sexed

2024 JETIR February 2024, Volume 11, Issue 2 www.jetir.
org (ISSN-2349-5162)
Sex Education in India: Need of the Hour

Sudiksha
M.Sc. Scholar, Department of Human Development and Family Studies, I.C. College of Community Science,
Chaudhary Charan Singh Haryana Agricultural University Hisar, Haryana, India
Dr. Poonam Malik

Assistant Scientist, Department of Human Development and Family Studies, I.C. College of Community
Science, Chaudhary Charan Singh Haryana Agricultural University Hisar, Haryana, India
Deeksha Rawat
Aarti
Abstract
Sex education plays a crucial role in shaping the physical, emotional, and social well-being of individuals, yet
its incorporation into the Indian educational system remains a contentious and largely neglected issue. This
review article highlights the pressing need for comprehensive sex education in India, emphasizing its potential
to address the challenges posed by inadequate information, rising rates of adolescent pregnancies, sexually
transmitted infections (STIs), and the persistence of harmful cultural norms. A comprehensive sex education
curriculum can empower individuals with the knowledge and skills necessary for responsible decision-
making, respectful behaviour, and the ability to navigate the complexities of relationships.
Despite the diverse cultural landscape of India, there exists a pervasive silence surrounding discussions on
sexual health, leaving a significant knowledge gap among the youth. This void often leads to misinformation,
fostering a culture of taboo and stigmatization. The consequences are evident in the increasing rates of
unintended pregnancies, unsafe abortions, spread of STIs, and increasing sexual crimes against women.
This review article emphasizes the importance of starting these conversations early in order to build a
foundation of awareness and understanding. By adopting evidence-based, age-appropriate, and culturally
sensitive approaches, sex education can contribute to the creation of a society that a value informed choices,
respects diversity, and prioritizes the overall well-being of its citizens.
Keywords: Sex education, comprehensive sex education, educational system, sexual heath
Introduction
 Adolescence is a highly dynamic period characterised by rapid growth and development. Adolescents
have limited knowledge about sexual and reproduction health, and know little about the natural processes
of puberty, sexual health, pregnancy or reproduction. Sex education should be an integral part of the
learning process beginning in childhood and continuing into adult life, because it is lifelong process.
JETIR2402059 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org a461
2024 JETIR February 2024, Volume 11, Issue 2 www.jetir.org (ISSN-2349-5162)
 The term adolescence comes from Latin word meaning “to grow to maturity”. According to WHO
10-19 years is called adolescents. It is the period when maximum amount of physical, psychological,
emotional and behavioural changes take place. Adolescence is a link between childhood and youth.
Because of diversity in pace of changes, this stage can be divided into three phases:
 Early adolescence (ages 10-13 years) this is also known as puberty. It is a stage of rapid changes in
which, due to hormonal activation, changes and maturity take place in sexual organs, in voice, in hair on
the different parts of the body and in breasts among girls.
 Mid- adolescence (ages 14-15 years) this is a stage of physical, emotional and mental development.
Genital organs get developed. Boys and girls attain ability to reproduce. In this phase, fast increase in
height can be observed. The boys or girls curiosity about sexuality increases. Each tends to be attracted
towards the opposite sex.
 Late adolescence (ages 16-19 years) in this phase, the rate of physical development gets slowed down.
The symptoms of complete physical development become clear. Adolescent’s girls and boys start
attaining emotional and mental stability. Boys and girls become more aware of their physical appearances.
It is directly related to develop their distinct images and identities in the society.
 Adolescents need to know how to protect themselves from HIV/STDs and premature pregnancies, for this
sex education is the best way, it should be a lifelong learning process based on the knowledge and skills
and positive attitude, it helps to young people to enjoy sex and relationships that are based on qualities
