This research has two main aims: a) the study of Spanish teachers' training and attitudes towards sex education, as well as the delivery of this subject in classrooms, while also exploring the existence of differences according to personal and professional characteristics; and b) to examine the association between teachers' training and attitudes, and the extent to which these variables predict the delivery of sex education. A total of 3,695 Infant, Primary, Secondary and High school teachers (66.1% women, 33.9% men) throughout the country completed a voluntary online questionnaire that inquired about their training and attitudes towards sex education, their delivery or non-delivery of this subject in classrooms, and other personal and professional characteristics. Analyses indicate that participants show positive attitudes towards sex education, but that 43.3% are not trained in this issue, and 48.6% do not teach it at school. Some significant differences by sex, educational stage and type of school have been found. In addition, trained teachers show more positive attitudes to sex education. Finally, having more positive attitudes and, to a lesser extent, having prior training, positively predicts the delivery of sex education. These results highlight the importance of reviewing and improving teachers' training on sexuality and sex education, with particular emphasis on attitudinal contents.

This study analyses predictors of students' coping responses to academic sexism. 954 high school students (M Age = 17; SD Age = 0.90, 57% girls) participated. Boys were therefore more likely to use avoidance responses, whereas girls confronting and helpseeking responses. Likewise, hierarchical regressions suggest that girls and boys and girls whose parents had a high educational level and were without sexist attitudes about women's higher level of competence in biology and languages were more likely to deploy confronting responses. Similarly, participants who did not embrace stereotypes about boys' and girls' higher abilities in some domains were more likely to seek help. Furthermore, boys and girls who believed that girls are better at biology and languages were more likely to develop avoidance responses. Interaction between gender and parental educational level shows that boys with highly educated parents were more likely to avoid the sexism. The present research contributes to the study of factors shaping gender differences in students' coping with academic sexism. The role played by students' adherence to stereotyped beliefs about boys' and girls' academic abilities is also discussed. RESUMENSe analizan algunos predictores de las respuestas de afrontamiento del sexismo académico. Participaron 954 estudiantes de secundaria (M edad = 17; DT edad = 0.90, 57% chicas). Los chicos emitían respuestas de evitación, mientras que las chicas de confrontación y búsqueda de ayuda. Las regresiones jerárquicas sugieren que las chicas, así como los participantes con progenitores con nivel académico alto sin estereotipos sobre la superioridad de las chicas en biología y lengua, tendían a la confrontación. Del mismo modo, los que no suscribían el estereotipo de la superioridad masculina o femenina en algunas ARTICLE HISTORY