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In this paper we explore the perceived desirable characteristics of South African Life Orientation teachers for teaching sexuality and HIV/AIDS. We also investigate the extent to which these characteristics can be understood as parts of a role script for teaching HIV/AIDS and sexuality. Data were collected from teachers who taught Grade Eight and Grade Nine students in South African public high schools. The teachers particularly emphasised the importance of personality and life experience as important characteristics for teaching sexuality and HIV/AIDS. In addition, they felt that it was challenging to create an open dialogue in the classroom and at the same time maintain classroom discipline. The teachers did not perceive that teaching about sexuality and HIV/AIDS was a role that a teacher could step in and out of. On the other hand, they were accustomed to playing different roles with respect to the students, such as parent, friend, counsellor and social worker. [ABSTRACT FROM AUTHOR]

Internationally, as well as here in the UK, the concept of 'peer pressure' is widely used in analysing the factors influencing young people's experiences of sex and pregnancy - illustrated, for instance, by the following strapline from a recent English government-funded teenage pregnancy national media campaign: 'Should I let my friends control my sex life?' Through a focused interrogation of relevant literature alongside findings from two studies recently conducted by the authors, this paper critically examines some of the complexities of the concept of 'peer pressure', and how it may reveal itself in different contexts. Focusing on young people's narratives of sex and pregnancy, it argues that notions of 'peer pressure' may be inadequate to enable a full appreciation of the range of real pressures that two different groups of young people - those in public care, and a wider cross-section of youth living in the same geographical area - experience. The paper concludes by suggesting that a more sophisticated understanding of how (peer) pressure might operate requires that the concept be contextualised and seen as interacting with other factors influencing young people's experiences of sex and pregnancy. The implications of this analysis in relation to sex and relationships education are discussed. [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]

This article examines the role that Equity Directors play in K-12 schools to understand how these roles are structured in districts, the supports and challenges directors experience, and whether and how they integrate gender and sexual diversity topics into district diversity, equity and inclusion efforts. We conducted semi-structured interviews with ten participants from nine school districts across the USA that had non-discrimination laws addressing gender identity and sexual orientation in schools. Main themes identified from the data concern participant positionality; district climate and priorities; professional development; challenges; and gender and sexual diversity. Most participants had leadership supportive of Diversity, Equity, and Inclusion (DEI) efforts and reported that professional development was a central expectation of much of their work, but time, priorities and content varied. We recommend taking a multi-pronged approach to DEI work that addresses structures to support DEI initiatives, hiring priorities and resources. Intersectional approaches to DEI education should be prioritised. [ABSTRACT FROM AUTHOR]

Sexuality education in African contexts is riddled with socio-cultural complexity, tension and taboo. Such tensions are compounded when the focus of intervention is primary school children who are presumed ‘innocent’. However, sub-Saharan Africa remains the region of the world most severely impacted upon by the human immunodeficiency virus and the acquired immunodeficiency syndrome, thus heightening the need to talk to children about sex and sexuality. This paper explores the role of consulting pupils, participation and dialogue as methodological innovations that have the potential to enable new ways of thinking about sex and sexuality and the transcendence of ‘dead end debates’ about what should and should not be taught. The paper is based on data from an action research project in Kenya, Ghana and Swaziland. The data show that the desire to create a space characterised by consultation, listening and dialogue in which adults and children could participate ‘as if’ they were social equals was inevitably not straightforward or ever fully realised. Nevertheless, pupils were able to make their voices heard at many points in these spaces and powerful moments of dialogue did exist with some of the adults undergoing significant changes of opinion throughout the process. [ABSTRACT FROM PUBLISHER]

Peer education is a widely used strategy in sexual reproductive health and rights (SRHR) programmes for young people, yet measurement of its effectiveness often focuses on a narrow set of outcomes. This qualitative study explored how peer education was integrated into the Get Up, Speak Out for Youth Rights! (GUSO) programme in Kisumu and Siaya Counties, Kenya and the contribution it made to measured and unmeasured outcomes. Findings indicate that whilst peer educators were a central part of the GUSO theory of change, the intentionality of design varied between partners and sites, and their contributions were formally measured only in relation to two of five outcome areas. In addition to their contributions to these measured outcomes, the study found that peer educators also contributed to a range of other, unmeasured outcomes related to community support and mobilisation; gender norms; and economic empowerment. Findings show that peer educators may contribute to many unmeasured – and sometimes unexpected – outcomes that go beyond traditional measurement of their contributions. These merit further exploration in the literature and in programming. Programme developers are encouraged to be more intentional in the design and measurement of peer education, ensuring that the breadth of its contribution to programming are recognised. [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]