such as positive knowledge, mutual respect, trust, negotiation and enjoyment.
 Age appropriate knowledge among youth and adolescents about the changes during puberty, sexuality,
modes of transmission and prevention of sexually transmitted infections, HIV, and to maintaining a
healthy and safe sexual life is important for the health and welfare and aware them to prevent unwanted
pregnancies and of HIV/AIDS.
 Sex education should be an integral part of the learning process beginning in childhood and continuing
into adult life and its lifelong learning process. It should be for all children, young people and adults,
including those with physical learning or emotional difficulties.
 It should encourage exploration of values and morale values, consideration of sexuality and personnel
relationships and the development of communication and decision making skills. It should foster self-
esteem, self-awareness, a sense of moral responsibility and the skills to avoid and resist sexual experience.
 Because of lack of clear protocol for sex education, like content, way of approaches, rules and regulation
etc., for educational services and how these services should be fulfilled in different socioeconomic and
cultural environments is not clear.
 The long-standing tradition in which girls are married very early, especially in rural areas, often to men
much older gives rise to many pregnancy-related problems. Complications arising from the pregnancy and
unsafe abortions are a leading cause of death among women aged 15–19 years, with 20% of the group
experiencing childbearing before 17 years of age, with pregnancies often closely spaced. The risk of
maternal mortality among adolescent mothers stands twice as high that of mothers aged 25–39 years.
 According to UNICEF, about 240 million women alive in India today were married before the age of 18
(Hindustan Times). This only focuses on a part of the need for sex education in India. A study
commissioned by the Indian Ministry of Women and Children Development and carried out by UNICEF.
The study revealed that a shocking 53% of children between 5 -12 years of age had experienced some
forms of sexual abuse in India. That is nearly more than half of the children. Such levels of abuse can
often lead to PTSD, depression and anxiety amongst individuals when reach adulthood.
 What is sex education?
 The World Health Organization defines Sex Education as a “broad program that aims to build a strong
foundation for lifelong sexual health by acquiring information and attitudes, beliefs and values about one’s
identity, relationships, and intimacy.”
 India has the largest adolescent population in the world.
 In India, as per Census 2011, adolescent population (10-19) is 253.2 million, constituting 20.9 % of the
total population.
 There is one adolescent in every five person in the country.
 A report by WHO (2021) says that HIV infection is the sixth major cause of adolescent mortality all over
the world.
 More than one-third of new cases of HIV/AIDS in India occur in the age group of 15-24 year-olds.
According to the NFHS-4 (National Family Health Survey, India), only 21% and 31% of adult men and
women had a thorough knowledge of HIV/AIDS. Only 50% of women knew about safe sex practices
(Sharma, 2020).
 A report published by UNICEF (2021) says that in the year 2016, the presence of comprehensive and
correct knowledge about HIV among male and female adolescents aged 15–19 years in India is highly
limited with 28.20% and 18.50% respectively.
 Today, sex education is the need of the hour and it is the high time we began to gain more and more
knowledge about it.
 What is ‘Comprehensive Sexuality Education’?
 Comprehensive Sexuality Education’ is a broad-ranging subject that helps people gain knowledge,
attitudes, skills and values related to making healthy choices in their sexual lives.
 Here is an overview of some of the aspects that comprehensive sex-education covers:
 The physical, emotional and mental changes a person goes through during puberty
 The components of the reproductive system
 Understanding gender and sexuality
 Social and cultural influences that shape our understanding of sex
 Understanding consent, boundaries and decision making
 Sex for pleasure—solo or partnered
 Sexually transmitted diseases⁠—causes, symptoms, and prevention
 Sexual assault and laws to safeguard
 Impact of mainstream media and porn
 What is sex education NOT about?

