their high school sexual health education and (b) their reasons for taking the course. The findings suggest that dissatisfaction with sexual health education may be a result of students perceiving they had not learned enough personally relevant information and/or received a biased education in high school. These factors, which seem to determine dissatisfaction, may motivate students to pursue additional education in university. [ABSTRACT FROM PUBLISHER]