Evidence in support of effectiveness of (school-based) sexuality education is increasing, yet it is remaining modest. Proof of the effects of sexuality education on biomarkers such as hiv-incidence is notably hard to come by. This paper discusses the many reasons why this is the case.
Reasons pertain to, for instance, characteristics of the educational programmes or the way they are taught, to the principal nature of learning, to ('golden standard') research-methodological issues, to the choice of outcome measures employed, or to the multi-determinedness of sexual health. Considering all constraints and limitations, it is almost a wonder that any effects are ever empirically shown at all.
However, in light of the general argument on the necessity of sexuality education, such evidence is secondary. Believing in the beneficiality of sex-ed is good sense and legitimate in itself. The same is true for the conviction that young people everywhere are desperate for information about sex and have a right to be educated, or for the notion that adequate sexuality education is a conditio sine qua non of sexual health and crucial in light of global development goals. In calling for particular types of evidence, sex-ed's broader objectives are narrowed down, and its many merits put out of sight. Not surprisingly then, the call for 'evidence' is often strategically entered into the political and moral wars over sexuality education. In this keynote I take the opportunity to reflect on sex-ed's rationale, on the promises and challenges it (presently) holds, and on directions for future sex-ed research.
Conflict of Interest: None disclosed
Financial Support/Funding: None disclosed
Recorded at the 20th WAS World Congress for Sexual Health - ‘Forging the Future: Sexual Health for the 21th Century,’Glasgow, United Kingdom, - June 12 – 16, 2011
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