Sexuality education

across the European

Union: an overview

Employment,
Social 1Affairs
and Inclusion
Introduction
Over the last few decades, there has been increasing
recognition and evidence that teaching about the cognitive,
emotional, social and physical aspects of sexuality can have
positive impacts on children and young people’s sexual
and reproductive health. Emerging evidence also suggests
that delivering sexuality education programmes to children
and young people at school can have a positive effect on
larger societal issues, such as gender equality, human
rights, and the well-being and safety of children and young
people. According to UNESCO, effective sexuality education
should adopt a comprehensive approach: a curriculum-
based process of teaching and learning about the cognitive,
emotional, physical and social aspects of sexuality.1 Sexuality
education programmes can tackle a wide range of topics,
including sexual and reproductive health (including sexually
transmitted diseases and youth pregnancy), relationships,
BOX 1: SEXUALITY EDUCATION IS JUST ONE TERM
sexual orientation and gender roles. USED TO DESCRIBE SCHOOL-BASED EDUCATION THAT
COVERS SEXUAL AND REPRODUCTIVE HEALTH AND
International bodies – including the World Health LIFE
Organisation (WHO) and other agencies of the United
Nations (UN) – have set out various targets and standards There is a multiplicity of terms used to describe ‘sexuality
around sexuality education that European Union Member education’ in both national and international spheres:
States, amongst others, are expected to meet. However, including ‘sex and relationships education’, ‘sexual and
as education remains a Member State competence, there reproductive health education’, ‘comprehensive sexuality
are considerable differences in its content, delivery and education’ and ‘holistic sexuality education’. In practice,
organisation between Member States. As a result, children sexuality education may also often be incorporated
across the European Union are likely to receive very different within the broadly defined areas of ‘life skills education’,
messages and information from each other about these ‘citizenship education’ or ‘health education’.3
important topics, depending on how different Member States
interpret and implement these international targets and In this policy memo we use the term ‘sexuality education’,
standards. Sexuality education is, and always has been, a as this is the term most used by WHO, UNESCO and
sensitive topic. Views differ on what should be taught and at the European Parliament in previous publications and
what age, the role that schools and parents should play, and resolutions.4 While we understand that not all Member
how it should be taught. States would recognise or use the term ‘sexuality’ in their
education, we consider that its usage by international
There has been little comprehensive mapping of nature of bodies means that this term is largely understood, and
sexuality education that children and young people across can encompass a range of different approaches.
the European Union receive. Using sexuality education
as a guiding term (Box 1), this policy memo provides an
overview of the existing evidence and research in this
area. The memo then draws on a variety of data-collection
Sexuality education is linked to behaviours,
efforts to summarise the current state-of-play of school-
knowledge and attitudes that demonstrate
based sexuality education in EU Member States, and
good sexual health
gives an indication of the variety of practice that exists for
There is an international consensus that sexuality education
policymakers, decision-makers and practitioners.
can have a positive impact on young people’s sexual health.5
On the whole, evidence gathered through randomised
Why is sexuality education important and controlled trials (RCTs) demonstrated that sexuality education
what standards govern it? programmes had a positive outcome on behaviours related
to good sexual health, including reduced risk-taking, a
According to the World Health Organisation (WHO),2 sexuality delayed initiation of sexual intercourse,6 the increased use
education involves learning about the cognitive, emotional, of contraception and condoms7 and a decreased number of
social, interactive and physical aspects of sexuality. sexual partners.8 As well as impacting behaviours, research

2
has suggested that school-based sexuality education programmes that include a gender-rights or skills-based
programmes can have an impact on health-related focus have been linked to outcomes such as reducing the
knowledge and attitudes (such as students’ knowledge risk of child sexual abuse13 and the establishment of gender
about the importance of contraception).9 While there were equitable norms, increased self-efficacy and confidence14
fewer RCTs or reviews that have directly linked the delivery of and stronger relationship-building skills in young people.15
sexuality education to improvements in biological outcomes However, this evidence currently stems from qualitative,
(such as teenage pregnancies, lower Sexually Transmitted non-randomised and non-controlled studies, from which
Infections (STI) or Human Immunodeficiency Viruses (HIV) attributing causality is difficult.16
rates), there is, however, a consensus that providing sexuality
education does not lead to an increase in sexual activity, risk- International standards and regulations
taking behaviour or STI/HIV infection rates in young people.10 around sexuality education have emerged in
recent decades
A number of reviews also found that programmes that Recent decades have seen an increased international focus
involved active skill-building for pupils, and which engaged on sexuality education as a means of improving gender
health staff and parents in their delivery, were more likely equality, human rights and well-being of individuals –
to change pupils’ behaviour than those that remained especially children and young people. It is now recognised
solely school-based and focused on sharing information.11 by many international bodies that all children and young
Furthermore, emerging research suggests that programmes people should have access to age-appropriate sexuality
that adapted educational interventions that have already education. Beginning with the International Conference on
been found to be effective elsewhere were more likely Population and Development (ICPD) 1994 Cairo Agenda
to affect knowledge, behaviour and attitudes, even when – which called on governments to provide education to
replicated in different settings, countries or cultures.12 improve adolescents’ well-being, encourage gender equality
and ensure the protection of their reproductive health17 –
Sexuality education might also contribute to international strategies, guidelines and expectations have
other societal changes been set out that encourage the governments of Member
Beyond health outcomes and knowledge, there is also States and other countries to implement sexuality education
emerging evidence that sexuality education programmes can (see Box 2).18
contribute to broader societal changes. Sexuality education
BOX 2: THERE ARE SEVERAL INTERNATIONAL STANDARDS AND AGREEMENTS RELATING TO SEXUALITY EDUCATION

