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1.
Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.  相似文献   

2.
Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.  相似文献   

3.
Jan Milton 《Sex education》2013,13(3):241-256

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.  相似文献   

4.
At the upper secondary school level, adolescents seem to be very concerned about sex education programmes, mainly because of widespread information about AIDS, and, of course, because most of them are beginning their sexual life. Generally speaking, Mexican sex education teachers are dealing with two challenges; the steady increase of teenage pregnancy and the spread of sexually transmitted diseases (STD), especially AIDS. In observing the dynamics in sex education lessons and interviewing a group of teenagers; it can be concluded that to the subjects of this study, contraception decision-making, especially condom use, being more than a rational or a cognitive issue, is a matter highly determined by their sexual reputation.  相似文献   

5.
This study investigated the relationship between school sex education and sexual health behaviours at first sex and later in adulthood, using nationally representative data. Respondents were adults from the 2010 Irish Contraception and Crisis Pregnancy Survey, a cross-sectional survey designed to assess knowledge, attitudes and behaviours relating to sex, contraception and pregnancy in Ireland. Results indicate that respondents who received sex education were more likely to have first sex at an older age and use contraception on this occasion. Sex education also significantly increased the likelihood of using contraception at first sex, when first sex occurred before 17 years of age. The effect of sex education and sexual health behaviours into adulthood was also investigated. Sex education increased the likelihood of having a history of sexually transmitted infection testing and decreased the likelihood of having experienced a crisis pregnancy. No association was found between sex education and contraception use over the past year. Findings suggest that sex education is an important factor in the context of first sex and later sexual health, and programmes should continue to equip young people as they make immediate sexual behaviour decisions and further sexual health-related decisions throughout their lifespan.  相似文献   

6.
Abstract

Two questionnaires, designated as Teachers’ Questionnaire on Sex Education (TQSE) and Student Teachers’ Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the schools.

Results show that teachers and student teachers alike are in favour of sex education. Thy are also willing, interested and prepared to participate in sex education programmes. They feel deficient, however, in their knowledge of sex education.  相似文献   

7.

The last decade has been characterised in Russia by a sharp increase in the number of cases of sexually transmitted diseases (STDs), especially in teenagers, as well as by a high level of unwanted pregnancies, sexual violence and other phenomena relevant to the issues of reproductive and sexual health and behaviour. Though the overwhelming majority of Russian teenagers, their parents and teachers favour the introduction of sex education in schools, there is no national programme of school-based sex education in Russia at the moment. Currently, some conservative forces and the Russian Orthodox Church are actively opposing school sex education and family planning. Opponents of sex education have mounted an aggressive campaign against the implementation of sex education in schools. The attempt of the Russian Ministry of Education, in cooperation with the United Nations Population Fund (UNFPA) and UNESCO, to implement in-school sex education has practically failed. At present, direct instruction of schoolchildren in these matters is in fact forbidden. So in the near future, it is only really feasible to promote direct educational work with youngsters on a local basis and in cooperation with some foreign experts within the framework of separate, fairly small-scale projects.  相似文献   

8.
ABSTRACT

Sexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support.  相似文献   

9.
青少年在向成人过渡的过程中没能在性方面做好充分准备,容易受到性胁迫、性虐待及艾滋病等性传播疾病的伤害,通过性健康教育计划来改变这一现状是各国的普遍做法.美国学校性教育特色显著,对处于探索与发展阶段的中国学校性教育具有借鉴意义.因此,比较研究中关两国学校性教育,对开展和扩大我国性教育计划,探索有效的学校性教育途径具有重要意义.  相似文献   

10.
Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual health education (SHE) and their perceptions of factors affecting their willingness to provide SHE. On average, the teachers were only somewhat willing to teach SHE and their willingness varied between topics. The teachers who reported greater willingness to teach SHE were more likely to be teaching middle school, have less teaching experience, have received training to teach SHE, feel more knowledgeable about sexual health, and view broad-based SHE as more important. More than 20% of participants identified 10 out of 11 factors as making them less willing to teach sexual health education; conversely, more than 20% of participants identified nine of these 11 factors as making them more willing to teach sexual health education. Teachers who were middle school teachers, had received training to teach sexual health, had more experience teaching SHE, and felt more knowledgeable about sexual health topics were more likely to regard all of these factors as enhancing their willingness to teach SHE. The results are discussed in terms of their implications for training designed to increase teachers' willingness to teach sexual health.  相似文献   

11.