Inclusive school environments have been shown to improve educational outcomes, retention, mental health and overall wellbeing for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. Anti-bullying approaches have been common strategies used in schools to promote safety for all students, yet a well-established critique among scholars and educators suggests such approaches by themselves are insufficient. Little research exists investigating the spatial aspects of forming LGBTQ-inclusive school cultures. This article reports on an Australian study exploring teachers' and school staff understandings of how space influences inclusion and how they negotiateed or established 'safe spaces' for LGBTQ students. Drawing on the work of Edward Soja, we explored how participants constituted safety in conceived and perceived spaces, and how this informed the ways in which physical environments were established in the lived space to promote inclusion. We reveal the role of physical, discursive and curriculum spaces in everyday schooling activities and practices to promote LGBTQ inclusion. [ABSTRACT FROM AUTHOR]

Since the introduction of the HPV vaccine in Chile in 2014, there have been few studies exploring parental perspectives on the vaccine or on adolescent sex and sexuality education, and even fewer exploring fathers' perspectives. Subsequent to an earlier study of Chilean mothers' attitudes towards the HPV vaccine and adolescent sexual health and education, we conducted a study of fathers' attitudes. Fathers with children aged 9–19 years were recruited at an outpatient clinic in Linares, Chile. Thirty semi-structured face to face interviews were analysed using Grounded Theory methodology. Fathers overall lacked knowledge about HPV and the vaccine. With regards to sex education at home, three salient themes centred on the fathers being part of a 'transition generation.' While fathers expressed positive attitudes towards sex education at home and sought to have more open conversations with their children than they had with their own parents, stereotypical gender roles were barriers to putting these desires into action. Future regional and national sexual health initiatives should engage with gender equity policy change and equip fathers to engage in open, non-judgemental conversation with their children about sex and sexuality. [ABSTRACT FROM AUTHOR]

Despite rising rates of sexually transmitted infections (STIs) and inequitable access to education and services, few studies have addressed the unique sex education needs of newcomer youth in Canada and other increasingly demographically diverse Western countries. This study involved the design, implementation and evaluation of a novel and innovative participatory action research project, SExT: Sex Education by Theatre. SExT is a theatre-based, culturally empowering, peer education intervention piloted in a multicultural area of Toronto. Young people were trained as peer educators through participation in theatre-based workshops culminating in the performance of a new play for peers. Mixed methods evaluation involved surveys, focus groups, peer interviews and arts-based data collection. Paired-samples t-tests were conducted to investigate changes in sexual health self-efficacy (protection, STI/HIV testing, sexual limit-setting) over three time-points (pre, post, 4-month follow-up). Thematic analysis was used to gain a deeper understanding of outcomes. Quantitative analysis demonstrated significant improvements in outcome measures from pre– to post-intervention that were maintained at follow-up. Qualitative data indicated increased sexual health self-efficacy attributed to SExT. Pilot study findings suggest that SExT may serve as a model for sexual health interventions in areas populated by newcomer and other priority youth groups. [ABSTRACT FROM AUTHOR]

This study sought to identify Iranian preschool children's (N = 318) knowledge of genital and non-genital body parts. Assessment consisted of children naming selected external body parts in drawings of same-sex counterparts. Results indicated that almost all children knew the correct terms for their non-genital body parts, but few knew the correct terminology for their genitals. Many used slang terms and some appeared embarrassed or reluctant to reply (girls were more likely than boys not to respond). No statistically significant difference between the sex of children in knowledge of correct names of all genitals emerged. Boys knew the correct name of their genitalia (penis) significantly more than girls. Results indicated children are learning the names of their body parts but not their genitals, perhaps indicative of a lack of sexual health education that may be representative of the conservative culture in Iran. It is critical for young children to learn about their genitals as this knowledge provides the foundation for subsequent sex education and facilitates discussion about bodily safety to prevent sexual abuse. When children learn these names, it can facilitate disclosure of abuse and can assist those working with young children in medical settings, child protection and legal arenas. [ABSTRACT FROM AUTHOR]

This study explored the experiences of counselling students engaged in an online sexuality course to better understand how to prepare multiculturally competent future clinicians. A phenomenological approach was adopted which reports on findings from 5 student participants enrolled in an online class. Data for the study were collected through course dairy entries in course modules and follow-up face-to-face semi-structured interviews with all participants. Four themes were identified to reflect how the researchers interpreted student's experiences of the course. These were: the importance of early life experiences; the significance of pre-course later life influences; experiences of the course; and timing. Each of these themes carried implications for the future provision of the sexuality education and training provided as part of counsellor education programmes. [ABSTRACT FROM AUTHOR]

Increases in STD cases in Indiana communities have led to questions about the sexual health of adolescents. School-based sex education can help teenagers adopt healthy attitudes and behaviours. Effective sex education programmes should involve learning from adolescents and young people about their health needs. Student voice, however, is generally absent in curriculum development. This study explored rural young people aged 14–18 years' perceptions of current sex education; opinions about abstinence-only-until-marriage and comprehensive sex education (CSE) curricula; and preferences for future sex education development. Focus groups and surveys were used to elicit high school students' opinions. Constant comparative approach was used for data contextualisation and theme identification. Analysis revealed participants perceive that current sex education content does not relate to them; abstinence-only-until-marriage sex education is impractical either now or later; young people frequently resist abstinence-only-until-marriage education; students want information that helps keep them safe sexually. Taken together, study findings reveal ideal sex education curricula contain relevant, relatable and reliable information. Incorporating these '3Rs' can help students better engage with and apply sex education information. [ABSTRACT FROM AUTHOR]