There are a number of relevant international standards and agreements that relate to children and young people’s right to
receive sexuality education and national governments’ obligations to provide this education. These include:19

The United Nations Convention on the Rights of the Child

1990 includes the provision of measures to protect children from
all types of abuse, including educational measures to avoid
The International Conference on Population 1994
sexual abuse (article 19)20
and Development’s Cairo Agenda21

2001
European Regional Strategy on
Sexual and Reproductive Health
General Comment from the Committee 2003
on the Rights of the Child22

2009
Resolution 2009/1 from the International
Conference on Population and Development23
Standards for Sexuality Education in Europe 2010
from the World Health Organisation (WHO)24 Resolution 2012/1 on adolescents and
2012
youth from the International Conference on
Population and Development25
General Comment from the Committee 2013 The United Nations Sustainable Development goals
on the Rights of the Child26 (SDGs):27
2015
• SDG3: Ensure healthy lives and promote well-being
for all at all ages
General Comment from the • SDG4: Ensure inclusive and equitable quality
2016
Committee on the Rights of the Child28 education and promote lifelong learning
opportunities for all
International technical guidance from UNESCO 2018 • SDG5: Achieve gender equality and empower all
released in 2009 and updated in 201829 women and girls

Guidance on sexuality education exists from What is the state of play of sexuality
UNESCO and WHO education in the EU?
In order to support national governments to implement these
While education is in the remit of the Member States, and
goals and recommendations, UNESCO and the WHO have
is not an EU competency, some directives and strategies on
developed resources for developing sexuality education
prevention of sexual exploitation and gender-based violence
programmes that are both in line with international
do recommend some educative action on these topics.32
regulations and agreements and build on good practice.
UNESCO’s International technical guidance on sexuality The Directive on combating sexual abuse and sexual
education (released in 2009 and re-released in 2018) exploitation of children and child pornography33 obliges
contains practical information about the key concepts that Member States to set out appropriate measures that reduce
sexuality education should cover in all curricula, based the risk of children becoming victims, including by means of
on several evidence reviews about effective sexuality information and awareness-raising campaigns, research and
education.30 To illustrate the broad topics that sit within education programmes. The need for further prevention-
sexuality education, Box 3 lists the key concepts of successful based approaches has been reiterated by Council,34 and
sexuality education as suggested by UNESCO. Alongside this, remains a key commitment for the European Commission.
the WHO's Standards for sexuality education in Europe
(released in 2010) tailor the UNESCO recommendations and Similarly, the European Commission strategy ‘A Union of
guidelines specifically for the European region.31 Equality: Gender Equality Strategy 2020–2025’35

4
 Existing data gives only a partial picture
of sexuality education across the European
BOX 3: KEY CONCEPTS TO COVER SEXUALITY
Union
EDUCATION (AS SET OUT BY UNESCO)
Various publications have presented a valuable – albeit
In their International technical guidance on sexuality partial and increasingly out-of-date – picture of what is
education UNESCO recommends eight key concepts happening in different Member States at different points
that sexuality education should be developed around: within the last 10 years. In 2018, the International Planned
Parenthood Federation (IPPF) produced country profiles on
the state of sexuality education in 13 EU Member States
Relationships
or regions of EU Member States.40 Previously, the notes
prepared for the European Parliament on sexual and
Values, Rights, Culture and Sexuality reproductive health (in 2016)41 and on policies around
sexuality education (in 2013)42 presented key data and a
few case studies. In all publications, data and information
Understanding Gender has been taken from questionnaires completed before
2016 by national ministries and local non-governmental
Violence and Staying Safe organisations (NGOs).

