School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention.
Comprehensive sexuality education (CSE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality.
This report provides guidance for parents and families, youth, educators, and policymakers to: 1) Become advocates for LGBTQ+-inclusive sex education; 2) Ensure that school is a safe and accepting space for LGBTQ+ students; 3) Implement LGBTQ+-inclusive sex education in schools, community setting
Family life education (FLE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality and family formation.
Teachers are socialized in an environment with specific norms around gender and sexuality. This influences the way they teach Comprehensive Sexuality Education (CSE).
The Centers for Disease Control and Prevention’s Division of Adolescent and School Health (DASH) has established an evidence-based approach schools can implement to help prevent HIV, STDs, and unintended pregnancy among adolescents.
Although Ghana’s comprehensive sexuality education (CSE) program has been lauded, no study has examined its association with the sexual health outcomes of Ghanaian youth.
There has been little comprehensive mapping of nature of sexuality education that children and young people across the European Union receive. Using sexuality education as a guiding term, this policy memo provides an overview of the existing evidence and research in this area.
Rompete ESI es un material que surge en el marco del proyecto “Red Oeste Joven - juventudes libres de violencias” de Fundación SES con Spotlight, que se propone contribuir al fortalecimiento de la implementación de la ESI para la prevención de las violencias por razones de género en niñas y adol
Esta publicación recupera una experiencia de trabajo conjunto, que involucró a líderes de las comunidades, equipos jurisdiccionales de ESI y EIB, decenas de docentes indígenas y facilitadoras de ESI.