This study assesses the levels and socio-demographic predictors of Sexual Health Literacy (SHL) among master’s level students at Tribhuvan University University, Nepal, focusing on the three domains of functional, interactive, and critical literacy. A concurrent mixed-methods design was employed, utilizing a structured online questionnaire administered to 480 students. Descriptive statistics and bivariate analyses (chi-square tests) were conducted using SPSS. Qualitative insights from six in-depth interviews were integrated to triangulate and contextualize the quantitative findings. The results indicate a moderate to high level of SHL across all domains (composite means: 3.76–3.78). However, significant disparities were found, with higher literacy scores significantly associated with being male, from a Brahmin/Kshetri ethnicity, employed, or having a higher paternal education. Qualitative data revealed a critical gap between theoretical knowledge and practical application, highlighting uncertainty about contraception, fear of judgment, and the inhibiting role of cultural stigma. The study concludes that SHL is shaped more by socio-economic context and lived experience than by formal education alone. This calls for a shift in policy and curriculum design toward comprehensive, experiential, and culturally responsive sexuality education programs in higher education to effectively bridge the gap between awareness and action.

School-based sexuality education in sub-Saharan Africa remains constrained by moral regulation, limited dialogue, and uneven pedagogical implementation, limiting adolescents’ access to meaningful sexual and reproductive health learning. Although peer-led approaches are widely promoted, less is known about adolescents’ experiences of becoming credible sexuality education facilitators. This study examined an expert-to-peer cascade model implemented across five Ghanaian senior high schools, focusing on adolescents’ reports of acquiring knowledge, building facilitation confidence, and circulating sexual and reproductive health information through peer networks. Using a multi-site interpretive qualitative design informed by phenomenological sensitivity, data were generated through forty in-depth interviews with trained peer educators and student beneficiaries, five focus group discussions, and twenty hours of participant observation. Findings indicate that expert-led training clarified sexual and reproductive health concepts, modeled respectful communication, and bolstered peer educators’ confidence. Participants reported that peer-led sessions created more open spaces for questioning, clarification, and respectful engagement with sensitive topics. They also described ongoing conversations in dormitories, friendship circles, and other school spaces. The study highlights the importance of structured preparation, ethical facilitation, privacy protection, and ongoing supervision in peer-led sexuality education.

The purpose of this cross-sectional, exploratory study was to investigate which topics under the second edition of the National Sex Education Standards (NSES) were valued and which high school school-based sex education program (abstinence vs. comprehensive) was preferred among selected college students at a mid-sized Southern university. The survey was used to explore what National Sex Education Standards hold the most or least value based on personal beliefs. The survey instrument included every 10th-grade standard from the NSES and demographic questions to determine the perceived importance of each topic within the NSES, as well as differences among groups based on demographics and other variables. Results indicated that the majority of participants perceived all standards and topics as important and preferred that high school students receive a comprehensive sex education curriculum. Findings from this study have implications for curriculum development or expansion, guiding administrators and educators in enhancing the comprehensiveness of high school school-based sex education programs.

Sex education is crucial for promoting sexual health, yet its implementation encounters barriers across cultural contexts, including Portugal and Brazil. Legal and political initiatives to establish sexual education programs in both countries reflect challenges shaped by cultural, religious, and political influences. Based on a comparison between Portuguese and Brazilian female university students, this study aims to evaluate the sexual education they received, and sexual behaviors identifying and comparing the challenges faced in both contexts. The goal is to propose guidelines for the development of comprehensive sexual education to address potential gaps. A cross-sectional online survey involved 322 female university students (161 Brazilian-161 Portuguese) aged 18-29. The survey explored self-care behaviors, sexual behaviors, history of violence, and the participants’ assessment of their sexual education. Data were analyzed using quantitative measures. The results indicated that Portuguese participants reported higher rates of condom use and a greater emphasis on education related to sexually transmitted infections (STI) and reproductive health. However, no significant differences were observed between the groups in other topics. The findings highlighted several gaps, particularly in the need for inclusivity and comprehensive coverage of diverse issues in both countries. Guidelines were proposed to promote sexual agency while safeguarding women.