1) Sex education aims to inform and NOT promote sex. Sex-education does not intend for people to get
excited about sexual activities. Rather, it is to help people develop an understanding of how our bodies
and brains respond to certain situations and how to deal with them.
2) Sex education is not just about sex. It also covers topics such as:
 Healthy relationships
 Communication
 Understanding consent
 Sexually transmitted diseases
 The psychological impact of various aspects of sex and sexuality
3) Sex education does NOT aim to tell you WHO you should have physical relationships with. It tells
you what you should know and take into consideration before making decisions related to physical
intimacy. The intention is also to prevent you from taking advantage of anyone unknowingly or being
taken advantage of by anyone.
4) It is important to understand that pornography is NOT sex education. Porn should never be the
primary source for understanding sex. Learning sex from porn is like learning about relationships from a
Hollywood or Bollywood movie. Things may seem good or bad, but they just don’t work that way in real
life.
5) Sex-education is not only for people from other cultures. Many conservative people believe that sex
education is only needed in Western countries because their culture allows pre-marital sex. This, however,
is not the case. This education is for everyone because we all have the right and the need to understand our
own bodies and seek help for issues related to our well-being, sexual well-being included.
 Why should we introduce sex education early?

 Medical health professionals, sex educators and child specialists suggest that sex education should start
much before puberty. Many suggest it should begin from when children are toddlers; as early as three or
four years old. It is now well established by educators, that it is critical to introduce young children to the
concepts of ‘good-touch-bad-touch’ and ‘stranger-danger’ early on.
 Learning to listen to children’s discomfort when we force them to sit on someone’s lap or hug or kiss a
relative is also a part of the much-needed education that adults need for instance. The attitude of not
believing children when they report sexual abuse is another major area of learning for a lot of adults.
 Pre-teen children need to know some basic concepts related to body safety. This is important for two
reasons:
a) So that they know it is their right to speak out when they are uncomfortable with someone’s actions.
b) So that they respect the boundaries of other people’s bodies.
 Once children are close to puberty however, teens and young adults should learn about sex and sexuality.
 Here are some of the most critical reasons to do this:
i. Prepare them with the right knowledge to avoid exploitation & manipulation
ii. Prevent mainstream media and pornography becoming their primary source of information to satisfy their
curiosity
iii. Provide the right education that will enable them to make productive and effective choices for themselves
iv. Build self-esteem and confidence so they don’t see themselves or their bodies as strange, different, or
unusual
 Sex education is equally important for adults who are parents or caregivers of children.
 When was sex education introduced in schools for the first time?
1) In 2007, sex education was introduced by the National Council for Education, Research and Training in
the curriculum and not as a separate subject. However, sex education was widely opposed and removed in
states like Gujarat, Maharashtra, Madhya Pradesh and Goa.
2) Not only the parents but also the teachers protested against its introduction as they consider it as a
provocative way of promoting the sale of condoms by the multinational companies and also fear that it
would add to the curiosity of innocent students. Even talking about HIV/AIDS and STDs is regarded as
scruffy and shameful.
 The NCERT is an autonomous body under the Ministry of Human Resource Development.
 Sex Education in the Indian Schooling System and its Shortcomings

1. The Indian curriculum proves to be very inadequate when it comes to providing sex education. There is a
lack of proper conversation around sex and sexuality in Indian schools. There is a massive taboo around
the words ‘sex’ and ‘sexuality’, making casual chats more difficult. Discussions taking place are usually
restricted to menstrual hygiene.
2. We often notice in schools that girls and boys are separated and spoken to about such topics. Schools
encourage girls to not talk about such subjects around their male peers and male teachers, calling it
‘inappropriate’. It is necessary to understand why that is wrong.
3. Sex education is concerned with providing information and creating an inclusive space for everybody to
discuss their thoughts and issues more openly and with lesser fear of judgment. All genders must receive
the same messages side by side about gender, sex, and relationships. By not doing so, we further create the
notion of not discussing sex in a diverse group hence promoting the already existing stigma.
4. Sex education provided in schools in India has faced strong apprehensions from various segments of our
society. Many parents, teachers, and politicians believe that imparting knowledge about sex at the school
level would corrupt children’s minds and is strictly against Indian morals and values, leading to
experimentation and irresponsible sexual behaviour.
5. Proper sexual education has proved to have numerous benefits, delays the start of sexual activity,
promotes the practice of safe sex, helps reduce the spread of sexually transmitted diseases and reduces
sex-related crimes.
6. Many other factors also affect whether the child gets a sufficient education, such as their socio-economic
background, culture, race, religion, and demographic characteristics.
7. Most people agreed that teachers or medical professionals would be the best at imparting this information.
Since 21% of men and 37% of women reported feeling embarrassed having such discussions with family
(Adolescent Sex Education in India: Current Perspectives, 2015).
8. So far, a conservative approach has been preferred. Topics like puberty and the changes that one’s body
experiences, contraceptives and contraception, healthy relationships, gender identity, the spectrum of
sexuality and gender, body image, consent, mental health, STDs, and HIV prevention have been ignored.
These significant gaps in the curriculum are problematic and should be addressed albeit in a culturally
sensitive manner, with proper context.
9. Despite all the shortcomings, arguments, controversies and banned of sex education in various states of
India. In 2018 Prime Minister Narendra Modi rolled out a sex education program in 2018 which aims to
teach teenagers about sexual violence and sexual health under Ayushman Bharat, a national health
protection scheme. The "role play and activity based" module, titled School Health Programme, was
imparted in government schools across the country with the help of specially trained teachers and peer
educators (selected school students).
10. The module addressed various aspects of growing up including sexual and reproductive health, sexual
abuse, good touch and bad touch, nutrition, mental health, sexually transmitted diseases, non-
communicable diseases, injuries and violence and substance abuse in an age-appropriate manner. The 22-
hour programme is a joint initiative by the Union Health Ministry and the Ministry of Human Resource
Development and is expected to benefit 26 crore adolescents. Instructions had been given to dedicate one
period a week for the programme. The module covered important aspects related to adolescence in an age-
appropriate manner.
 Why is the lack of sex education potentially dangerous?

