sexuality education
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This document presents the report of an investigation that has objetive is analyze the influence of pornography on sexual relations between young peope and teenegers. As well, the influence of pornography on risky and violent sexual relationships. Also, the influence on the internalization of gender roles. At last, information has been collected on the sexuality education that students have received. The collection of information was carried out through a questionnaire answered by students from different institutes of the Autonomous Community of Cantabria. The population object of study has been students with ages between 14 and 21 years. It has been possible to specify thet a high percentage of the people surveyed consume pornography. This consumption is mostly alone and as a learning methof. Men are the ones who consume the most pornography.

The 2020 National Center for Education Statistics (NCES) data show that there are a total of 130,930 k-12 public schools in the United States of America (U.S.A), serving approximately 48.1 million students. The demographic breakdown of the student population includes 22 million (45.7%) Whites; 13. Million (32 %) Hispanic; 17.2 million (14%) African American; 2.6 million (5.4%) Asian, 2.2 million (4.6%) students two or more races; and 0.4 million (0.8%) American Indian/ Alaska Native students. Adding sex education to the public school curriculum was primarily to make elementary and secondary school students aware of sexually transmitted diseases and teenage pregnancy. Although comprehensive sexuality education has been operational in all 50 states for decades, the program's quality and comprehensiveness vary considerably from state to state due to a series of obstacles. The author of this article proposes an alternative or at least supplemental approach to the current comprehensive sex education.

In secondary schools in Poland, sexuality education was formally introduced in 1993 in the form of Education for Family Life (EFL) classes. The EFL curriculum is largely based on Catholic doctrine. The current study examined the opinions and attitudes of students attending a university in Poland regarding sexuality education in public secondary schools. A sample of 498 first- and second-year university students completed a questionnaire that collected information on demographic characteristics, the student’s sources of information about sexual health, and their opinions and attitudes related to sexuality education. Over 80% of the students used the Internet as a source of sexual health information, while far fewer students cited teachers/classroom activities (24.3%). Over three-quarter of females (79.5%) and males (75.9%) agreed that it is important to have sexual health education as part of the secondary school curriculum. Students’ responses to the question on the importance of sexual health education in schools did not differ significantly based on their level of religious commitment. However, few women (12.9%) and men (9.2%) rated the current effectiveness of sexuality education in schools as “high.” For topics that should be covered in the curriculum, the students rated birth control methods, abortion, sexual orientation/lesbian, gay, bisexual, and transgender issues, and sexually transmitted diseases the highest. The findings indicate that Polish university students view school-based sexual health education as important but currently ineffective. Policies to reform public school-based sexual health in Poland are needed to ensure that Polish youth have the information and skills to protect and enhance their sexual health.

Background: Talking about sex, sexuality, sexual health in many countries, including Madagascar, is very difficult because of the sacred and taboos that surround these questions but especially because of certain puritanism. The objective of this study was to assess the knowledge, attitudes and practices of adolescents in matters of sexual health.Methods: A retrospective, descriptive cross-sectional study was carried out in adolescents aged 10 to 19 seen in Ambohidratrimo district. The data were collected during the month of June and July 2019 and relate to data for the twelve months before the survey.Results: A total of 210 adolescents were recruited whose average age was 15.82±2.75 years and the sex ratio was 1:04. Eighty-six percent of the adolescents surveyed had heard of sexual health. Nine out of 10 adolescents would go to a health worker if they contract an STI. Almost a quarter or 23.8% of respondents declared having already had sexual intercourse.Conclusions: At the end of this study on the knowledge, attitudes and practices of adolescents on sexual health, they certainly have knowledge but considered average. Therefore, there is a need for sexuality education, seeking to improve knowledge and understanding of sexual development, human procreation, healthy and adapted sexual behavior and different means of contraception, on the part of adolescents, but also with the aim of improving communications between adolescents and their parent.

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

AbstractIn this study we examine upper secondary students’ notions of contraceptive methods, as human reproduction and contraception are common content in sexuality education in Sweden and worldwide. Our data were constructed during an extensive educational sequence in natural science sexuality education and include audio recordings of 17–18-year-old students’ stories. Since the main body of the stories was about hormonal and digital contraception and contraceptive responsibility, these stories are the focal point of our analysis. Our study further aims to problematize, challenge, and develop education on contraceptive methods, and Donna Haraway’s theoretical perspectives have been particularly useful. We have in the analytical process linked Haraway’s cyborg image with her later work on tentacular thinking. Our result shows that scientific facts about human reproduction are important for the students’ ability to navigate between the advantages and disadvantages of various contraceptive methods. However, sexuality education turns out to not only be a matter of scientific facts. This study accentuates how natural science, historical, political, cultural, and market-oriented intertwinings affect students’ notions of contraception—and thereby also the construction of natural science sexuality education.

The institutionalization of children and adolescents generally is due to unfavourable socio-economic conditions, children maltreatment, school absenteeism and adolescents’ behavioural problems, including sexual risk behaviours. Sexuality education (SE) is very difficult to approach in residence care, given the sensitive and problematic life stories of adolescents involved. It is important to know what adolescents already know and what they want to learn and clarify about sexuality. The research question was: What interests and curiosities of sexuality do adolescents living in residence care have? The objectives were to make a diagnosis of adolescents’ interests, needs and conceptions about sexuality and to relate these conceptions with individual factors. A transversal study was done following a quantitative methodology. A questionnaire was carried out for this research. Dependent variables were: sources of information about SE; perceptions about the role of SE on children and adolescents’ development; responsible intervener for SE; sexuality topics about which adolescents want to learn more. A convenience sample included 114 teens aged between 11 to 21 (mean=15.7±2.4; 68 females and 46 males), living 60,5% of them since more than 24 months ago in residence care. A statistical analysis was done. Results showed that in adolescents’ views, the main role of SE is: to help them to respect different sexual orientations; to understand that sexuality expresses differently along the lifespan; and to promote equal rights and opportunities between men and women. Their main sources of information are friends, internet and familiars with approximately equal age. Persons they consider to be most responsible for their SE are doctors, nurses and mothers, with significant differences for health professionals, girls having a higher preference for them than boys. Topics about which adolescents have more interest and curiosity are: love, friendship and romantic relationships; adolescence; diversity, tolerance, sexual orientation and respect; and sexually transmitted diseases and infections.