Skip Navigation

This Article
Right arrow FREE Full Text (PDF) Freely available
Right arrow E-letters: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when E-letters are posted
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Mellanby, A. R.
Right arrow Articles by Tripp, J. H.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Mellanby, A. R.
Right arrow Articles by Tripp, J. H.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Health Education Research, Vol. 11, No. 2, 205-214, 1996
© 1996 Oxford University Press

other

School sex education, a process for evaluation: methodology and results

Alex R. Mellanby, Fran A. Phelps, Nicola J. Crichton and John H. Tripp

Department of Child Health, Post Graduate Medical School, University of Exeter EX2 5SQ 20 Cavendish Square, London W1M 0AB, UK
1Institute of Advanced Nursing Education, Royal College of Nursing 20 Cavendish Square, London W1M 0AB, UK

This study outlines a method used to evaluate sex education. Results from a questionnaire are presented from 3314 Year 11 students in 25 schools from non-metropolitan Britain. Over 70% answered that their sex education had included ‘a lot’ or ‘some’ education on sexual intercourse, contraception and sexually transmitted diseases (STDs); 51% demonstration of condoms; 45% personal morality; and 36% assertiveness training including ‘how to say no’. Teenagers' assessment of sex education was varied but only the minority (44%) considered it satisfactory. Over 70% said they thought teaching a wide range of topics should start in Year 8 (aged 11/12 years), most (75%) wanted outside agencies involved in the teaching, (57%) did not want parents to provide ‘most of it’ and (70%) did not want it taught in single-sex groups. School was the most frequently specified source of ‘most helpful’ information on contraception (38%) and STDs (45%). Teenagers within schools perceived to deliver above average input on contraception and STDs were more likely to cite school as their most helpful source of information. Increasing input was not associated with increasing awareness of risks from STDs nor improved knowledge of contraception. The questionnaire and reporting of comparative findings back to the schools will allow an assessment of current practice and future change to sex education programmes.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Journal of Adolescent ResearchHome page
E. Wood, C. Y. Senn, S. Desmarais, L. Park, and N. Verberg
Sources of Information about Dating and Their Perceived Influence on Adolescents
Journal of Adolescent Research, July 1, 2002; 17(4): 401 - 417.
[Abstract] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.