1) The absence of sex-education in our society and the oversupply of media that often portrays violence
towards women is a very dangerous combination.
2) According to the National Crime Records Bureau (NCRB), 51,863 cases were reported under The
Protection of Children from Sexual Offences Act in 2021; of them, 33,348 or 64% were of sexual
assault.
3) ‘Rape culture’ indicates an environment where sexual harassment, assault and discrimination against
women are prevalent.
4) Rape culture manifests in numerous ways, including the use of degrading language, the objectification of
women’s bodies, and the glamourization of sexual violence. Thereby creating a society that disregards
women’s rights, safety, consent and pleasure.
5) In India, a rape occurs in every 15 minutes. One in every five young girls experiences some form of sexual
assault before she hits puberty; while 1 in every 3 women experiences some kind of sexual assault before
the age of 18. The statistics for non-binary genders and LGBTQIA individuals are just as horrific.
6) The youth can play a hugely positive role here. If provided with the right education and guidance, the
current scenario related to women’s safety and attitude towards sex in India can undergo a major change.
7) The youth has to have an open attitude towards sex and understand that an equal approach towards all the
sexes is the only way towards building personally satisfying experiences as well as a major societal
change.
 Prons of sex education in the School Curriculum
1) Sex education can be an uncomfortable and complicated process for both teachers and students, because
related to a very delicate subject: the human reproductive system and physical between the sexes. (IDOSR
publications/journal of applied sciences, 2020).
2) However, most people feel that the specific educational process (sex education) with the proper handling
by the teachers can prove to be very instrumental and even lifesaving for students.
3) Sex education conveys to students’ important knowledge that they need to know about their body in
general (anatomy of the male and female body), as well as the limits that the two sexes must set together
(e.g., use of condoms), to ensure that their bodies remain healthy and protected from stuff sexually
transmitted diseases, such as HIV/AIDS, which can cause irreparable physical and psychological damage
to both men and women for the rest of their lives (IDOSR publications/journal of applied sciences, 2020).
4) Also, according to the following research: (Κohler, 2008) & (Howert, 2011), sex education encourages
teens to abstain from sexual intercourse until they are mature and helps teens not to develop stereotypes
about both sexes. On the other hand, if they have already developed such attitudes, then it shows them the
way to revision.
5) Additionally, sex education does not instil negative attitudes in teens about sexual intercourse; on the
contrary, it aims to teach them that it is a normal process, for which students simply need to receive the
necessary information from teachers, so that they have a more positive, open-minded, but also mature
thinking about the subject.
6) In addition, this educational activity is very likely to contribute to the maintenance of public health,
because it provides children and teens with accurate and targeted information and advice on sex, thus
reducing the risk of sexual and organic problems (Craiova, 2019).
7) Though, there is another important goal of sex education, and it is: to encourage students to develop social
skills and emotions, which will help them make the right decisions for their sexual activity, but also to
create true friendships.
8) In general, we can say that sex education is a strong support for children and adolescents in the modern
world, because as Milton says: ¨children need support to learn how to process the many messages
they receive daily from various sources about sexuality¨ Also, children should not be afraid to ask
questions and express their concerns about sexual activity, because only through reflections and questions
can we find solutions to all the issues that concern us and enrich our knowledge on that’s all.
9) But the most important thing is for children to start talking about such serious and delicate issues, such as
sexual activity, with adults (e.g., family, relatives, friends, teachers, etc.), whom the children trust
completely, feel comfortable with them, and know in advance that these adults will tell them the whole
truth without evasion, because they are people who only want the good of their children.
 Challenges or Cons of Sex Education in the School Curriculum
1) One of the main disadvantages when it comes to the adoption and consolidation of sex education in the
school curriculum, is the inadequacy as far as the existence of a single field of health education is
concerned (Smith:2017).
2) This important challenge includes the lack of well-trained teachers, who are not gifted with the specific
qualifications and cognitive skills, to enlighten and transmit the knowledge related to sexual awareness.
Teachers' semi-learning or lack of knowledge is particularly dangerous because they add their own