Educational efforts to reduce global rates of adolescent pregnancy vary widely with a significant deficiency in the domain of sex education facilitator training. In this study, we sought to establish a pilot approach to comprehensive sex education facilitator training in Riobamba, Ecuador. The approach was aligned with UNESCO recommendations for training facilitators using an adapted version of the U.S.-based Big Decisions curriculum. Four internationally recruited bilingual instructors led a six-day (27-hour) intensive training-of-facilitators programme with twenty trainees using the Big Decisions sex education curriculum. Quantitative and qualitative analyses were conducted using various approaches: anonymised and pre/post-self-assessments, daily feedback surveys of self and instructors, and facilitation practice evaluations. Responses to anonymised surveys indicated improved self-perceived confidence in teaching each curriculum section. More objective pre- and post-teach-back evaluations showed improved ability to teach randomly assigned lessons as assessed by trainers. The pedagogy of facilitator training in comprehensive sex education seeks to combine evidence-informed and culturally appropriate approaches to training facilitators under unique local conditions using adapted assessment tools. This project identified important culturally relevant insights relevant to the future training of comprehensive sex education facilitators working within culturally conservative communities, and Latin America in particular. [ABSTRACT FROM AUTHOR]

Scholarly conversations regarding sexual violence and sexuality education typically emphasise cisgender and heterosexual experiences, leaving sexual and gender minority young people's voices unheard. This happens despite adolescence being a crucial period for the onset of sexual violence, with sexual and gender minority youth reporting elevated levels of victimisation. Moreover, the preponderance of research focusing on victimisation suggests notable gaps in our understanding of sexual violence perpetration. This study examined contextual factors shaping sexual violence victimisation and perpetration among sexual and gender minority youth, with school playing a key role. Based on qualitative data from semi-structured interviews with 50 young people aged 14–26 years who self-reported sexual violence perpetration in the Growing Up with Media survey, the analysis demonstrates how schooling's 'hidden curriculum' leaves sexual and gender minority youth ill-equipped to navigate the world of sexuality. Formal sexuality education remains heteronormative and gender-segregated, resulting in incomplete understandings of sexual violence. At the informal level, gendered double standards and peer norms reinforce the second-class sexual citizenship of sexual and gender minority youth. Our findings suggest that schools may be complicit in sexual violence victimisation and perpetration by sending limited and mixed messages regarding gender and sexuality. Research and policy implications are discussed. [ABSTRACT FROM AUTHOR]

Past efforts to address endemic rates of sexually transmissible infections amongst young Aboriginal people living in remote/very remote Australian communities have had limited success. Peer education has been used in youth sexual health promotion but has received limited evaluation and has not been tested in remote Aboriginal settings. The Young Deadly Free youth peer education programme trained Aboriginal young people in 15 remote/very remote communities as peer educators to deliver sexual health education to other young people. Semi-structured interviews were conducted with the project team and regional coordinators to understand the barriers and enablers to implementing peer education in remote communities. Programme credibility, the offer of financial gratuities, and the recruitment of peer educators with prior sexual health knowledge and/or group facilitation experience were identified as programme enablers. Implementation challenges included programme rigidity, cultural sensitivities, and retention and expectations of peer educators. Seven implications for policy and practice are identified to increase the efficacy and long term-impacts of youth peer education. Peer education for youth sexual health promotion in remote communities can be effective if young peer educators are supported appropriately and the peer education programme is part of a comprehensive sexual health promotion strategy. [ABSTRACT FROM AUTHOR]

Little is known about how teachers' personal sexual experiences influence their motivations and practices when teaching sexuality education. Cultural schema theory was used to explore teachers' personal experience of the onset of sexual activity and explain how sexuality education teaching is influenced by such experiences. In-depth interviews were conducted with 40 secondary school teachers in Kampala, Uganda. The interviews were transcribed verbatim and analysed using principles of grounded theory. Findings show that while teachers' personal experience of sexual initiation did not directly align with the content of their messages, due to the centrality and evocative function of these schemas these experiences strengthened teachers' motivation to teach sexuality education because they enabled them to empathise with students. The study concludes that teachers' personal experiences of sexual initiation provide intrinsic motivation for teaching sexuality education. The inclusion of dialogues and activities which encourage self-reflexivity in teacher education and training may improve the delivery of sex, sexuality and relationships education. [ABSTRACT FROM AUTHOR]

This study focuses on interviews with fifteen writers of real person fiction – a type of fanfiction – about British boy band One Direction. Most interviewees began writing these romantic, often sexually explicit, stories between the ages of 12 and 16. Results indicate that many writers learned how to write about sex by reading other explicit One Direction real person fiction stories. This process functioned as a peer-led form of sex education for many writers, helping them to develop more detailed sexual scripts. Interviewees also emphasised the prevalence of 'bad boy' characters in their stories. Often, bad boys were sexually aggressive or emotionally manipulated the female protagonist. While writers knew these characters were 'bad,' many nonetheless found them appealing. A few interviewees reported seeking out bad boys in real life or tolerating a romantic partner's bad behaviour because they had learned such behaviour was normal or desirable via their participation on Wattpad. The findings of this research suggest the need for updates to sexual super peer theory and sexual scripting theory in contemporary online contexts, as well as contribute to understanding of the impact of adolescents' participation in online contexts involving sex. [ABSTRACT FROM AUTHOR]

