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Sexuality: Health, Education and Rights
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Sexuality: Health, Education and Rights

A special issue of Youth (ISSN 2673-995X).

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 20086

Special Issue Editors

Dr. Melissa Kang

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Guest Editor
General Practice Clinical School, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia
Interests: adolescent and young adult health; sexual and reproductive health; adolescent sexuality; sex education; primary health care; health services research; access to health care
Dr. Cristyn Davies

E-Mail Website
Guest Editor
Specialty of Child and Adolescent Health, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia
Interests: child and adolescent health and development; gender and sexuality; LGBTI health, discrimination, and violence; sexual and reproductive health; comprehensive relationships and sexuality education; human papillomavirus, HPV vaccination and adolescent vaccination; vaccine delivery systems (including standard and microarray patch technology); knowledge translation and implementation science
Special Issues, Collections and Topics in MDPI journals
Dr. Jacqueline Hendriks

E-Mail Website
Guest Editor
Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth 6102, Australia
Interests: sexuality from birth to young adulthood; diversity of sex; gender and sexuality; sexually transmissible infections; relationships and sexuality education (school, home, and peer); workforce development in human sexuality
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to invite submissions for a Special Issue in ‘Youth’ titled Sexuality: Health, Education and Rights. This Special Issue aims to explore, as well as to critically examine, adolescent and young adult sexual and reproductive health, the evidence for the positive health and wellbeing impacts of comprehensive sexuality education *, and the rights of young people to flourish as they understand, experience, and express their own unique sexuality. 

While international evidence shows that partnered sexual activity usually commences during the second decade of life, social and cultural beliefs and norms profoundly influence the contexts in which this occurs. Further, young people today express identities, interact with peers and intimate partners, and gain knowledge and misinformation about sex and sexuality through an increasingly complex web of media that was not as widely available even one generation ago.

Yet, young people’s sexual behaviour is heavily sanctioned, and their sexual and reproductive health and rights remain threatened. Some populations of young people are more likely to experience poor sexual, reproductive, and/or mental health as a result of stigma and discrimination, low health literacy, poor access to healthcare, and other factors. When multiple forms of disadvantage compound, the intersectional impacts on health and wellbeing can increase exponentially.

Current predictions for Sustainable Development Goal 5, Gender Equality, suggest that at the current rate, it will take 300 years to end child marriage, considering one in five young women are married before their 18th birthday. Sustainable Development Goal 3.7 (the proportion of women aged 15–49 years have family planning satisfied with modern contraceptive methods) suggests that despite strong progress, it has not been sufficient to meet the target of ensuring universal access to sexual and reproductive healthcare services by 2030.

International bodies such as the World Health Organisation, UNESCO, and the International Association for Adolescent Health have called for comprehensive sexuality education as a right that all young people should be afforded. Further, the International Association for Adolescent Health has ‘called out’ recent challenges to national governments, the WHO, and UNESCO as ‘orchestrated attempts by […] ideology-driven organisations […] to undermine years of legislation and advocacy that […] protect the rights of children and adolescents and also save lives’ (Gray et al, 2023).

For this Special Issue, original research articles, systematic and scoping reviews, commentaries, case studies, and book reviews are welcome. We warmly invite youth-led and/or youth-co-authored papers. We are seeking a diversity of papers: those which reflect the depth and breadth of thinking across sociocultural influences, studies that rigorously evaluate education or health promotion programs and their impact on one or more aspects of young people’s sexuality, health, and wellbeing, commentaries and case studies which provide in-depth analysis and provoke calls to action or solutions, and reviews of books or other media, such as documentaries, films or series, which contribute to our understanding of young people’s sexuality, health, education, and rights.

We look forward to receiving your contributions.

* The term comprehensive sexuality education is used as this is the language of international bodies such as the World Health Organization. We understand and accept that other terminology is preferred in different contexts (e.g., relationships and sexuality education and sexual health education) but that the underpinning principles and evidence base are those articulated by the WHO.

References

Gray, N., Pemde, H., Sawyer, S., et al., on behalf of the IAAH Council. (2023). An Open Letter from the International Association for Adolescent Health (IAAH) about Comprehensive Sexuality Education. International Association for Adolescent Health. Quebec, Canada. Available online: https://iaah.org/statements-cse-2023/.

