Lessons learned from a decade implementing Comprehensive Sexuality Education in resource poor settings:The World Starts With Me

Young people’s perceptions of relationships and sexual practices in the abstinence-only context of Uganda

“…Auerbach, Parkhurst, and Cáceres 2011;Gupta et al 2008;Vanwesenbeeck et al 2016). For instance, addressing gender and power relations through sexuality education can help young people 'understand how gender inequality is socially constructed' and reflect on how such structural factors lead to different behaviours and health outcomes (Haberland and Rogow 2015, S17;Wood, Rogow, and Stines 2015).…”

Implementation strategy for the school-based sex education program Long Live Love

“…Other studies on providing sexual education have also highlighted the importance of creating a safe environment when teaching this subject for optimal results (Vanwesenbeeck et al, 2015;Schaalma, Abraham, Gillmore, & Kok, 2004). 'Teaching well' is thus more than completeness and fidelity.…”

“…Especially sexual health education programs are poorly implemented in schools Schaalma, Abraham, Gillmore, & Kok, 2004 ;Vanwesenbeeck et al, 2015;Durlak & Dupre, 2008). This is because in most cases, in addition to being a challenging subject to teach, relational and sex education in general is not formally established in schools, it is often not a mandatory element of the school curriculum and providing relational and sex education is not always actively supported by the school board or fellow colleagues (Vanwesenbeeck et al, 2015).…”

“…This is because in most cases, in addition to being a challenging subject to teach, relational and sex education in general is not formally established in schools, it is often not a mandatory element of the school curriculum and providing relational and sex education is not always actively supported by the school board or fellow colleagues (Vanwesenbeeck et al, 2015). Furthermore, if these programs do get implemented, they are frequently modified during implementation by omitting certain program components or activities, using supplementary material or not executing the program as prescribed by program developers (Forman et al, 2009;Berman & McLaughlin, 1976;Rogers, 2003;Ringwalt et al, 2003;Sy & Glanz, 2008).…”

“…When supporting teachers in the delivery of SRH, program developers therefore need to focus on more than just means of directly enhancing completeness and fidelity. To successfully deliver sex education, not only are a quality program and tools needed to implement that program with completeness and fidelity but support in creating the prerequired conditions in which it is provided, for example, in a safe and trusted environment, and the ability to deal adequately with difficult situations that arise, as well as the didactic skills, are essential for successful program delivery and resulting effectiveness (Vanwesenbeeck et al, 2015). This realization was supported by the findings of the effect evaluation of LLL among students.…”