Although sex education has been found to improve young people's sexual and reproductive health, no formal programmes exist in Saudi Arabia. This study aims to assess the views of stakeholders on the need for sex education programmes for adolescents in Saudi Arabia, suggested forms of provision, and views on the information provided in Science and Religion curricula. Twenty-eight semi-structured interviews were conducted with policy-makers, healthcare providers, teachers and religious scholars. Thematic analysis was undertaken. Unanimity was expressed on the need for school-based sex education programmes. When asked who should deliver them, stakeholders differentiated between who should be in charge of designing the programmes and who should deliver them. Tension was evident on the role of religious scholars within these two phases of implementation. The inclusion of information that might seem to 'encourage sinful' premarital sexual experience was contentious. Although scientific and religious messaging strategies were viewed as non-contradictory, opinions differed as to which messaging strategy to focus on. Information in the 2013 curricula was criticised by some as inaccurate, promoting an 'othering' of Westerner and inciting fear. However, more recent curricula have omitted several of these criticised passages and may provide an opportunity to expand the focus on sexual health-related topics within the curriculum. [ABSTRACT FROM AUTHOR]

Classrooms are important spaces for young people with variations in sex characteristics and their classmates. Sex education can promote agency and well-being by helping young people make sense of their embodiment and form rewarding social relationships and by changing societal understandings about variations in sex characteristics. Realising this potential however may hinge on how sex education makes intersex (un)talkable. We draw on interviews with 22 young people on how and why they try to make their variation in sex characteristics talkable with others. By focusing on how they talk to others and why they do not talk to others, this research highlights how participants 'fear rejection' but need to talk to others about their variation in the process of 'dealing with it'. Participants also struggle with 'secrecy versus privacy' and how to 'communicate strategically.' Findings acknowledge the emotional work required of people with variations in sex characteristics when making intersex talkable. The analysis points to the role of both talking and silence. We conclude by envisaging a norm-critical sex education that engages with the responsibilities of both talking and listening, shifting the burden away from individual young people with variations in sex characteristics and working towards more mutual social relationships. [ABSTRACT FROM AUTHOR]

The provision of comprehensive sexuality education (CSE) accords opportunities for scientifically accurate information about sexual and reproductive health (SRH). We used a mixed-methods study to characterise adolescent SRH knowledge, attitudes and service utilisation experiences in the context of CSE implementation in Zambia. In-school young people aged 12–24 years (N = 1,612) in the North-Western Province were randomly surveyed. A 29-item index was constructed to measure alignment of knowledge, attitudes and values (KAV) with the CSE curriculum. Logistic regression, stratifying by sexual debut status, modelled associations of past-year HIV counselling and testing and family planning service access, respectively, with CSE-KAV index scores. Focus group discussions further explored perceptions of and experiences accessing SRH services. Despite moderate SRH knowledge and acceptability of SRH services, fewer than half of sexually experienced young people reported accessing SRH services. Among sexually experienced youth, neither HIV testing nor family planning service utilisation in the previous year were associated with higher CSE-KAV index scores. Salient barriers to SRH service uptake included limited perceived benefits, unsupportive household and community environments, and negative interactions with health providers. To increase accessibility and uptake of youth SRH services, linking school-based CSE to SRH services is recommended. [ABSTRACT FROM AUTHOR]

In 2018, reflecting in this journal on the arrival of the 'age of consent' into sexuality education, Jen Gilbert questioned what would happen to a concept drawn in part from legal contexts, but partly also driven by the passion of feminist activists, when it met the demands and logics – the learning outcomes and lesson plans – of the classroom. This article offers one response, drawing on qualitative data from two whole-school sexual health programmes, Positive Choices and Project Respect, piloted in secondary schools in England between 2017 and 2019. It describes how each addressed the issue of consent and focuses on specific 'moments' that illuminate some of the challenges of doing so for both staff and students. Our analyses aim to contribute to the practice of relationships and sexuality education in schools by helping educators to anticipate, understand and therefore better address the dilemmas that teaching for and about consent might encounter. We argue that these dilemmas relate both to broader (and gendered) ideas of consent and entitlement, and to issues specific to schools. However, we also argue that a more theorised account of the school enables us to identify the minor achievements that are nonetheless possible. [ABSTRACT FROM AUTHOR]