In mainland China, sexuality education is inadequate due to prevailing conservative social and cultural attitudes. This paper explores the role of online forums as alternative spaces for informal sexuality education, focusing on the Douban group named “Gender Identity & Sexual Orientation Self-Study” (GISOS). Douban.com, a popular social networking site in China, allows users to create groups for discussions on various themes. To explore whether and how the GISOS group can serve as informal sources of sexuality education for young people in China, this study adopts a qualitative research design, using reflexive thematic analysis to examine ten selected posts and their comments within the GISOS group. Emergent themes reveal that GISOS serves as both a “user-generated content gender forum with an academic atmosphere” and an “online mutual support community that supports self-exploration.” The GISOS group creatively encourages members to use reliable academic resources for narration and discussion, fostering a positive environment that addresses some limitations of online forums as platforms for sexuality education. This innovative form of online forum-based sexuality education could serve as an example of similar informal platforms for sexuality education.

Scholars have theorized that sex education could reduce rape-supportive attitudes even if the education doesn’t explicitly address rape. Three studies were conducted to develop and test a sex education intervention to reduce rape-supportive attitudes among college students. In Study 1, focus groups (N = 28) identified barriers to participation in rape prevention. Students noted stereotypical gender roles, simplistic messages about consent, and sex negativity as barriers. Study 2 was a pilot randomized controlled trial of a sex-positive sex education intervention (N = 115). The intervention resulted in a greater reduction in three out of five rape-supportive attitudes and a greater improvement in two out of five consent attitudes compared to the control condition, although some results were moderated by gender or prior knowledge. In Study 3, students (N = 119) self-selected into the sex education program or a relationship program. Men were more likely than women to choose the sex program. There were no differences in program selection as a function of sexual aggression history or rape-supportive attitudes, providing evidence that the sex education intervention was palatable even to individuals at risk for perpetration. These studies provide preliminary support for the use of sex education as a form of rape prevention.

Students with intellectual and developmental disabilities (IDD) are often excluded from school-based sexual health education despite the need and benefits. This qualitative study explored teacher-identified barriers to implementing school-based sexual health education for students with IDD. Thematic analysis of focus groups (n = 19 special education teachers) and interviews (n = 7 health education teachers) revealed four themes: (1) misbeliefs and stigma; (2) parent/caregiver and school administrator support; (3) teacher preparedness; and (4) lack of evidence-based curricula/materials for the population. Recommendations are provided at the student-, interpersonal-, community-, institutional-, and policy-/system-level to support increased implementation of school-based sexual health education for students with IDD.

This essay presents an view of a particular study and discussion guide for rabbis, educators and trainers based on Mishkan Ga’avah: Where Pride Dwells: A Celebration of LGBTQ+ Jewish Life and Ritual. This book is a compilation of 130 prayers, blessings, and inspirational liturgical texts that celebrate Jewish LGBTQ+ spirituality, gender and sexuality, such as a Prayer after a First Sexual Experience, a Blessing for Chest-Binding for Trans, Non-Binary, and/or Gender Non-Conforming Jew, etc. The guide, which was created by Rabbi Eger and Eleanor B. Steinman, RJE, provides tools for Jewish communities and communal leaders to teach about gender, sexuality and Judaism. The lessons are targeted to those school-aged and up, including college students and adults. This paper covers the main themes of the guide and explains how a religious-egalitarian discourse regarding sexual education is structured and how it reflects profound trends in the discourse and practice of including LGBTQ+ people in American Reform Jewish communities. This discussion will illuminate more broadly how discourse on non-heteronormative sexuality and gender intersects with contemporary religious communities.

This study explored the link between comfort, profession-specific training, past sexual education training, and self-efficacy in school staff for communicating and intervening in cases of teen dating violence (TDV). Among 108 school staff members, findings revealed that school counselors and those more comfortable discussing positive relationships and TDV had better self-efficacy in communicating TDV content. Additionally, school counselors, those comfortable discussing TDV, and those with previous sexual health training showed increased self-efficacy in TDV intervention. These results highlight the importance of customized training programs and fostering comfort in discussing TDV to improve intervention capabilities among school staff.

This paper analyzes the population management logics present in the YFS framework, delving into its power dynamics, prioritization processes, and the (in)visibility of themes that influence its configuration and outcomes. Through a Governmentality Studies lens, it analyses the program’s shift from biopolitical to psychopolitical rationalities. A qualitative document analysis of 43 documents reveals the program’s strategies in addressing youth sexuality: the translation of youth sexuality, the identification of social determinants, the execution of extitutional action, and the fostering of participation as competence. These findings illustrate a sophisticated governance of sexuality education, leveraging psychopolitical tactics for nuanced youth engagement, emphasizing accountability, and fostering skill development. The analysis underscores the significance of evolving sexuality education practices toward more inclusive and adaptable approaches.