Dr. Melissa Kang
Dr. Cristyn Davies
Dr. Jacqueline Hendriks
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Youth is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • adolescents
  • youth
  • young people
  • sexual and reproductive health
  • sexuality
  • sex education
  • rights
  • gender equality

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (12 papers)

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Research

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28 pages, 553 KiB  
Article
Make a Move+: A Cluster-Randomized Controlled Trial of a Program Targeting Psychosexual Health and Sexual and Dating Violence for Dutch Male Youth with Mild Intellectual Disabilities
by Mirthe C. Verbeek, Daphne van de Bongardt, Maartje P. C. M. Luijk, Elizabeth Miller, Eric A. W. Slob and Joyce Weeland
Youth 2025, 5(2), 42; https://doi.org/10.3390/youth5020042 - 24 Apr 2025
Viewed by 126
Abstract
While male youths with mild intellectual disabilities (MIDs) display similar sexual development as their peers without MIDs, they experience higher rates of sexual and dating violence (SDV) and sexual risk behavior. Yet, little is known about effective gender-specific prevention for this population. Therefore, [...] Read more.
While male youths with mild intellectual disabilities (MIDs) display similar sexual development as their peers without MIDs, they experience higher rates of sexual and dating violence (SDV) and sexual risk behavior. Yet, little is known about effective gender-specific prevention for this population. Therefore, we conducted a cluster-randomized controlled trial of a Dutch group-counseling program promoting psychosexual health and preventing SDV among male youths with MIDs aged 14–21 years—Make a Move+. The 120 participating male youths completed three questionnaires (baseline, post-test, 3-month follow-up; 77.5% retention). A subsample of 14 male youths and 5 trainers were interviewed pre- and post-program. With these multi-method, multi-informant data, we evaluated the program’s effectiveness on the six intended outcomes (attitudes (primary outcome), global self-esteem, skills, knowledge, SDV use and victimization, and sexual risk behavior) by (1) statistically comparing the self-reports of the intervention and control groups and (2) thematically analyzing interview data. We found limitations in the program’s integrity, and mixed evidence for the program’s effectiveness on attitudes, knowledge, skills, SDV use, and sexual risk behavior, and no evidence for effectiveness on global self-esteem or SDV victimization. We also found indications of adverse effects on SDV use and victimization. We offer suggestions for program refinement and future program evaluations. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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32 pages, 920 KiB  
Article
Make a Move: A Multi-Method, Quasi-Experimental Study of a Program Targeting Psychosexual Health and Sexual/Dating Violence for Dutch Male Adolescents
by Mirthe C. Verbeek, Daphne van de Bongardt, Maartje P. C. M. Luijk and Joyce Weeland
Youth 2025, 5(2), 41; https://doi.org/10.3390/youth5020041 - 24 Apr 2025
Viewed by 116
Abstract
Adolescent sexual and dating violence (SDV) is a worldwide problem. Although male adolescents in vocational education or youth care may be at increased risk of perpetrating SDV, little is known about effective gender-specific prevention. Therefore, we conducted a quasi-experimental evaluation of a Dutch [...] Read more.
Adolescent sexual and dating violence (SDV) is a worldwide problem. Although male adolescents in vocational education or youth care may be at increased risk of perpetrating SDV, little is known about effective gender-specific prevention. Therefore, we conducted a quasi-experimental evaluation of a Dutch group counseling program promoting psychosexual health and preventing SDV among male adolescents aged 12–18 years: Make a Move. The 66 participating male adolescents completed three questionnaires (baseline, post-test, 3-month follow-up; 48.5% retention). We also conducted interviews with a subsample of four adolescents and two program trainers and performed observations in one group. With these multi-method, multi-informant data, we evaluated program effectiveness on the six intended outcomes (attitudes, social norms, self-efficacy, skills, intentions, and SDV perpetration) by (1) statistically comparing self-reports between the intervention and control groups; (2) thematically analyzing interview data; and (3) describing three individual male adolescent cases, triangulating questionnaire, interview, and observation data. We found limitations in program integrity, evidence for program effectiveness on skills, and mixed evidence for effects on attitudes, but no evidence for effects on socials norms, self-efficacy, or SDV perpetration. Yet our interviews indicated perceived effectiveness on self-efficacy and intentions. We also found indications of adverse effects on attitudes and intentions. We offer suggestions for program refinement and future program evaluations. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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19 pages, 276 KiB  
