Teachers’ perspectives of sexual and reproductive health education in primary and secondary schools: a systematic review of qualitative studies

Delivering School-Based Sexuality Education: Examining Determinants of Teachers' Intention To Teach, Co-Teach or Invite a Sexual Health Educator

“…This prevalence suggests that teaching SE is an accessible task for many teachers, and may also re ect schools' reliance on teachers' professional autonomy and authority in their own classrooms, as well as importance of teachers' perceptions of control. Our results also suggest that teaching comfort plays a central role in the intention to teach SE alone, a nding that also has been reported in other studies [12,20,46]. However, our study shows that self-e cacy regarding one's role in sexual health education carries more weight in one's intention to adopt this strategy than does comfort in teaching sensitive topics about human sexuality.…”

“…Our ndings show that teachers reporting a high comfort level with teaching the SE curriculum are less likely to invite a sexual health educator in their classroom. This is consistent with the idea that health professionals are often called upon by schools due of teachers' neglect of SE concepts or because of their discomfort in addressing them [12,[65][66][67].…”

“…Finally, perceived control has been shown to be positively related to SE delivery. Feeling comfortable with the topics at hand or being con dent in one's abilities to convey this type of knowledge is a crucial factor in adhering to, faithfully implementing, and delivering the curriculum [12,43,46]. Several facilitators have been reported by teachers: the presence of a national policy or curriculum, time, incentives for integrating SE into their discipline, additional resources (human, material, monetary), teamwork, ease of adoption of teaching methods, and the quality of available materials [40,[47][48][49][50][51][52].…”

“…Study ndings con ict regarding the in uence of external variables such as gender and age, but generally suggest that they are associated with attitude, norm, and perceived control rather than intention [20,53]. Furthermore, being trained and familiarity with the curriculum has been shown to positively in uence teachers' attitudes toward SE or comfort level relative to teaching it [12,15,20,[54][55][56][57][58].…”

“…Promotion of school-based sexual health necessitates collaborative practice between health organizations and schools. As the main sexual health educator at school, teacher plays a key role to implement and maintain SE evidence-based programs [12][13][14][15][16][17]. Teachers must, actually, actively engage with their health promotion role to ensure SE's effectiveness.…”