1.0 Introduction
1.1 Background of Study
Sex education has become a topic of global concern due to its importance in shaping the sexual behavior and health of adolescents. It encompasses education about human sexuality, reproductive health, emotional relationships, sexual rights, responsibilities, and decision-making. The United Nations Educational, Scientific and Cultural Organization (UNESCO, 2018) defines comprehensive sex education as a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality. According to Okonofua (2007), adolescence is a developmental stage marked by the onset of puberty and increased curiosity about sexual matters. During this period, young people begin to establish their identity and form values, attitudes, and behaviors related to sexuality. However, in many developing countries like Nigeria, adolescents often lack access to accurate and age-appropriate sexual health information due to cultural taboos, religious opposition, and inadequate educational policies (Okonofua, 2007).
In Nigerian secondary schools, the inclusion of sex education in the curriculum has sparked debates. While some stakeholders see it as essential for adolescent development, others fear that it may encourage early sexual experimentation. Despite these concerns, research has shown that access to proper sex education helps delay sexual initiation, reduce the number of sexual partners, and increase the use of protection among adolescents (Kirby, 2008). The rise in teenage pregnancies, cases of STIs, and incidents of sexual abuse among adolescents in Nigeria underscores the urgent need for effective sex education. The Nigerian Demographic and Health Survey (NDHS, 2018) revealed that a significant proportion of Nigerian adolescents engage in sexual activity without adequate knowledge of the risks involved.
Sex education according to UNESCO (2018) refers to the instruction on issues relating to human sexuality, including emotional relations, reproductive health, consent, reproductive rights and responsibilities, abstinence, contraception, and other aspects of sexual behavior (UNESCO, 2018). The attitude of adolescents towards sex education is a critical factor in the success or failure of such programs. If adolescents perceive sex education as beneficial, they are more likely to engage with the content and apply the knowledge in their daily lives. On the other hand, negative attitudes or disinterest may undermine the effectiveness of these educational efforts.
Bankole et al. (2007) stated that adolescence is a critical period characterized by rapid physical, emotional, and psychological development. During this stage, young people begin to explore and understand their sexual identity and relationships. However, inadequate sex education has been linked to early sexual debut, unplanned pregnancies, sexually transmitted infections (STIs), and unsafe abortions (Bankole et al., 2007). In many Nigerian secondary schools, the subject of sex education remains controversial due to cultural, religious, and societal norms. Some stakeholders believe that discussing sex-related topics may promote promiscuity among adolescents, while others argue that a lack of proper education is more harmful (Nwankwo & Okoye, 2015). As such, the adolescent perspectives on sex education in senior secondary schools is crucial to understanding how receptive they are to such teachings and how it influences their sexual behavior and decision-making. This research is therefore aimed at examining adolescent perceptions, readiness, and response to sex education in senior secondary schools, with a view to making informed recommendations for policy and curriculum development.
1.2 Statement of Problems
In today's rapidly changing world, adolescents are increasingly exposed to information about sex and relationships through peers, the internet, social media, and popular culture. Unfortunately, much of this information is often misleading, incomplete, or inaccurate. While the need for accurate and comprehensive sex education is more urgent than ever, there is still significant resistance in many societies including Nigeria due to cultural, religious, and moral objections (Izugbara, 2008). As a result, many adolescents are left to navigate critical aspects of their sexual and reproductive health without the guidance and knowledge they need to make informed decisions.
In Nigerian secondary schools, sex education is either inconsistently taught or entirely omitted. Even where it exists within the curriculum, such as under Biology or Social Studies, it is often delivered superficially, avoiding key topics such as consent, contraception, and emotional well-being. Teachers may feel uncomfortable discussing such subjects, or they may be constrained by institutional policies and societal expectations (Adegoke, 2003). It is against the backdrop that this study seeks to address these problems by exploring the attitudes of senior secondary school students toward sex education in order to inform educators, policymakers, and parents on how best to support young people in developing healthy sexual behaviors.
1.3 Aim and Objectives of Study
The aim of this study is to examine the adolescent perspectives on sex education in senior secondary schools. The objectives of the study are as follows:
- To assess the level of awareness and understanding of sex education among senior secondary school students.
- To examine the attitude of adolescents towards the inclusion of sex education in the school curriculum.
- To identify the cultural, religious, and societal factors influencing students’ attitudes towards sex education.
- To investigate the role of teachers and parents in shaping adolescents’ attitudes towards sex education.
- To explore the preferred methods and approaches for delivering sex education as perceived by the students.
- To evaluate the impact of adolescents’ attitudes on their sexual behavior and decision-making.
1.4 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- What is the level of awareness and understanding of sex education among senior secondary school students?
- What are the attitudes of adolescents towards the inclusion of sex education in the school curriculum?
- What cultural, religious, or societal factors influence students’ attitudes towards sex education?
- How do teachers and parents contribute to shaping adolescents’ attitudes towards sex education?
- What methods and approaches for delivering sex education do students find most acceptable and effective?
- How do adolescents’ attitudes towards sex education affect their sexual behavior and decision-making?
1.5 Significance of Study
The outcome of this research will benefit parents by highlighting the importance of open communication with their children on issues related to sex and reproductive health. It will also encourage parents to play a more active role in shaping the values and attitudes of their children towards responsible sexual behavior.
Furthermore, the study will serve as a foundation for future academic research on adolescent sexuality and education, especially within the Nigerian context. It will help identify gaps in current teaching methods and educational materials, pointing the way toward more inclusive and engaging educational practices.
Lastly, the study will help empower adolescents with the knowledge and confidence they need to make informed decisions, build healthy relationships, and take responsibility for their reproductive health and well-being.
1.6 Scope of Study
This study focuses on examining the perspectives of senior secondary school students towards sex education using some selected public and private senior secondary schools across Lagos State to capture a broad perspective of adolescent views on sex education. The study is limited to adolescents aged between 15 and 19 years who are currently enrolled in senior secondary schools in Lagos State.
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