Article
“For Sustained Change, We Need Everyone on Board”: Australian Outsourced Provider Perspectives on Relationships and Sexuality Education for Young People
by Sarah Vrankovich, Gemma Hamilton and Anastasia Powell
Youth 2025, 5(1), 14; https://doi.org/10.3390/youth5010014 - 6 Feb 2025
Viewed by 1008
Abstract
(1) Schools often rely on outsourced providers to deliver relationships and sexuality education (RSE) to young people. However, there is limited research that has focused on outsourced provider practices and perceptions of RSE, particularly as it relates to sexual violence prevention. (2) The [...] Read more.
(1) Schools often rely on outsourced providers to deliver relationships and sexuality education (RSE) to young people. However, there is limited research that has focused on outsourced provider practices and perceptions of RSE, particularly as it relates to sexual violence prevention. (2) The current qualitative study interviewed 15 outsourced providers in Australia to glean their perspectives on the effective features of, and barriers to the implementation of, RSE for young people, with a focus on sexual violence prevention. (3) Through a reflexive thematic analysis, we found that outsourced providers valued a whole-of-school approach to RSE and advocated for content on pornography literacy. They raised conservative gatekeeping, precarious funding, and limited time as key implementation barriers. The findings also highlighted inconsistent views and approaches to RSE among outsourced providers, with questions surrounding who should deliver RSE, which theoretical framework underpins their work, and whether to take a gendered approach. (4) Implications for educators, policymakers, and young people are discussed. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
16 pages, 288 KiB  
Article
Spring Fever in The Netherlands: Framing Child Sexuality in Sex Education and Its Controversies
by Willemijn Krebbekx
Youth 2025, 5(1), 6; https://doi.org/10.3390/youth5010006 - 26 Jan 2025
Viewed by 1122
Abstract
In spring 2023, controversy arose over Spring Fever, an annual campaign to promote sexual and relationship education in primary schools in The Netherlands. This led to parliamentary questions and even death threats against employees of Rutgers, The Netherlands Center on Sexuality, which developed [...] Read more.
In spring 2023, controversy arose over Spring Fever, an annual campaign to promote sexual and relationship education in primary schools in The Netherlands. This led to parliamentary questions and even death threats against employees of Rutgers, The Netherlands Center on Sexuality, which developed the program. This article examines how child sexuality was framed both in the Spring Fever project and in the resulting controversy. The analysis is based on newspaper articles from March to June 2023. One premise of Spring Fever is that children are seen as sexual agents able to develop their sexuality safely through age-appropriate education, which aims for children’s healthy development, including negotiating consent and experiencing pleasure. During the 2023 controversy, discourses of childhood innocence emerged in response to this, alongside accusations of focusing too much on “woke” themes, such as gender diversity. This paper concludes that, due to global anti-gender movements and local right-wing politics, the Dutch model of sex education—pragmatic, comprehensive, and evidence-based, as seen in Spring Fever—no longer maintains its depoliticizing effect. Additionally, the Spring Fever controversy signals a shift in the politics of sexual nationalism in The Netherlands. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
14 pages, 675 KiB  
Article
Perspectives of Secondary School Educators Teaching Gender and Sexuality in Health Education
by Emily Lockhart, Jennie Bickmore-Brand and Phil Doecke
Youth 2025, 5(1), 4; https://doi.org/10.3390/youth5010004 - 3 Jan 2025
Viewed by 852
Abstract
High-quality health education in schools plays a critical role in the formation of young people by developing the attitudes, beliefs, and skills needed to adopt and maintain healthy behaviours throughout their lives. Curriculum reform processes ensure that health education is adequately preparing adolescents [...] Read more.
