What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

Bibliographic Data

ID23359915
AuthorsPandora Pound (0000-0001-6885-6401, University of Bristol, corresponding author), Rebecca Langford (0000-0002-7722-0808, University of Bristol), Rona Campbell (0000-0002-1099-9319, University of Bristol)
Year2016
Volume6
Issue9
Pagese011329
Publication date2016-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBMJ Open (JOURNAL)
Journal identifiersISSN: 2044-6055 • E-ISSN: 2044-6055
PublisherBMJ (PUBLISHER • GB)
DOI10.1136/bmjopen-2016-011329
PMID27625058
OpenAlexW2519751232
LanguageEN
Citations received123
References cited71

OBJECTIVES: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. DESIGN: Synthesis of qualitative studies of young people's views of their school-based SRE. SETTING: Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. PARTICIPANTS: Studies of students aged 4-19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. RESULTS: -69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. CONCLUSIONS: SRE should be 'sex-positive' and delivered by experts who maintain clear boundaries with students. 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 young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced.

Environmental health · Medical education · Population · Qualitative research · Sex education · Social science · Adolescent Sexual and Reproductive Health · Medicine · Sexual Assault and Victimization Studies · Sexuality, Behavior, and Technology