perspectives and existing perceptions on the subject (Sznitman, Susan (2011).
3) In addition, another important disadvantage is that sex education conflicts with the perceptions, habits,
customs, and beliefs of each student, depending on the cultural, social, and family background in which he
is educated and raised. (Tupper, Kenneth: 2013). Because it teaches free sexual preference and intercourse
and not the abstinence of adolescents, this contradicts the culture of many peoples who extend sexual
intercourse after marriage, restricting sexual freedom.
 In addition, another major disadvantage of sex education is the lack of political commitment due mainly to
the lack of trust in government (such as, for example, school principals who are appointed on political
grounds). Finally, sexually educating students at a young age, significantly affects their thinking, enhances
their curiosity, resulting in increased impulsivity, significantly multiplying deviant behaviors in terms of
sexual frequency, intensity, and presentation others without consent to such acts.
 When Educator Turns Predator
 A lot of reports of sexual abuse come from people who are engaged in the education field like the
principals of school, teachers and management staffs of schools. Under such circumstances, it appears to
be very unsafe to let our children learn about sex from them.
 Of course not all teachers are like this but when incidences like these are on a rise, it might even give such
people free access to manipulate with the young minds and their bodies.
 Builds Up Curiosity about Sex
 Learning about sex before they are mature enough to handle relationships, shoulder responsibilities and
think logically might even ignite their curiosity leading to even more immoral behaviour. Their minds
might be ignited enough to watch even more pornographic clips on the Internet or read more erotic books
or even have a first-hand experience of it all.
 Religious and Moral Issues
 Most religious scriptures are against the practice of premarital sex and consider the topic of sex to be
discussed behind closed doors. Many families are also not comfortable with their child studying about
“how to have sexual intercourse” or “how to use a condom” in schools. It would hurt the sentiments of
such families and may even cause a conflict with the faith practiced by the family.
 Rise in Indecent Behaviour
 The details on sexual intercourse, human anatomy of reproductive systems in both the sexes and
practicing safe sex may even turn in to class jokes and ways to harass young girls for some boys. They
might even become more insensitive to the feelings of love, trust and respect.
 Too Much Knowledge Could be Dangerous
 The young minds armed with too much of knowledge about safe sex may consider engaging in casual sex
too often. Instead of focusing on their career and responsibilities they may give much time to fun and
frolic in safe sex. The incidences of premarital sex may gradually rise, which is unacceptable to the Indian
society. And since none of the contraception methods are 100% full proof, we might not see much positive
impact on the rise of teenage pregnancies in spite of the sex education in schools.
Method of the Review
 In order to study about sex education, we did a comprehensive search (Google Scholar, research gate,
PubMed) for research studies conducted in different states/districts/cities of India. The following search
terms were used: sex education in schools, adolescents’ knowledge and attitudes about sex education,
perception of parents and teachers about sex education, adolescent sex education in India etc. More than
20 full text articles were read for inclusion.
A critical review of the literature
 Kumar et al. (2017) A study was carried out to identify the knowledge and attitude of imparting sex
education in school going adolescents in rural and urban area of Ambala district. In the study, it is found
that knowledge and perception of sex education was good, majority believe that sex education should
implemented in school curriculum and majority of them gave good reason for sex education
implementation in school. The most common preference for getting sex education was from doctor and
teacher/school followed by friend respectively. Sex education and sexuality is unaccepted in many
communities and also among some parents, adolescents feel shy and scared to talk about sex education,
some adolescents hesitate to reply about sex education especially girls.
 Ismail et al. (2015) The study on adolescent sex education in India was conducted and it was found that
provision of FLE(Family life education) might result in multiple benefits to the adolescent boys and girls
including delayed initiation of sexual activity, a reduction in unplanned and early pregnancies and their
associated complications, fewer unwanted children, reduced risks of sexual abuse, greater completion of
education and later marriages, reduced recourse to abortion and the consequences of unsafe abortion, and
a curb of the spread of sexually transmitted diseases including HIV.
 McManus at el. (2008) A cross sectional study was carried out in 2007 in South Delhi, India to investigate
the perception, knowledge and attitude of adolescent urban schoolgirls towards sexually transmitted