Linking schools with sexual health clinics facilitates clinic access by young people. This paper documents the process of developing one such link and its impact on clinic use. Multiple data collection strategies were used to document a developing school/clinic relationship and constant comparative analysis was used to develop hypotheses from the data as follows: ” A few teachers have a good knowledge of local sexual health services and extensive experience of referring to them. ” Most tutors (despite their pastoral role) have little knowledge of local sexual health services and no experience of referring to them. ” Organising work in the school is difficult because teachers have little non-teaching time and a variable commitment to sex and relationship education. ” The link between the clinic and the school has facilitated access to the clinic by school pupils. ” Outreach work is more effective when young people meet the outreach worker repeatedly in different settings. Each hypothesis is presented with its supporting data. This information is consistent with what is known about the benefits of school/clinic links and adds to what is known about the process of developing and maintaining such links.  相似文献   

12.
Abstract

Cooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools.  相似文献   

13.
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.  相似文献   

14.
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia.

Design Qualitative semi-structured interview study.

Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation.

Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives.

Main outcome measures Perception of and attitudes towards the introduction of sex education in schools.

Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues.

Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation.

Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools.  相似文献   

15.
ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.  相似文献   

16.
Abstract

Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with valuable knowledge about sex, but also as a means of averting risks associated with unplanned coital sex such as teenage pregnancy, illegitimacy and other medical and psychological risks. This paper attempts to answer questions related to such issues as who should teach sex education, whether sex education should be taught as a subject or integrated into some or all school subjects, the content of sex education and how sex education materials should be presented. It is anticipated that the introduction of sex education in the formal school system is likely to lead to some conflicts with cultural and religious norms and with existing sex knowledge which youths have from their peers, magazines, pictures and pornography.  相似文献   

17.
This paper reports on qualitative research with Australian parents concerning their attitudes to sexuality and relationships education, both at home and in school. A wide range of values and attitudes were represented among parents in this study. Regardless of the varying approaches parents used, all participants expressed a desire for their children to be well informed about sex, sexual health and relationships, yet many felt inadequate to the task of providing high-quality sex education to their children. Some participants blamed this lack of confidence on their own limited education about sexuality. Their main concern was to ensure that their children are safe and that when they do become sexually active their experiences of sex are positive. Most participants saw sex education as primarily their responsibility, with school sex education as an important adjunct. They wanted to be well informed about the timing and content of school programmes for their children, and to be assured that those educators who will be teaching their children about sexual health have the skills and qualifications to do their job well, while remaining sensitive to the diversity of values among students and their families. While most parents who participated in the research supported sexuality education in schools, they did so with reservations. In particular, they wanted schools to take an active role in communicating with them about the content of sexuality education programmes and be open to meeting with those parents who expressed concerns.  相似文献   

18.
ABSTRACT

The recent development of making secondary school education free in Ghana has raised concerns about the level of preparedness of teachers to teach students with diverse needs in one classroom. Significantly, mathematics is one of the core areas that the Ghanaian government has prioritised, and it has institutionalised mechanisms to encourage participation by many students. Accordingly, this qualitative study aimed to document the level of preparedness of mathematics teachers to support the teaching of students with Down syndrome in secondary school classrooms. Twenty-seven mathematics teachers from 14 schools, made up of 18 males and nine females, took part in the study. We found that participants were in favour of implementation of inclusive education. However, regarding the prospect of teaching students with Down syndrome, most of the participants thought that the regular secondary school classroom is not a suitable environment for these students to access education, especially due to a number of challenges. The need for the government to support schools with appropriate teaching materials and facilities is discussed extensively.  相似文献   

19.
ABSTRACT

In this theoretical study, we combined two approaches regarding the education of teachers in the field of teaching pupils with special needs with focus on teaching natural science topics, in Slovenia and in the Part of Northern Cyprus, respectively. We analysed syllabuses for different study programmes for teachers in primary schools in selected faculties in Slovenia. We focused on the specific content in those subjects, which are developing competences of students to be able to teach natural science topics, in particular physics topics, in primary schools in the adequate way, so the pupils with special needs can achieve the same goals as the other pupils. In addition, we included some accents regarding the children with special needs from approach to this topic at Near East University. We find out that the integrated content in the study programmes for the requirements of the inclusion of pupils with special needs in primary school is not sufficient or the inclusion in primary schools is planned too broad, if we take into account the current state of knowledge of the students in this specific field.  相似文献   

20.

Using data derived from interviews of small groups of secondary school science teachers, this paper offers insights into how they came to enter school teaching. Together with other data drawn from parallel interviews with another small group of secondary school history teachers in the same schools, conducted initially for comparative purposes, the paper suggests that, in both cases, the decision to teach is the outcome of a number of unpredictable and contingent factors, rather than a response to a sense of vocation or any initial long‐term commitment to the profession. The implications of these findings for theoretical approaches to understanding career choice and for teacher recruitment are briefly explored.  相似文献   

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