School sex education negative, heterosexist, and out of touch
School sex education is often negative, heterosexist, and out of
touch, and taught by poorly trained, embarrassed teachers, finds a
synthesis of the views and experiences of young people in different
countries, published in the online journal BMJ Open.
Schools' failure to acknowledge that sex education is a special
subject with unique challenges is doing a huge disservice to young
people, and missing a key opportunity to safeguard and improve their
sexual health, conclude the researchers.
They base their findings on 55 qualitative studies which explored the
views and experiences of young people who had been taught sex and
relationship education (SRE) in school based programs in the UK,
Ireland, USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and
Sweden, between 1990 and 2015.
Most of the participants were aged between 12 and 18.
The researchers synthesised the feedback and found that despite the
wide geographical reach of the studies, young people's views were
remarkably consistent.
Two overarching themes emerged to explain most of the data. The first
was that schools have failed to recognize the distinctive and
challenging nature of SRE, preferring to approach it in exactly the same
way as other subjects, say the researchers.
Yet, the feedback indicated there are distinct challenges when
teaching SRE: in mixed sex classes young men feared humiliation if they
weren't sexually experienced and said, they were often disruptive to
mask their anxieties; their female classmates felt harassed and judged
by them.
Young people also criticized the overly 'scientific' approach to sex,
which ignored pleasure and desire, and they felt that sex was often
presented as a 'problem' to be managed. Stereotyping was also common,
with women depicted as passive, men as predatory, and little or no
discussion of gay, bisexual, or transgender sex.
The second principle theme was that schools seem to find it difficult
to accept that some of their students are sexually active, leading to
content that is out of touch with the reality of many young people's
lives and a consequent failure to discuss issues relevant to them, say
the researchers.
This was evident in what young people perceived as an emphasis on
abstinence; moralising; and a failure to acknowledge the full range of
sexual activities they engaged in. Sex education was delivered too late,
some students felt.
But, it also manifest in a failure to deliver helpful and practical
information, such as the availability of community health services, what
to do if they got pregnant, the pros and cons of different methods of
contraception, or the emotions that might accompany sexual
relationships.
Young people also disliked having their teachers deliver SRE, not
only because they felt teachers were poorly trained and too embarrassed,
but also because of the potential for this arrangement to disrupt
teacher-pupil relationships and breach boundaries.
The researchers point out that despite its low status and variable
content and quality, school based SRE is seen as vital by policy makers
for protecting young people from ill health, unwanted pregnancies,
sexual abuse and exploitation.
The evidence suggests, young people themselves want SRE to be taught
in schools, using an approach that is 'sex positive'- one that aims for
them to enjoy their sexuality in a way that is safe, consensual, and
healthy.
They conclude: "Schools should acknowledge that sex is a special
subject with unique challenges, as well as the fact and range of young
people's sexual activity, otherwise,they] will continue to disengage
from SRE, and opportunities for safeguarding and improving their sexual
health will be reduced."
- MNT
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