Sex education in senior high school remains a complex issue with diverse perspectives from

parents and teachers. This review explores existing literature to understand their perceptions on
the importance, content, and delivery of sex education in this crucial stage of adolescent
development; this includes websites, articles, thesis, and dissertations related to the study.

Sex education is an essential component of building young people's choice-making around

sexuality and creating mindfulness and an informed understanding of its moral significance. It
can contribute to the psychosocial advancement of the youth as they eventually become adults
(Abdullah et al.,2022).

The study of Arazagga et al. (2021) determined that sex education limits pre-adolescents from
being ignorant of other equally essential facts like gender expression and sexual orientation at
home and school. According to Banerjee and Rao (2022), compared to no education, sex
education boosts sexual health, with lower rates of sexually transmitted infections (STIs) and
unintended pregnancies and equipping young people with essential life skills.

In the study of Tsotovor and Dadey (2022) in Junior and Senior High Schools in the East region
of Ghana, findings indicated that sex education (in terms of HIV/AIDS education) had a
significant influence (impact) on sexual behaviors. The positive sexual behavior of adolescents
in Junior and Senior High Schools is evident in their attitude toward premarital sex. The study
also revealed that adolescents exhibited a positive attitude toward premarital sex and abstaining
from sex that will make them sick or look odd in society, neither would it give them problems
during intercourse when they finally marry.

The Philippine Commission on Population (PopCom) highlights the urgent need for
comprehensive sex education in schools, emphasizing that age-appropriate information on
reproductive health and responsible parenthood empowers young Filipinos to make informed
choices and combat issues like early pregnancy and STIs. Open communication between parents
and children, Popcom argues, is crucial alongside comprehensive sex education in schools to
improve sexual health outcomes for young Filipinos (PopCom et al. for Comprehensive Sex
Education in Schools, 2020).

Arguably, parents hold the key to unlocking healthy sexuality for their children. They can
establish an early foundation of honest communication and reliable information because they are
the first and most trusted confidantes, which entails having open and honest conversations about
bodily parts and functions, setting healthy boundaries and permission, and encouraging
constructive dialogue about intimacy and relationships. Parents' love, support, and ability to
customize information to their child's age and development make them invaluable (Abdullah et
al., 2020).

In the study of Ram et al. (2020) in Figan, parents revealed that an overwhelming majority
support sex education in secondary schools, viewing it as crucial for navigating a taboo topic
they often feel ill-equipped to discuss. While open communication around SRH at home remains
limited, they believe schools offer a safe and age-appropriate space for young people to learn
about topics like anatomy, relationships, consent, and contraception. Despite cultural
sensitivities, parents prioritize early, incremental sex education that aligns with Fijian values,
empowering students to make informed choices about their sexual and reproductive health.
In the study in Gbarantoru, Bayelsa State, Nigeria, some parents perceived sex education as
taboo. Interestingly, 76% supported school-based sex education, emphasizing the need for both
parental and institutional involvement, which potentially reflects that adolescent girls should be
taught sex education both at school and at home to enable them to make informed decisions in
terms of sexual behavior that would promote school girls' health and future well-being (Wankasi
& Idubamo, 2021).

According to Kee-Jiar, Y., & Shih-Hui, L. (2020), most parents perceived sexual education as
having the potential to equip adolescents with vital knowledge and skills for navigating healthy
sexual development and making informed decisions. Parents prefer age-appropriate sex
education starting in elementary and secondary schools, and many highlight its significance in
reducing teenage pregnancy, STIs, and abortions. Understanding these diverse perspectives can
inform efforts to develop effective S.E. programs and strengthen collaboration between schools
and families for optimal adolescent sexual health education.

According to Pambi et al. (2023), the results of the study "Parents' Views on Adolescent Sex
Education in the Home Setting" reveal a mix of hesitation and openness among Filipino parents.
Many acknowledge the necessity of discussing sexuality at home but feel discomfort or lack the
tools to do so effectively. Cultural and religious influences often intertwine with personal
experiences, leading to differing opinions on the content and timing of such discussions.
Ultimately, the study highlights the need for supportive resources and guidance for parents,
aiming to bridge the gap between their intentions and their capacity to provide comprehensive
sex education at home.

The study of Alajar et al. (2023) reveals mixed perceptions of sex education among parents in
Balayan, Batangas. While most appreciate its role in tackling societal issues, providing accurate
information, and fostering open-mindedness, some still need to learn about its benefits. Parents
echo these advantages, adding the importance of protecting their children's well-being. However,
concerns linger about potentially triggering early sexual activity, discomfort,
parental/community opposition, and negative cultural influences. The study concludes with a
valuable theoretical model outlining these nuanced perspectives, serving as a crucial tool for
understanding and effectively implementing sex education in the Philippines.

As determined in the study of Jaymalin (2019), PopCom also reports a continued reluctance
among Filipino parents to discuss essential sexual health topics with their children. Despite the
internet and changing societal norms, sex, STIs, HIV/AIDS, and teenage pregnancy remain taboo
conversations in many Filipino homes.

On the other hand, teachers play a pivotal yet complex role in introducing sex education. They
Act as trusted facilitators, navigating sensitive topics and fostering open dialogue in the
classroom setting. Their role is nuanced, requiring sensitivity, knowledge, and courage to
empower students with accurate information and healthy attitudes toward sex and sexuality (De
Haas & Hutter, 2020).

Integrating sex education into the K-12 curriculum elicits diverse perspectives from teachers.
Some recognize adolescents' needs and the potential benefits of comprehensive education and
embrace it as a tool for promoting health, informed decision-making, and positive relationships
(Picardal, 2022).