High-quality health education in schools plays a critical role in the formation of young people by developing the attitudes, beliefs, and skills needed to adopt and maintain healthy behaviours throughout their lives. Curriculum reform processes ensure that health education is adequately preparing adolescents for the world today and in the future. However, there is little consideration given to the teachers implementing these curriculum reforms, and their ability to integrate changes as they shape their learning and teaching. In this paper, we discuss the worldviews and beliefs of the teachers delivering health education in Western Australia. We present findings from a doctoral grounded theory study within secondary schools to explain the process teachers use as they approach curriculum, particularly after a reform. We investigate how teachers struggle to decide how to present themselves and the new curriculum content in class. Our findings evidence that teachers have determined gender and sexuality content to be controversial, uncomfortable, difficult to teach but also a favourite to teach. Teachers have expressed uncertainty as to what to say in class and have called for further guidance to teach these important life lessons. Curriculums need to constantly change to keep pace with a changing world, so how do we do this in a way that supports teachers and ultimately produces the best education for young people? Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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35 pages, 491 KiB  
Article
Life Writing on Sex and Relationships: Australian LGBTQ+ Youth’s Sexual Subjectivities
by Roz Bellamy, Adam Bourne and Christopher Fisher
Youth 2025, 5(1), 3; https://doi.org/10.3390/youth5010003 - 1 Jan 2025
Viewed by 1273
Abstract
Narrative therapy and expressive writing interventions have been found to improve health and wellbeing among vulnerable populations; however, few have been conducted with young lesbian, gay, bisexual, transgender, and queer people, and those of other diverse sexual orientations and gender identities (LGBTQ+). This [...] Read more.
Narrative therapy and expressive writing interventions have been found to improve health and wellbeing among vulnerable populations; however, few have been conducted with young lesbian, gay, bisexual, transgender, and queer people, and those of other diverse sexual orientations and gender identities (LGBTQ+). This study aimed to determine how young LGBTQ+ people in Australia might make meaning of themselves and their experiences through life writing and the implications for health and wellbeing. A study was conducted with 20 LGBTQ+-identifying participants, aged 16 to 20, in or around Melbourne, Australia. The participants attended one of two writing workshops held at a public library in Melbourne in October 2019 and February 2020, where they were taught creative nonfiction writing techniques. They were asked to submit pieces of life writing (“narratives”) and reflections about participating in the study. Fifteen participants submitted one or more narratives in response to a prompt, and 10 participants provided reflections. Thematic analysis was used to code the data and identify themes that emerged. The participants’ processes of meaning-making were analysed using a performativity lens. This article explores the theme “sex and relationships” that emerged and the related sub-themes. The participants’ writing provided insights into sociocultural norms, discourses, and tropes, including those present in school-based sexuality education and in the media, that may impact the developing sexual subjectivities of young LGBTQ+ people in Australia. Engaging in life writing provided an outlet for developing self-knowledge, agency, and subjectivity. The findings can be used to promote the use of creative, youth-centred and queer-affirming practices and interventions for LGBTQ+ youth in school and community settings, including peer support and community health approaches. They indicate the need for de-pathologising the medicalised risk- and prevention-based interventions for LGBTQ+ youth in health and education research and policy, particularly around sexual and mental health. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
17 pages, 279 KiB  
Article
Just 4U™: Reusable Period Pants Alongside an Ovulatory Menstrual Health Literacy Program
by Kate Fraser Roux, Felicity Roux, Jacqueline Hendriks, HuiJun Chih and Sharyn Burns
Youth 2024, 4(4), 1757-1773; https://doi.org/10.3390/youth4040111 - 9 Dec 2024
Viewed by 796
Abstract
The concept of “period poverty” describes the lack of access to menstrual health education and menstrual care products. This quasi-experimental mixed-methods study evaluated a collaboration called Just 4U™ to address period poverty. This collaboration was formed between My Vital Cycles®, [...] Read more.
The concept of “period poverty” describes the lack of access to menstrual health education and menstrual care products. This quasi-experimental mixed-methods study evaluated a collaboration called Just 4U™ to address period poverty. This collaboration was formed between My Vital Cycles®, as the provider of educational content, and Modibodi®, as the provider of period pants as a reusable menstrual product (RMP). Five co-educational schools, including a regional school, participated and were of average to below-average socio-educational advantage ranking in Australia. The pre- and post-intervention evaluation with 63 postmenarcheal adolescents (14–18-year-old) in Grades 9–12 showed an improvement in their ovulatory menstrual health literacy. Open-ended questions explored their perspectives on the RMP. Overall, the RMP was well received by participants, who reported a positive impact on their mindset and cycle management. School staff (n = 6) who had observed delivery of Just 4U™ were interviewed. They believed the program had benefited the participants and recommended that teacher training would help the intervention to be sustainably implemented in schools. Findings highlight the worthwhile inclusion of RMPs alongside ovulatory menstrual health education. This study contributes to ongoing research in adolescent ovulatory menstrual health education. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
