What do young people want from sex education? The results of a needs assessment from a peer‐led sex education programme

Abstract

This paper presents data on the need for sexual health information and advice of 4353 students aged 13/14 years in 13 English secondary schools. Data were collected by peer educators as part of a sex education programme, and through a questionnaire survey administered by researchers. Data illustrate young people's need for concrete information and advice on issues related to physical development and puberty; transmission of sexually transmitted diseases; accessing and using condoms and other contraception; using sexual health services; managing relationships and dealing with jealousy, love and sexual attraction; how people have sex; sexual pleasure; masturbation; and homosexuality. Differences between the concerns and interests raised by young people and current UK guidance on sex and relationships education are examined, and the implications of these findings for designing future policy and effective school based sex education programmes are discussed. The paper highlights some of the wider social norms around sex and sexuality that influence young people's understanding and sexual behaviour, and the importance of addressing these within sex education is noted. Factors influencing the processes of expressing and assessing needs are explored.

Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people

“…Though there is mention of including all young 5 people, in reality there is little evidence that this happens. There is growing evidence of the dearth of information on homosexuality and/or LGB sexual health provided in schools (Forrest et al 2004;Martinez and Emmerson 2008b). It is not surprising, therefore, that research on SRE has identified that LGB young people feel excluded, for example by language use or the discussion of sexual activities that render homosexual practices invisible (Buston 2004).…”

“We Don’t Get Into All That”: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education

“…Moreover, the lack of language within SRE for discussing LGB sexuality and indeed, same-sex sexual practices and desires, acts as a barrier for the sexual health, of individuals with these needs. As such, diversity in sexual identities and practices is largely absent from the content of SRE, a position further illustrated by the omission of information regarding non-penetrative sexual practices such as mutual masturbation, oral and anal sex as alternative sources of sexual pleasure (Forrest, Strange & Oakley, 2004). More problematically, research indicates that when LGB sexuality is included in the formal curriculum, it is often fraught with problems and is regarded by pupils as largely unhelpful (Ellis & High, 2004;Mac an Ghaill, 1991).…”

Why don't teenagers use contraception? A qualitative interview study

“…Much work has been undertaken internationally (e.g., in the UK, elsewhere in Europe, the USA, and Australia) on reducing the incidence of teenage pregnancies, and much of it has focussed on sex education in schools [6][7][8][9][10][11] , access to contraception and use of sexual health services [12][13][14][15][16] . Buston and Wight 6 suggest that young women felt that school sex education was often too biological in approach, and should be taught earlier, particularly for those teenagers who may commence sexual activity early.…”

“…For many young people, sex education lessons can be uncomfortable, leading to disruptive behaviour and a lack of willingness to participate in the lesson 7,8 . Many feel that school sex education could be improved 9 and younger teenagers in particular would like more wide-ranging lessons that focus not just on biology but on emotions and relationships 10 . At the same time, teachers feel that they are constrained by pressure of time and lack of training, as well as in some cases lack of enthusiasm and confidence 11 .…”