In the study of Picardal (2022), a thematic analysis revealed that teachers have romantic views of
sex education. It is a holistic perspective, an immense value in integrating sex education into the
K-12 curriculum, viewing it as essential for empowering students to make responsible choices
about their health and relationships. They believe it fosters open communication, reduces
misinformation, and promotes healthy body image and self-esteem.

In Bauchi State, Nigeria, a study revealed that a found strong resistance to sex education among
parents and teachers. Sex education was rooted in socio-cultural norms and religious beliefs; the
majority deemed it inappropriate and unacceptable for the youth. However, the study also
offered valuable suggestions to the government on navigating these concerns and potentially
introducing sex education in a sensitive and culturally mindful way (Mohammed et al., 2018).

Even though great significance was placed on the implementation of sex education, Dr. Camden
Morgante, a sex therapist and educator, highlights several widespread myths surrounding sex
education in his work. One major misconception is that sex education promotes promiscuity,
while in reality, comprehensive education empowers individuals to make informed choices and
practice safer sex. He also debunked the myth that "everyone knows how to have sex," revealing
the need for explicit guidance on consent, communication, and healthy relationships.
Additionally, Dr. Morgante challenges religious myths like the "72-hour rule" for married
couples, emphasizing individual preferences and enjoyment instead of arbitrary frequency
expectations. By addressing these myths, Dr. Morgante advocates for accurate and inclusive sex
education that fosters sexual well-being for all (Camden, 2022).

The World Health Organization (WHO) data showed that in low- and middle-income countries
(LMICs), teenagers between the ages of 15 and 19 are predicted to have 21 million pregnancies
annually, of which roughly 50% are unwanted and give birth to 12 million babies. The expected
2022 teenage birth rate for girls aged 10-14 worldwide was 1.5 per 1000 women, with higher
rates in Latin America, the Caribbean, and sub-Saharan Africa. According to data from 2019,
unsafe abortions result in 55% of unwanted pregnancies among teenage girls between the ages of
15 and 19 (World Health Organization, 2023).

In 2022, about 1.65 million [1.18 million-2.19 million] adolescents between the ages of 10 and
19 were living with HIV worldwide. Adolescents account for about 4 percent of all people living
with HIV and about 10 percent of new adult HIV infections (UNICEF, 2023).

Widespread sexual activity combined with low condom use indicates the potential for a serious
AIDS epidemic and an increasing rate of adolescent pregnancy in the Philippines. To prevent
such a from occurring, young people must be educated about the risks of unwanted pregnancy
and infection, and barriers to condom use must be alleviated (De Torres R. Q., (2020).

According to Save the Children Calls on the Passage of Teenage Pregnancy Bill as the World
Celebrates International Day of the Girl - Philippines (2019), to combat rising adolescent
pregnancy in the Philippines, they advocate for the Teenage Pregnancy Prevention Bill and full
implementation of Comprehensive Sexuality Education (CSE) in schools. The bill aims to embed
CSE in school curricula, train teachers, and empower parents to discuss these topics.
Recognizing the National Economic Development Authority's declaration of a "national social
emergency" regarding teenage pregnancy, Save the Children emphasizes that access to social
protection programs and reproductive health services for pregnant teens is also crucial. They
argue that addressing these intertwined factors through legislation and comprehensive education
is essential to protecting girls' futures and well-being.

The Philippines is grappling with implementing Comprehensive Sexuality Education (CSE) in

schools as issues relating to sex are seen as cultural taboos. The CSE was governed by two
policies, including the RP-RH Act of 2012, also known as Republic Act 10354, requiring the
government to fully fulfill the needs of its citizens regarding reproductive health and responsible
parenthood, including the provision of thorough sexuality education for young people (UNESCO
(2023).

Department of Education Order #31, series of 2018, for the Policy Guidelines on Implementing
Comprehensive Sexuality Education, enacted under the RP-RH Act of 2012 provisions. CSE
learning materials were also developed in 2018 and submitted to the DepEd Central Office for
quality check, approval, and launch. Despite policies and these guidelines, implementation varies
due to factors like conservative views, lack of resources, and parental hesitation (Mwaikambo,
2020).

Almost 80% of people in the Philippines practice the Roman Catholic faith. Thus, the situation
of sex education in the nation is heavily influenced by the Catholic Church. Fearing that sex
education may lead to an increase in sexual encounters, the Catholic Church is against having
sex outside of marriage (Nichols, 2020). As a result, the R.H. Act continues to face criticism
from the Catholic Church, which makes it harder to implement the Act. The Catholic Church is
also against giving out contraception and instituting sex education in schools. To educate
children about reproductive health, the Church prefers to rely on parents and teachers as
supplementary, and even under such arrangements, they are to be subject to the close supervision
of parents, particularly insofar as the content and methodology of the lessons are concerned.
More definitely, this papal issuance says that teachers must not "interfere with the child's right to
modesty and chastity". Nonetheless, many families lack the means to do so or choose not to talk
about it openly with their kids (Nichols, 2020).

In 2017, Philippine President Rodrigo Duterte directed the government to give six million
women free access to contraception to lower the nation's poverty rate. Duterte sought to address
unmet requirements related to family planning, which occurred after the R.H. Act became
subject to a restraining order in 2015. The government appealed to lift the restraining order to
continue implementing the R.H. Act and tackling overpopulation-related issues (Nichols, 2020).

In summary, the related studies and literature show that parents expressed general support for
age-appropriate sex education, recognizing its potential to benefit children's understanding of
their bodies, healthy relationships, and safety. While teachers generally hold idealistic views
towards sex education, acknowledging its necessity and benefits for adolescents.