18 pages, 255 KiB  
Article
‘[Do] I Have to Get It in Writing or Something?’ What Happens When Sexuality Education Is Conceptualised Through Consent?
by Giselle Woodley, Gracie Cayley, Imogen Senior, Harrison W. See and Lelia Green
Youth 2024, 4(4), 1739-1756; https://doi.org/10.3390/youth4040110 - 9 Dec 2024
Cited by 1 | Viewed by 1718
Abstract
Consent education was recently introduced into the Australian curriculum, and has contributed to much of the public discourse for the past few years. However, teens’ accounts of their Relationships and Sexuality Education (RSE) classes indicate that consent is being taught to varying degrees [...] Read more.
Consent education was recently introduced into the Australian curriculum, and has contributed to much of the public discourse for the past few years. However, teens’ accounts of their Relationships and Sexuality Education (RSE) classes indicate that consent is being taught to varying degrees of consistency. Qualitative data collected from 49 semi-structured interviews with 30 Australian teens (aged 11–17), with 19 interviews reprised one year later, involved teens discussing their experiences of RSE, including consent. These data were extended by 4 x teen focus groups with 18 participants. Using thematic analysis, teens’ perspectives and experiences revealed how consent appears to dominate RSE. Teens expressed dissatisfaction with how RSE was delivered and how sex is often framed in a context of safety and risk, where current framings of consent appear to contribute to fear-based messaging. Often, consent was taught as how to seek or give permission for sex or to avoid sexual assault in ways that may not reflect teens’ actual experiences. While the implementation of consent signifies welcome progress in relation to RSE, teens reveal there is still room for improvement. More positive representations of sex and sexuality are needed to balance an emphasis on safety and risk. Support is also required to help educators navigate curriculum changes, while further attention is needed to support teens’ skill development in more holistic and comprehensive aspects of sexuality and relationships. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
29 pages, 1121 KiB  
Article
Barriers to Sexual and Reproductive Health and Rights of Migrant and Refugee Youth: An Exploratory Socioecological Qualitative Analysis
by Michaels Aibangbee, Sowbhagya Micheal, Pranee Liamputtong, Rashmi Pithavadian, Syeda Zakia Hossain, Elias Mpofu and Tinashe Moira Dune
Youth 2024, 4(4), 1538-1566; https://doi.org/10.3390/youth4040099 - 1 Nov 2024
Cited by 2 | Viewed by 2230
Abstract
(1) Background: Migrant and refugee youth’s (MRY’s) sexual and reproductive health and rights (SRHRs) are a global health issue. MRY encounter adverse SRH experiences due to limited access to and knowledge of SRHRs services. Using a socioecological framework, this study examined the barriers [...] Read more.
(1) Background: Migrant and refugee youth’s (MRY’s) sexual and reproductive health and rights (SRHRs) are a global health issue. MRY encounter adverse SRH experiences due to limited access to and knowledge of SRHRs services. Using a socioecological framework, this study examined the barriers affecting MRY’s SRHRs. (2) Methods: A cross-sectional study utilising a participatory action research design was used. A total of 87 MRY (ages 16–26, from 20 cultural groups within Greater Western Sydney, Australia) completed seventeen focus group discussions on their SRHRs experiences. The focus groups were co-facilitated by youth project liaisons to ensure their authenticity and validity. The data were analysed thematically and interpreted using socioecological theory. (3) Results: The findings identified socioecological barriers, a lack of awareness about and access to services, and sociocultural dissonance as leading to the under-implementation of SRHRs services. These barriers included cultural disconnects, language barriers, remote service locations, intergenerational cultural conflicts, and ineffective SRHRs services. The key themes identified included traditional and institutional stigma, lack of SRH education, reliance on social media for SRH information, and privacy concerns. (4) Conclusions: There is a limited consideration of MRY’s SRHRs and the impact of intergenerational discordance and stigma on MRY’s rights. The findings suggest the necessity for a collaborative SRHRs strategy and policy design that empowers MRY’s agency across multicultural contexts. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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Review

