Do different sources of sexuality education contribute differently to sexual health and well-being outcomes? Examining sexuality education in Spain and Portugal

Abstract

Sexuality education (SE) can be acquired through different sources. In a cross-sectional online study with Spanish and Portuguese participants ( N = 595), we examined differences between formal traditional sources (i.e., mandatory SE received in schools), formal modern sources (e.g., SE received in courses), informal traditional sources (e.g., talks with friends and family), and informal modern sources (e.g., pornography and online content) and their contribution to sexual health and well-being outcomes. Results showed that sexual and reproductive health were among the most addressed topics across all sources. Nearly all participants received SE from informal sources, whereas more than two-thirds received SE from formal traditional sources. Results of a linear regression model showed that participants who perceived more influence from formal traditional sources reported using condoms more often, were more focused on disease prevention, and enacted more sexual health communication, but were also less sex-positive. Participants who perceived more influence from both types of informal sources attributed more importance to SE topics but reported having condomless sex more frequently and were more focused on pleasure promotion. Still, participants who perceived more influence from informal traditional sources also endorsed more internal/external consent, were more sexually satisfied, were more sex-positive, and enacted more sexual health practices. Lastly, participants who perceived more influence from informal modern sources were also more likely to have been diagnosed with a sexually transmitted infection. Only a small proportion of participants received SE from formal modern sources and had to be excluded from this analysis. Some differences between Spain and Portugal are discussed. Taken together, our findings highlight the need to consider different sources for a more comprehensive and inclusive SE, in articulation with sociocultural and political contexts.

Safety and Pleasure Motives Determine Perceived Risks and Rewards in Casual Sex

“…However, these programs (much like the sexuality education curricula usually offered at schools in both countries; Picken, 2020) tend to have hygienist and biological approaches, mostly centering around the potential risks of sexual behavior (e.g., STI acquisition, unplanned pregnancy) and less often on its benefits (e.g., knowledge of one's body, sexual pleasure). Indeed, a recent study has shown that people who considered that sexuality education received during school years influenced their current thoughts and behaviors in sex are also more likely to protect their health (e.g., more focused on prevention; more likely to enact sexual communication; more likely to use condoms), but have less positive feelings about sex (Rodrigues et al, 2024). Our findings converge with the need to have a more comprehensive approach to sexual health and wellbeing (Ford et al, 2019), particularly considering that including pleasure in sexual and reproductive health programs can help improve condom use frequency (Zaneva et al, 2022).…”