Infections (STIs), HIV/AIDS, safer sex practice and sex education. The findings of the study indicated
that knowledge about STIs other than HIV/AIDS was very poor among adolescent girls. The majority
(71%) had not heard about Genital Herpes and almost half had not heard about Gonorrhoea (44%) or
Syphilis (43%). This is of particular concern in developing countries like India, as STIs such as
Chlamydia, Trichomoniasis, Syphilis and Gonorrhea are second only to maternal morbidity and mortality
as the cause of death, illness and 'years of healthy life lost' among women in their child bearing years. In
summary, it may be said that despite all opposition there is an immense need for implementation of
appropriate gender-based, culturally sensitive sex education curriculum in schools to cope up with the
increasing vulnerability of young adults, especially girls, towards STIs/HIV in India. Standardised
programs across all levels of secondary schools in India will allow young people to make informed
choices about protecting themselves from STIs/HIV if or when they decide to become sexually active.
 Dixit at el. (2009) A cross-sectional study was conducted in 7 junior colleges of Nagpur district,
Maharashtra, India on perception about population and sex education among college students. In the study
it was concluded that, low awareness about ideal child spacing is a matter of concern in the study
population. The study showed multiple lacunae in the knowledge of college students especially regarding
teenage pregnancy, contraceptives and symptoms of HIV. It is satisfying to notice that most of the
students did not show any male-child preference.
 Algur (2013) The study intends to elicit the opinion of teachers working in high schools of socio
economically backward district Bijapur of Karnataka state about sex education in schools for adolescents.
Teachers play vital role in the teaching setup as they play unique role in molding the personality of the
students during their formative period of school life which will intern effect the future generation in their
overall development. Sex education for adolescents in schools is a debatable issue in Indian social setup
due to peculiar social cultural and religious factors the term “sex education” itself is a taboo in our society,
the reasons are why to impart such information Which pollute the young minds and deviate them from
studies, talking to child or adolescent about sex is a taboo in home, school and even in community. There
is an utter need to focus more on the opinion of teachers on issue like sex education this aspect is one of
the important component of adolescents‟ growth and development. Thus teachers along with their routine
activities just by a simple change in their opinion and rational outlook can bring out proper action which
can greatly contribute to the adolescents‟ health and complete wellbeing, prevention of many STD /HIV
/AIDS and also renders reproductive health education. In this way teachers can contribute to the quality of
life of adolescents which leads to national development.
 Maheswari and Kalaivani (2017) The study intends to elicit the opinion of teachers working in high
schools of socio economically backward district Bijapur of Karnataka state about sex education in schools
for adolescents. The study concluded that a high incidence of risky sexual behavior as well as a lack of
complete knowledge about safe sex practices in the study population. The need of the hour is to
implement sex education program at high school level to prevent STIs in this vulnerable population.
 Kumar et al. (2017) A study was conducted to investigate the sexual behavior of adolescent students and
to study misconceptions prevailing among them. The study found that adolescent students in Chandigarh
are facing many reproductive health problems such as sexual worries, unprotected sexual activities, lack
of knowledge regarding contraception, etc. They feel need of imparting FLE as a part of school
curriculum through health staff. Sexual education should be included as a part of school curriculum health
facilities should be made more adolescent friendly.
 Ballal et al. (2022) The cross-sectional study was carried out in Mangalore, the largest city and the
administrative headquarters of Dakshina Kannada District in coastal South India. In the cross-sectional
study, 233 parents of adolescent children were assessed regarding their perceptions and practices of
providing sexuality education to their children. The study found that although a large proportion of parents
were aware of sexuality education and was in favour of its inclusion in the school curriculum, a smaller
percentage provided sexuality education to their children, a finding which is in line with previous research
conducted in other parts of India. There was a clear discrepancy between parents’ awareness and approval
of sexuality education and providing it to their children. For sexuality education to be universally
available, it is imperative for parents to be recognised as one of the key stakeholders. This requires them
to be equipped with adequate and appropriate knowledge and skills. This could be facilitated by