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25 pages, 1114 KiB  
Review
Relationships and Consent Education for Adolescents with Intellectual Disability: A Scoping Review
by Anju Devkota, Fiona Robards and Iryna Zablotska-Manos
Youth 2025, 5(1), 22; https://doi.org/10.3390/youth5010022 - 26 Feb 2025
Viewed by 1358
Abstract
Adolescents with intellectual disability have a right to sexuality education, including relationships and consent education. This scoping review explored relationships and consent education for adolescents with intellectual disability. We searched across four databases (Scopus, Medline, Web of Science and PubMed) to identify studies [...] Read more.
Adolescents with intellectual disability have a right to sexuality education, including relationships and consent education. This scoping review explored relationships and consent education for adolescents with intellectual disability. We searched across four databases (Scopus, Medline, Web of Science and PubMed) to identify studies focusing on the provision of, experiences with and needs of education on relationships and consent for adolescents aged 12–19 with intellectual disability. Based on the inclusion criteria, 20 studies were eligible to be included in the review. The findings suggest that despite adolescents’ strong desire for comprehensive, evidence-based education on relationships and consent, the depth and content of the education provided varied by the provider type. Many educators and parents felt unprepared to address complex relationship and consent topics, resulting in inconsistent and often risk-focused education. The review indicated the need for more tailored resources, engaged learning methods, increased training and support for providers, and collaborative approaches between different providers. Future consent and relationships education could benefit from moving from a risk-based approach to focus on personal development and the promotion of sexual well-being for adolescents with intellectual disability. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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18 pages, 405 KiB  
Review
Digital Adolescent Sexual and Reproductive Health in Low- and Middle-Income Countries: A Scoping Review
by Russell Dowling, Embry M. Howell, Mark Anthony Dasco and Jason Schwartzman
Youth 2025, 5(1), 15; https://doi.org/10.3390/youth5010015 - 6 Feb 2025
Cited by 1 | Viewed by 1189
Abstract
Every adolescent should have the right to make their own choices about their sexual and reproductive health (SRH). Achieving this goal can be challenging, especially in low- and middle-income countries (LMICs), where social norms and insufficient resources may limit access to information. Technology [...] Read more.
Every adolescent should have the right to make their own choices about their sexual and reproductive health (SRH). Achieving this goal can be challenging, especially in low- and middle-income countries (LMICs), where social norms and insufficient resources may limit access to information. Technology is increasingly being leveraged in LMICs to reach adolescents. We searched the literature to understand the landscape of digital SRH interventions in LMICs. The review addressed three questions: (1) What are the interventions and how effective are they? (2) What are adolescent preferences for information? And (3) What do the interventions cost? There is a wide variety in the populations addressed (e.g., adolescents with HIV, pregnant/post-partum adolescents) and the locations of the interventions, with the majority in sub-Saharan Africa. The types of interventions were evenly distributed between “push” approaches, where adolescents are sent information; “pull” approaches, where adolescents reach information from a website or app; and “two-way” approaches, which combine push and pull aspects. The most positive features identified were convenience and privacy. The major challenge is inadequate smartphone penetration in very low-income adolescents, especially girls. The evidence on the effectiveness of these interventions is mixed. Most studies show that SRH knowledge increases, but this does not necessarily lead to behavior change. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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Other

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10 pages, 187 KiB  
Commentary
Experiences of Delivering Comprehensive Relationships and Sexuality Education to Young People from Migrant and Refugee Backgrounds in Australia
by Leon Huxtable and Anne Atcheson
Youth 2025, 5(1), 31; https://doi.org/10.3390/youth5010031 - 17 Mar 2025
Viewed by 369
Abstract
There is a substantial body of research that focuses on comprehensive relationships and sexuality education (CRSE). However, support for people with migrant and refugee backgrounds in Australia is often neglected. Reflections from schools and community educators from Sexual Health Victoria (SHV) suggest that [...] Read more.
There is a substantial body of research that focuses on comprehensive relationships and sexuality education (CRSE). However, support for people with migrant and refugee backgrounds in Australia is often neglected. Reflections from schools and community educators from Sexual Health Victoria (SHV) suggest that focusing on respect and empathy can assist teachers to navigate sensitive topics in a culturally responsive way whilst still meeting government requirements for delivering CRSE. By applying the suggested approaches, the confidence and comfort of the whole school community can increase, leading to higher levels of sexual health and relationships literacy for all parties involved. Full article
(This article belongs to the Special Issue Sexuality: Health, Education and Rights)
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