Feasibility of Conducting a Session on Romantic Relationships in Schools

Datos Bibliográficos

ID22416111
AutoresNavaneetham Janardhana (0000-0001-5314-4399), Janardhana Navaneetham (National Institute of Mental Health and Neurosciences), Sphoorthi G Prabhu (0000-0002-6565-2478, National Institute of Mental Health and Neurosciences), Mutharaju Arelingaiah (0000-0002-1517-8560, National Institute of Mental Health and Neurosciences), Krupa Arasanahalli Lakshman (National Institute of Mental Health and Neurosciences), Jayalaxmi Kaniyagundi Podiya (National Institute of Mental Health and Neurosciences), Siobhan Hugh-Jones (University of Leeds, autor de correspondencia)
Año2026
Fecha de publicación2026-07-14
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChild and Adolescent Social Work Journal (JOURNAL)
Identificadores de la revistaISSN: 0738-0151 • E-ISSN: 1573-2797
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10560-026-01111-8
OpenAlexW7168250972
IdiomaEN
Referencias citadas48

Romance during adolescence is a part of the developmental course. The nature of a romantic relationship has a significant effect not only during adolescence but also in later stages of life. In India, the cultural and legal aspects make it even more challenging for an adolescent to handle the developmental need for romance. The current study was a segment of the larger SAMA project, which aimed to test the feasibility of delivering an educative intervention in romantic relationships. Two schools participated in this minor study. To gather data, we used a bespoke questionnaire administered both before and immediately after the session. A total of 282 adolescents (mean age of 14.85 years, 12% males and 88% females) in Grade 10 participated in the study. The questionnaire included 10 items. Adolescents’ agreement increased after the intervention with items related to awareness of the age of marriage, body autonomy, attraction towards opposite sex peers, long-term relationships, social media-related humiliation/sexual threats in romantic relationships, setting boundaries, awareness of the POCSO act, and impact of romantic relationships; however, one item (infatuation) remained the same. Based on participants’ responses and facilitators’ experiences, such sessions are acceptable and feasible to implement in schools. A lack of experience among facilitators was identified as a challenge, which can be addressed through training in future sessions. Sessions as this will provide more opportunities for young people to discuss their questions, such as the differences between love, attraction, and infatuation, and setting healthy boundaries, and help them build the knowledge and skills needed for healthy relationships.

Bespoke · Romance · Adolescent Sexual and Reproductive Health · Attachment and Relationship Dynamics · Bullying, Victimization, and Aggression