In Australia, school-based immunisation programmes (SBIP) provide Human Papillomavirus (HPV) vaccinations to secondary school students. However, despite such free programmes, around 20% of girls and 25% of boys do not complete all doses. This formative study identified barriers and enablers to vaccine completion. Online surveys were conducted with senior school administrators and nurses from Western Australian secondary schools across all three school sectors. Year 8 students participated in focus group discussions. Parents participated in one-on-one interviews (n = 22). Administrators were supportive of vaccination and the SBIP. Nurses and administrators perceived lack of parental awareness, issues around consent and school absenteeism as the main barriers to completion. Parent and student knowledge concerning HPV, the HPV vaccine and immunisation in general were low. Despite this, students and parents were supportive of the SBIP and wanted the opportunity to learn more about HPV, the vaccination and immunisation in general. There are opportunities for targeted school-based work to increase awareness and provision of consent. [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]

Many schools are taking action to become inclusive of gender and sexual diversity, however, lesbian, gay, bisexual, transgender and queer teachers (LGBTQ) continue to exist at the margins of both schools and research. This study reports on interviews with a group of self-identifying LGB teachers in England. Subsequent thematic analysis examined the subject positions that are available, particularly around being 'out' (or not) in school. Findings suggest that LGB teachers take on complex identity work to maintain their status both as LGB and as exemplary teachers. For many, their desire was to become 'authentic' LGB teachers, which for them involved being out in school. However, this is arduous work for people who can be too easily positioned as 'failing'. There are ways to navigate this, which principally involve becoming the agent of dominant discourses rather than their subject. Overall, there is pressure on the LGB teacher to exist, not because it is a discrete identity, but because of its marked absence from dominant discourses in schools. This is particularly relevant to the neoliberal context in which teachers are caught between performances of heteronormativity and diversity, and where sexuality is intimately related to authenticity. [ABSTRACT FROM AUTHOR]

This study elicited views of key stakeholders on the need for adolescent sex education and the appropriate model to adopt in Saudi Arabia. Semi-structured interviews were conducted in Riyadh, Saudi Arabia, with 28 stakeholders: policy-makers; social and healthcare providers; teachers and school staff; and religious scholars. Interviews were recorded and transcribed verbatim. Thematic analysis was conducted to identify emerging themes. Stakeholders saw the need to provide sex education. Opinions fell across a spectrum of model preference: abstinence-only or harm reduction. The conceptualisation of harm incorporated social risks. Silences and avoidance marked the boundaries between what was permitted and what was prohibited. In determining the form of any sex education curriculum in Saudi Arabia, caution is needed in assuming the ready transferability of Western-based models of sex education since in Saudi Arabia harm is conceptualised as damaging personal reputation, social structure and physical health. Religious doctrine and scientific evidence are perceived as non-conflicting sources for formulating a culturally sensitive programme. Local idiom characterised by indirectness and ambiguity offers challenges and possibilities for conveying sensitive messages. Findings from this study can be useful for communities with similar religious beliefs or social traditions intending to formulate an acceptable sex education programme. [ABSTRACT FROM AUTHOR]

There is growing consensus that sexual health education should be inclusive of lesbian, gay, bisexual, transgender and questioning students, and students of various identities on the spectrums of sexuality and gender (LGBTQ+). However, to date, the perspectives of LGTBQ+ teenagers of colour remain under-investigated. Twenty-five in-depth interviews were conducted in 2017–2018 in New York City with LGBTQ+ high school students of colour. Thematic analysis was used to conceptualise the barriers LGBTQ+ students of colour face in learning about sexual health education in school. Students were Latino/a/x (n = 15), non-Latino Black (n = 8), or Asian (n = 2) and self-identified in varied ways in terms of sexuality and gender. Students reported receiving inadequate sexual health education in school due to feeling: 1) unrepresented, 2) unsupported, 3) stigmatised, and 4) bullied. Students filled needed gaps by seeking information and support from external sources. Many students proposed institutional changes or shifts in the school environment to address identified issues, including modifying curricula to incorporate information about consent, mental health and pronouns from the viewpoints of LGBTQ+ teenagers, and to highlight the role of culture, religion and race/ethnicity to represent different experiences. Incorporating the unique experiences of LGBTQ+ students of colour is needed to ensure that all students receive relevant sexual health education. [ABSTRACT FROM AUTHOR]

Good quality sexuality education is crucial for promoting young people's sexual health and wellbeing. Teachers, as trusted resources of knowledge and skills, play a critical role in supporting young people's sexual wellbeing. This study set out to investigate Chinese novice teachers' perspectives on sexuality education. Interviews were conducted with 30 novice teachers who had graduated from a national pre-service teacher education programme in China. Results were analysed from a gender perspective. This study identified three specific capabilities teachers valued regarding delivering sexuality education in the classroom. A gender difference in teachers' perceptions of the three capabilities was found. Additionally, four main constraints limited teachers to deliver sexuality education, and the interplay between these constraints and gender and broader sociocultural factors, is discussed. Results suggest that policy steps need to be taken in the education sector to reorient the current examination-dominated culture. In addition, an eco-system which engaged parents, students and the wider community should be built at school level. Meanwhile, teacher education programs need to shift attention to building teachers' cross-curricular competences. Finally, a gender-sensitive approach is needed to address the influence of gender differences on teachers' classroom practices. [ABSTRACT FROM AUTHOR]