community dialogue and outreach built into existing maternal and child health programmes.
 Aggarwal et al. (2000) The study was carried out among the undergraduate students of a medical college
in Delhi. The study was carried out with the purpose of examining: (a) the knowledge of medical students
about sex, (b) the sources of learning about sex, and (c) the sexual behavior and practices of young adults.
Of 500 students, 73% participated in the study. Knowledge regarding sexual intercourse,
masturbation, contraception, and sexually transmitted diseases was satisfactory among 70%, 74.8%,
83.5%, and 92.6% of the respondents, respectively. Common source of knowledge about sex were friends
(74.5%), pornographic films (56.2%), and books and magazines (55.1%). Only one fifth could
communicate with teachers, parents, and persons of the other gender about sex. Sexual intercourse had
been experienced by 11.8% of respondents. The mean age of first sexual intercourse was 17.5 years.
Eighty-five percent strongly favored introduction of sex education at school level. Hence it was
concluded that the level of knowledge about sex among the sample of Indian medical students is
satisfactory. However, the existing lacunae in their knowledge may be minimized by providing systematic
education through schools and colleges.
 Benzaken et al. (2011) The aim of the study was to determine students’ exposure to sex education and
identify students’ perceptions of accessibility to sexual health advice and their preferences in
implementing sex education. The study was carried out in junior colleges in Mumbai in 2010. The sample
comprised of 427 participants. Almost 90% of students believed it important to have sex education as part
of school curriculum; over 60% reported prior exposure to sex education in school. However, only 45%
were satisfied they had good access to advice about contraception and sexual health, particularly, females
reported more limited access. The study had found that despite the relatively high levels of exposure of
students to sex education in schools, demand still exceeds supply. Almost 90% of students wanted school-
based sex education. Evidently, it is important for culturally sensitive, school-based sex education to be
widely implemented. The majority responding indicated a desire for more widespread implementation of
school-based sex education, particularly amongst female respondents.
 Toor, K. K. (2012) The study was conducted to investigate attitude of teachers, parents and adolescents
towards sex education in relation to some demographic variables. The sample consisted of 50 teachers, 50
parents and 100 adolescents from Ludhiana district of Punjab. Using convenient sampling method the data
was collected. Three self-constructed attitude scales entitled 'Attitude towards Sex Education', one each
for parents, teachers and adolescents were used for the study. From the results of the study it was found
that mostly teachers have favourable attitude towards sex education. Majority of the teachers reported that
teachers need special training in discussing sexuality with students. Mostly parents believed that sex
education would help children to be more responsible in their sexual behaviour. Findings also showed that
male teachers had a significantly more favourable attitude towards sex education as compared to female
teachers; Fathers showed significantly more favourable attitude towards sex education than mothers;
highly educated parents had significantly more positive attitude towards sex education than less educated
parents. The results also reveal that economic status of parents has no effect on their attitude towards sex
education. The attitude of boys towards sex education is significantly more favourable as compared to
girls.
 UNESCO (2009) stated that effective sexuality education can provide young people with age-appropriate,
culturally relevant and scientifically accurate information.
 Collins (2008) stated that sexuality education encompasses education about all aspects of sexuality
including information about family planning, reproduction, body image, sexual orientation, sexual
pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections
and how to avoid them, and birth control methods.
 Adegoke (2003) stated that sex education is the acquisition of knowledge that deals with human sexuality.
It consists of instruction on the development of an understanding of the physical, mental, emotional,
social, economic and psychological phases of human relations as they are affected by sex.
 Snegroff (2000) indicated the difficulty parents have discussing sexuality comfortably with their children,
even when they recognize the importance of such communication.
 Siecus (2001) defined sex education as a lifelong process of acquiring information and forming attitudes,
beliefs, and values.
 Siecus (2001) the study revealed that sex education in schools encompasses sexual development, sexual
and reproductive health, interpersonal relationships, affection, intimacy, body image, and gender roles.
 Buston et al. (2002) the findings indicated that students should receive sex education in familiar class
