This paper explores young people's understandings of gender and sexual violence in New Delhi, India, based on multi-method research conducted with young people (aged 15-17) in three co-educational secondary schools. Fieldwork took place shortly after the 2012 Delhi gang rape that sparked widespread debates about violence against women in India, and so sexual violence became an important frame for students' discussions around gender and sexuality. Young people's understandings are considered within gender narratives -of 'can-do' and 'vulnerable' girlhood, and of 'hero' and 'good boy' masculinities -which already shaped their day-to-day experiences of schooling. Findings suggest that tensions arising from these often contradictory narratives led to frustrations among girls, while the dominance of conversations about sexual violence led to confusions in both girls' and boys' understandings of sexuality. Reflections are offered on ways schools can better support young people as they learn about gender and sexuality from diverse and contradictory sources.

Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes.

Purpose -The purpose of this paper is to identify the key barriers to the delivery of schoolbased HIV and sexuality education in selected countries in Asia.Design/methodology/approach -A review of published literature on barriers to school-based HIV and sexuality in countries in Asia was conducted, with a focus on research carried out after 1990. The paper also draws on recently undertaken national situation analyses of HIV and sexuality education conducted by the second author with support from UNESCO, as well as more general Asia-Pacific regional assessments undertaken by others.Findings -Four key barriers to the delivery of good quality, school-based HIV and sexuality education are identified: cultural and contextual factors, policy factors, resource constraints and school-level factors.Originality/value -The paper maps these four barriers as key areas in which action needs to occur in order to improve the delivery of school-based HIV and sexuality education. Potential levers for success are highlighted.

This paper examines key debates and perspectives on sex education in Health Education Journal (HEJ), from the date of the journal's first publication in March 1943 to the present day. Matters relating to sexuality and sexual health are revealed to be integral to HEJ's history. First published as Health and Empire (1921 -1942), a key purpose of the journal since its inception has been to share information on venereal disease and its prevention within the UK and across the former British Empire. From 1943 to the present day, discussions on sex education in the newly-christened HEJ both reflect and respond to evolving sociocultural attitudes towards sexuality in the UK. Changing definitions of sex education across the decades are examined, from the prevention of venereal disease and moral decline in war-time Britain in the 1940s, to a range of responses to sexual liberation in the 1960s and 1970s; from a focus on preventing sexuallytransmitted infections, teenage pregnancy and HIV in the 1980s, to the provision of sexual health services alongside sex education in the 2000s. Over the past 70 years, a shift from prevention of pre-marital sexual activity to the management of its outcomes is apparent; however, while these changes over time are notable, perhaps the most striking findings of this review are the continuities in arguments for and against the discussion of sexual issues. After more than 70 years of debate, it would seem that there is little consensus concerning motivations for and the content of sex education.

Primary school enrolment in Ethiopia has more than doubled over the past two decades. In spite of this impressive achievement, and as in many low and middle-income countries that have experienced rapid expansion, the Ethiopian education system is characterised by a 'learning crisis' in which many children are leaving school without basic numeracy and literacy skills. In this paper, we explore the relationship between low learning levels and the features of an education system characterised by a sudden increase in learners from disadvantaged backgrounds, including 'first generation learners', or students whose parents have never been to school. Using unique longitudinal school survey data, we examine whether first generation learner status represents an additional layer of disadvantage in the Ethiopian education system; the relationship between first generation learner status and learning outcomes; and the educational trajectories of first generational learners through primary school. Based on these findings, we consider the implications of a rising tide of access for Ethiopia as it seeks to provide equitable, quality education for all by 2030.