Sex education both in and beyond the classroom has been shown to have the potential to ameliorate negative sexual health outcomes for adolescents. School-based sex education and sexual health services targeting young people should be informed, in part, by teenagers themselves. Semi-structured interviews were conducted with 41 young people aged 13–22 years in a mid-sized midwest US city to inform such programme development. Analysis employed both top-down and bottom-up approaches to coding. Four themes emerged regarding sex education activities in and out of school: the need for knowledge of current activities aimed at prevention; information-seeking behaviours; personal views on how to address teenage pregnancy and sexually transmitted infections (STIs); and the ideal place to address these issues. Current activities were seen as ineffective or non-existent. Many participants indicated they would not engage actively in information-seeking unless they were affected personally by the issues. Participants' suggestions of how to address the issues included improving school services, introducing media campaigns and having peer or trusted-adult educators. Participants identified the need for services that offered confidentiality, a non-judgemental approach and a comfortable space to meet. Through direct engagement with youth, this research makes recommendations for interventions to address teenage pregnancy and STIs. [ABSTRACT FROM AUTHOR]

This study presents findings from qualitative research conducted as part of the European Commission supported HOMBAT (Combating HOMophoBic And Transphobic bullying in schools) project in Cyprus. Thematic analysis was used to analyse extracts of interviews from three focus groups: two groups with professionals who work in primary and secondary education as teachers, school psychologists and school counsellors; and one group with parents and children attending primary and secondary education in Cyprus. Findings from the study reveal how homophobic and transphobic bullying is becoming more visible in schools and both school staff and children frequently witness incidents of bullying on the basis of differing sexual and gender identity/self-expression. Professionals report having a sense of powerlessness to combat homophobic and transphobic bullying within the school community. Implications for practice that link to school professionals' needs are explored and discussed. [ABSTRACT FROM AUTHOR]

This article examines the legacy of Section 28 of the Local Government Act in England for LGBT+ school teachers between 1988 and the repeal of the Section in 2003. Section 28 stated that 'A local authority shall not – (a) intentionally promote homosexuality... (b) promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship'. A questionnaire examined the ways in which LGBT+ teachers in England experienced their work environments in 2017–18. The current perceptions of LGBT+ teachers who experienced Section 28 were compared with the perceptions of those LGBT+ teachers entering the profession after the repeal of Section 28 in 2003. Responses suggest that Section 28 continues to adversely affect the LGBT+ teachers who experienced it. These teachers are, in 2017–18, less open about their sexuality, unlikely to engage in the school community with their partner and more likely to see their teacher and sexual identities as incompatible. Whilst a climate of oppression, discrimination and harassment consistent at the time of Section 28 also played contributed to LGBT+ teachers' experiences, despite advances in equalities legislation those teaching during the Section 28 era are still deeply affected by their experiences. [ABSTRACT FROM AUTHOR]

There is a well-documented absence of inclusive school-based sex and relationships education (SRE) for Australian lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Moreover, relatively few studies specifically examine how bisexual and queer-identifying young Australian women experience SRE. This qualitative study addresses the gap and contributes new perspectives by examining bisexual and queer young women's experiences of school-based SRE in the state of Tasmania through the lens of sexual citizenship. Drawing on qualitative interviews with 15 Tasmanian bisexual and queer young women, we argue that biomedical, risk-based and heteronormative approaches to SRE reduce young women's sexual health literacy. By framing SRE around the concept of 'sexual citizenship', this article provides important guidance on how SRE can more effectively provide bisexual and queer young women with the skills they need to be effective, engaged sexual citizens. [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]

The nature of sex/ualities, genders and schooling has changed considerably over the last 20 years, with global political, social and cultural shifts bringing the lives of queer youth to the fore. Trans youth are now more visible and various kinds of support groups in schools (such as diversity support groups, queer groups and gay-straight alliances) have emerged. This article reports on a critical ethnographic study conducted with queer youth in a co-educational secondary school in Auckland, Aotearoa/New Zealand. The focus of the research was on exploring how LGBTQ students actively negotiate their identities in school. A particular issue of interest was how gendered pronouns (s/he, him, her) are used (both in and outside of schools). We consider how the naming of pronouns both disrupts the articulation between sex, gender and sexuality and also reinforces stable gender identities and binaries. This opens up new possibilities for the trans students to identify but also works to reinforce hierarchies and power relations. We employ the theoretical tools of Foucault (power and resistance) and Butler (the heterosexual matrix, intelligible subjects and performativity) to conceptualise and interpret the power relations evident in trans students' experiences of using gender pronouns. [ABSTRACT FROM AUTHOR]