groupings, that the teacher should ideally attempt to minimise disruptions, and that they should work
towards eliminating hurtful humour while maintaining an approachable manner.
 Tripathi and Sekhar (2013) good quality sexuality education has been shown to result in positive
behaviour among adolescents, as evidenced by delay in initiating sexual relationships, having a lower
number of partners, and the increased use of safe sex and contraceptive practices.
 UNFPA (2014) age-appropriate sexuality education encourages positive attitudes towards sexuality and
helps young adults acquire and adopt life skills to establish and maintain healthy relationships with family
members, peers and sexual partners.
 NCERT (2020) despite the existence of curriculum and guidelines regarding the content and delivery of
sexuality education, there are varied opinions between teachers and parents due to lack of clarity and
consensus regarding its delivery. This causes confusion for those delivering the curriculum and those
receiving it, creating a barrier for the effective delivery of sexuality education.
 Shams et al. (2017) children are usually educated about sexual health issues by parents, teachers or both.
The family, as a primary unit in most societies, plays an important role in socialisation. Parents are the
first people from whom a child learns healthy behaviour and obtains knowledge regarding culture, beliefs
and behaviour. In most settings, mothers are responsible for providing health education, including
sexuality education, to children as they are more accessible.
 UNFPA (2013) young people aged 10–19 years are the target age group for sexuality education in most
countries.
 Ismail et al. (2015) with the advent of social media and the Internet, information on sex and sexuality
education is becoming readily available and easily accessible to the younger generation. This has given
rise to a situation where young people may be exposed to incorrect, incomplete or inappropriate
information leading to risk-taking and experimentation.
 UNESCO (2009) sexuality education is an age‐appropriate, culturally relevant approach to teaching about
sex and relationships by providing scientifically accurate, realistic, non-judgemental information.
 EEGSE (2016) sexuality education has an impact on teenage pregnancy, STIs, sexual abuse, and gender-
based violence by creating awareness among children and adolescents and equipping them to make
responsible sexual health decisions.
 Manivasakan and Sankaran (2016) in India (Puducherry), parents believed that sexuality education would
discourage teenagers from having premarital sex.
 Ismail et al. (2015) societal norms and prevailing customs greatly influence the content, method and
timing of parents providing sexuality education to their children. Although the majority of parents in this
study believed that sexuality education was necessary, only half of them had ever provided sexuality
education to their children.
 Sridawruang, Pfeil, and Crozier (2010) parents in a study in Thailand stated that they were too
embarrassed to discuss the subject of sexuality education with their children.
 Nair et al. (2012) in a study in South India, parents did not discuss sexuality education with their children
as they felt it was not necessary.
 Ourtele, Kvaternick, and Franklin (1992) say that parents with higher education get to engage in these
discussions more often.
 Sneed (2008) there is a strong idea that children who received information to wait for marriage before
going for sex were not as sexually active compared to those who were not given such instructions.
Conclusion
 Based on the literature review we draw the conclusion that age appropriate, culturally relevant and
scientific proven information about sex education should be implemented in the school curriculum.
Parents and teachers also recognized the need of sexuality education in the schools. Adolescents and
college students believed that they have lack of knowledge regarding the sexuality education and they
wanted it to be introduced in their schools. Therefore, comprehensive sexuality education plays a vital role
in promoting the health and well-being of students. It provides essential information about reproductive
health, contraception, and sexually transmitted infections (STIs), empowering students to make informed
decisions regarding their bodies and relationships.
References
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2024 JETIR February 2024, Volume 11, Issue 2 www.jetir.

Sex Education in India: Need of the Hour

Dr. Poonam Malik

 What is ‘Comprehensive Sexuality Education’?

 Here is an overview of some of the aspects that comprehensive sex-education covers:

 What is sex education NOT about?

taken advantage of by anyone.

 Why should we introduce sex education early?

 Sex Education in the Indian Schooling System and its Shortcomings

 Why is the lack of sex education potentially dangerous?

 Prons of sex education in the School Curriculum

 Challenges or Cons of Sex Education in the School Curriculum

Method of the Review

A critical review of the literature

• Singh, P. WE DON’T NEED NO EDUCATION?: THE CHALLENGES OF IMPARTING SEXUAL

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