Bridging the Gap between Sexual Health Education and Clinical Services: Adolescent Perspectives and Recommendations

Abstract

BACKGROUND: Adolescents often lack access to accurate and appropriate sexual health information and services. Providing information about local clinical services during sexual health education classes is one strategy to increase awareness, yet many programs miss this opportunity. This study aims to learn about adolescents' experiences with sexual health education and their perceptions of barriers and facilitators to clinical care. METHODS:Nine focus groups were conducted between April to July 2018 with 69 adolescents who had recently attended a comprehensive sexual health education program in California. Topics included information received about local clinics during class and barriers and facilitators to access care. Qualitative data were coded and analyzed for key themes and compared by sex and geographic location. RESULTS:The majority of participants (89%) were Latino and most reported receiving relevant information about clinical services and had positive impressions of local services. Several mentioned that this information increased the likelihood that they would access services if needed. Common barriers to clinic services included parental disapproval, stigma, embarrassment, and confidentiality concerns. Facilitators included peer and family support, confidentiality of services, awareness and education, and accessibility. CONCLUSIONS:Sexual health education programs can provide an important bridge to local clinic services and address adolescents' concerns.

Contents, Methods, and Outcomes of Adolescent Sexual Health Promotion in School Environments: A Scoping Review*

“…The total number of studies included was 25 (Table 1). The selected studies were conducted in the United States [31][32][33][34][35][36][37][38][39][40][41][42][43][44] (n = 16), China 45,46 (n = 2), the Netherlands 47,48 (n = 2), Spain 49,50 (n = 2), Finland 51,52 (n = 2), Brazil 53 (n = 1), Norway 54 (n = 1), and the United Kingdom 55 (n = 1). The studies were conducted between 2013 and 2021.…”

“…The studies were conducted between 2013 and 2021. The data were collected from surveys [31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][49][50][51][52]54 (n = 22), interviews 33,46,48,53,54 (n = 5), observation 36 (n = 1), writings in an internet forum 53 (n = 1), feedback 32 (n = 1), and diaries 55 (n = 1). The study design was classified as quantitative 31,34,35,[37][38][39][40][41][42][43][44][45][46][47][49][50][51][52] (n = 18), as qualitative 33,…”

“…Traditional methods. Traditional methods included classroom lecturing, [31][32][33][40][41][42][43][44][45]49,51,52,54 small group teaching, 34,35,42 assignments, 35 videos, 32,35,48,49 Pow-erPoint presentations, 51,52 and quizzes. 45 Video presentations considered STDs, 49 and PowerPoint presentations addressed sexuality, sex, safe sex, condom use and STDs.…”

“…45 Additional informative material about SH was distributed in classrooms and corridors. 33,43,51,52 Virtual methods. Virtual methods included social media, game applications, and virtual learning environments.…”

“…methods [31][32][33][34][35][40][41][42][43][44][45]48,49,51,52,54 Classroom lecturing [31][32][33][40][41][42][43][44][45]49,51,52,54 Small group teaching 34,35,42 Assignments 35 Video and PowerPoint presentations 32,35,48,49,51,52 Quizzes 45 Mailbox for questions 45 Additional informative material 33,43,51,52 Virtual methods [39][40][41][42]45,46,…”