This study investigated facilitators and challenges to designing, implementing and evaluating school-based sexual health education in sub-Saharan Africa, using interviews with intervention designers and researchers. At the pre-planning and planning stages, participants reported that facilitating factors included addressing the reproductive health needs of participants, contextual (culture, religion, economic and social) considerations and the adoption of holistic approach to sexuality education. Lack of open communication about sexual health matters between young people and adults; concerns that sexual health education could encourage sexual activity; and inadequate funding, were key barriers. Implementation was facilitated by the involvement of relevant stakeholders, the training of facilitators and adopting strategies to overcome resistance to sexual health education. The provision of structured, detailed lessons plans and monitoring with supportive supervision optimised fidelity of delivery. Barriers to implementation included facilitators' resistance to teaching safe sex promotion and logistical challenges in school environments. Participants also reported that the validity of selfreported adolescent sexual behaviour (as part of evaluation) may be improved by complementing well-designed self-report surveys with computerised audio devices for data collection, qualitative interviews and participant observation. Study findings generate recommendations to improve future forms of school-based sexual health education in sub-Saharan Africa. [ABSTRACT FROM AUTHOR]

Men can play a significant role in teaching their children about sexuality but fathers’ practices and perceptions in this domain remain under explored. This study presents an Interpretative Phenomenological Analysis of eight fathers’ perceptions and practices in educating their ten-year-old children about physical maturation, reproduction and relationships. A Foucauldian analysis with a focus on governmentality and biopower revealed tensions and contradictions between the fathers’ aspirations and their realities, which appeared to be underpinned by the dynamic, contradictory, shifting, plural nature of fatherhood identities. Whilst fathers wished to adhere to the cultural imperative for father–child emotional closeness, a disparity between their ambitions and their conduct emerged. Care appeared to be a deeply gendered concept for the fathers and despite their aspirations for an intimate relationship with their children, gendered norms for motherhood and fatherhood prevailed resulting in passivity in their role as sexuality educators. The study concludes by arguing that challenges to structures and subcultural contexts, which may deter fathers from fully engaging with their sons and daughters in this aspect of communication are required. [ABSTRACT FROM PUBLISHER]

This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people, what the relevant skills of operators are, and to what extent referral to sexual and reproductive health (SRH) service providers took place. A documentary review, a vignette study and interviews with six key informants and all seven operators took place. The collaboration led to promising initiatives, such as the provision of SRH training, the exchange of staff, referral to SRH service providers. However, the counselling advice provided by operators was not always in line with the rights-based approach and responses were influenced by underlying norms concerning young people’s sexuality. Additionally, concerns about confidentiality were noted. The collaboration was an innovative attempt to respond to young people’s limited access to SRHR information and services but there is a need for more in-depth training of helpline operator’s skills and the development of a standardised rights-based counselling manual. [ABSTRACT FROM PUBLISHER]

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]

Sex education is not included in Turkey’s national curriculum and is rarely referenced in school and university curricula. This is even true for those undertaking training in psychological counselling where the need may be great. Only a very few university schools of education offer an elective sex education course. A group of 64 guidance and psychological counselling students in İstanbul Maltepe University was formed and provided with a 13-week sex education course. Before and after this course, the Sexual Attitudes Scale (SAS) was used for data collection using a semi-experimental design. Significant differences were detected between pretest and post-test SAS scores and on all SAS subscales. Results show that comprehensive sex education is effective in positively changing the sexual attitudes of PC students, challenging homophobic responses and displacing patriarchal attitudes. Based on these findings, the provision of sex education courses more generally in university schools of education is recommended, especially in conservative countries such as Turkey. [ABSTRACT FROM PUBLISHER]

Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable. [ABSTRACT FROM PUBLISHER]

There has been much concern about the perceived increase in sexualised media and its potential impact on children’s well-being and development. This phenomenon was examined in a four-phase study focusing, specifically on music media. Phase 1 investigated the prevalence of sexualised music media broadcast on Australian free-to-air television in child-friendly time periods. Phase 2 examined children’s preferred music genres, artists and videos to assess their engagement with sexualised music media. Phase 3 examined children’s perceptions of gender roles and self-identities. Phase 4 explored children’s imitations of music media artists and performances. The study used a mixed-method approach incorporating content analysis, individual and group interviews, children’s activities and observations. Findings reveal that music media is a substantive influence shaping children’s everyday lives and proposes educating children about media influences from a young age. [ABSTRACT FROM PUBLISHER]

Parents play an essential role in the development of children's sexuality, yet often feel uncomfortable and anxious about how best to communicate with their children about sexual matters. This study had three main aims: (1) to examine parental views and confidence in relation to communicating with their child about sexuality; (2) to explore predictors of parental self-efficacy in communicating with their child about sexuality; and (3) to assess parental preferences for programme content. Data were collected across Australia by means of an online survey. Parents in the study felt relatively knowledgeable and confident discussing sexuality topics with their child, although they noted that there were topics they would not feel comfortable talking about. The extent to which the parent felt knowledgeable and comfortable in educating their child about sexuality and their use of effective parenting strategies were significantly related to parental confidence. Finally, parents rated all potential parenting intervention topics as being useful, but the most relevant topics were those related to prevention of child sexual abuse and encouraging a positive sense of self and body image. The implications of these findings for intervention design and development and further research are discussed. [ABSTRACT FROM AUTHOR]

Parents can play an important role in reducing their children's risk for teenage pregnancy and sexually transmitted infections, and in promoting sexual health during adolescence. The purpose of this study was to explore communication between parents, family members and young people and how it influences their romantic and sexual behaviours. Semi-structured interviews were conducted with 28 African American, American Indian, Euro-American and Latina women aged 19–29 years. Findings clustered into five themes. First, mothers were often the primary source of reproductive education. Second, fathers provided valuable guidance, although they were not the first source of information. Third, parental expectations influenced young people's sexual behaviours both positively and negatively. Fourth, aunts, uncles and grandparents were trusted sources of advice for personal discussions. Fifth, over one-third of participants perceived that there was no adult available to them during their teenage years for discussions about romance. Sex educators can encourage and guide parents to discuss romantic and sexual issues with young people as a way to support their young people's healthy sexual and romantic behaviours. Health and sex educators should also identify young people lacking support and encourage stronger relationships with family including fathers and extended family members. [ABSTRACT FROM AUTHOR]

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes. [ABSTRACT FROM AUTHOR]

This study investigates the perspectives of service providers working with Chinese lesbian, gay and bisexual (LGB) young people in Hong Kong secondary schools and maps the relationships between same-sex sexualities, religion, education and self-harm. Sixteen service providers, including secondary school teachers, social workers based on and off school sites, and lesbian/transgender activists working in non-governmental organisations serving the LGB and transgender communities, participated in in-depth qualitative interviews. In addition, extensive participant observation was carried out. A grounded theory approach was adopted to code the data, as themes emerged with each successive round of coding. Study findings highlight four main themes: barriers to discussing sexuality at school, the effects of personal disinclination and religion, lesbian and gay youth being perceived as especially susceptible to self-harm, and the similarities in professionals' perceptions of self-harmers and LGB youth. Findings suggest that conservative religious beliefs at both the personal and structural levels act as deterrents to providing counselling and mental health services supportive of LGB youth in Hong Kong. [ABSTRACT FROM AUTHOR]

Primary school provides an appropriate opportunity for children to commence comprehensive relationships and sexuality education (RSE), yet many primary school teachers avoid teaching this subject area. In the absence of teacher confidence and competence, schools have often relied on health promotion professionals, external agencies and/or one-off issue-related presentations rather than cohesive, systematic and meaningful health education. This study examines the implementation of a 10-lesson pilot RSE unit of work and an accompanying assessment task in two primary schools in South-East Queensland, Australia. Drawing predominantly from qualitative data, the research explores the experiences of primary school teachers as they engage with RSE curriculum resources and content delivery. The results show the provision of a high-quality RSE curriculum resource grounded in contemporary educational principles and practices enables teachers to feel more confident to deliver RSE and minimises potential barriers such as parental objections and fear of mishandling sensitive content. [ABSTRACT FROM AUTHOR]

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

The stakes are high for sex education in South Africa: it has been estimated that 8.7% of young people live with HIV. Within primarily US and UK contexts, there has been much debate over the relative merits of abstinence-only and comprehensive sexual education programmes. These perspectives have largely been presented as irreconcilable, but in-depth interviews with 25 life orientation teachers across the Free State Province of South Africa reveal that teachers may attempt to reconcile aspects of the two into a hybridised perspective. They promote abstinence as the only appropriate choice for young people while recognising the value of some of the broader issues of comprehensive sexuality such as relationships and safe sex. We attempt to make meaning of this hybridisation and present two arguments: that the specific South African context challenges the idea that these two contradictory positions cannot be mixed and that they might be strategically combined to promote a comprehensive sexuality education that builds a sense of agency and responsibility without alienating young people through moralism. We conclude with a brief description of future directions that classroom practice and teacher preparation might take. [ABSTRACT FROM AUTHOR]

In this ethnographic research, I offer an analysis of a state-sponsored professional development workshop for sex educators. Positioning theory is used to understand how the lived space of the workshop – including texts, talk and silence – positions sex education teachers as professionals and practitioners with certain (limited) speaking rights and resources. [ABSTRACT FROM AUTHOR]

Research on the effects of college sexuality education has been largely quantitative in nature and has focused on changes in individual attitudes, behaviours and knowledge. This study sought to explore, qualitatively, the influences of enrolment in a human sexuality course on relationships. Eight couples from an undergraduate human sexuality course completed a brief questionnaire and 60-minute semi-structured interviews, both together and individually. Interviews were analysed using critical qualitative methodologies. Findings suggest a wider range of perceived influences than indicated in the previous literature. In particular, after taking the class, participants felt less secretive about sex and more comfortable with sexuality overall. All participants shared some aspects of the class with their partners, exposing several themes surrounding perceived influences of the class. These included increased communication overall, and particularly about sex; changes to body image, self-confidence and agency; perceived changes to their relationship and sexual relationship; willingness to try new sexual behaviours or positions; and new information related to health and anatomy that led to increased health protective behaviours and, in some cases, increased sexual pleasure. Implications for intervention evaluation methods and for sexuality educators are discussed. [ABSTRACT FROM PUBLISHER]