However, there has been little triangulation between these

Skills for Health and Well-being sources and little comprehensive mapping of practice
across the European Union (with a focus instead on case
studies of specific Member States). As a result, existing
The Human Body and Development publications do not yet set out the considerable differences
in the content, delivery and message of sexuality education
between Member States. The next section of this policy
Sexuality and Sexual Behaviour
memo draws upon these three publications to summarise
the landscape of sexuality education in the EU and highlight
Sexual and Reproductive Health the gaps in knowledge that remain. Where possible, we have
triangulated these findings with those of a recent small
survey on sexuality education conducted by the School
Within each concept, the UNESCO guidelines delineate Education Gateway.43
topics and set key ideas and objectives for different
age groups (including children and young people aged Offering sexuality education for children is
between 5 and 18). mandatory in the majority of Member States,
although the age of pupils varies
As outlined above, the last few decades have seen a
shift towards including sexuality education as part of the
mandatory school-based curriculum for children, especially
mentions a forthcoming European Union Recommendation those in secondary or post-primary schools. As of November
on the prevention of harmful practices, such as female 2019, it was mandatory in 19 Member States for schools to
genital mutilation, forced abortion and forced sterilisation, offer some sort of sexuality education, while this remained
early and forced marriage and so-called ‘honour’ violence. optional in a further eight Member States.44
This Recommendation will emphasise the need for effective
pre-emptive measures and acknowledge the importance of As demonstrated in Figure 1, the age at which children first
relevant education. receive sexuality education (either according to the law, when
mandatory, or in practice, when optional) varies considerably.
Furthermore, the European Union has funded a number of In some countries, some form of sexuality education is
projects linked to sexuality education, including the SAFE provided from primary school to upper secondary education
project (2004–2007) and the SAFE project II (2008–2013), (ISCED level 1 to 3), while in others, it is offered solely at a
which shared practices around sexual reproductive health lower or upper secondary level (from ISCED level 2 or 3).
rights.36 Most recently, the European Parliament reiterated
the expectation that all Member States adhere to WHO's Children in different Member States receive
Standards for sexuality education in Europe,37 follow good very different types of sexuality education
practice outlined in the UNESCO's International technical As members of the international community and the
guidance on sexuality education38 and consider their progress European Union, Member States are expected to adhere
towards the relevant Sustainable Development Goals when to the WHO Standards for sexuality education and the
developing and delivering sexuality education.39 UNESCO International technical guidelines on sexuality

5
FIGURE 1: WHO RECEIVES SEXUALITY EDUCATION AT SCHOOL AND AT WHAT AGE IN THE EU MEMBER STATES?

Mandatory
Optional

7
6

11
6
?
Flanders: 10
Wallonia: 6

6
4
12
6

6 7

13

10
6 11
? ?
10

14 12

5 12
6

10 14

Sources include Ketting and Ivanova (2018); McCracken et al. (2016); Parker et al. (2009); Eurydice; documentation from the Maltese government.45 Ages not
known for Lithuania, Romania and Slovenia.

education (both of which recommend holistic or out by UNESCO (see Box 3) and those used by the IPPF in
comprehensive sexuality education covering a wide range their 2018 mapping exercises.47
of topics). However, while the majority of Member States
require that sexuality education is taught in schools, there Figure 2 demonstrates that almost all Member States for
still remains considerable variation in the content, delivery which information is available have a focus on biological
mode and stated purpose of the sexuality education aspects in their sexuality education (which might include an
provided.46 Figure 2 uses the available information gathered awareness about sexual anatomy, human bodies and sexual
and mapped by a variety of sources to give an indication of reproduction). Similarly, 86% of respondents to the School
the main topics that are covered in the formal school-based Education Gateway Sex Education Survey indicated that
sexuality education of Member States. The topics used in the sexuality education in their school covered ‘the human body
below table were adapted from both the key concepts set and development’ and ‘sexual and reproductive health’.48

6
Many Member States also have a focus on risk-prevention and risk-prevention elements (Bulgaria, Croatia, Czech
aspects of sexuality education (such as contraception, HIV/ Republic, Ireland and Lithuania).50 Box 4 provides two case
AIDs and STIs), on pregnancy and birth, and on gender-based studies of sexuality education curricula that fall into these
violence (perhaps reflecting the United Nations Sustainable categories. It is worth noting that in the majority of countries
Development Goals).49 where sexuality education reportedly focuses on biological
and risk-prevention elements, sexuality education is also not
In a few Member States, sexuality education programmes a mandatory subject for schools to teach (Bulgaria, Croatia,
reportedly focus largely on biological elements alone (such Italy, Lithuania and Romania).51
as Cyprus, Italy, Romania and Slovenia), or on biological

FIGURE 2: WHAT TOPICS DOES SEXUALITY EDUCATION COVER IN EACH EU MEMBER STATE?

Topics covered in sexuality education Member States

AT BE BG CZ EE FI DE IE LV ES SE PL LU MT
Biological aspects/body awareness/
puberty and anatomy SK SI HR CY EL HU IT LT NL HR

AT CZ EE DE IE SE PL LU SK HU NL PL BE BG
Love, marriage, partnerships, family
FI LV ES HR

AT BG CZ BE DK IE NL PT SI LU FR HU FI DE
Sexual/domestic abuse and
gender-based violence LV ES SE HR

AT BE CZ EE FI DE IE ES SE LU SK NL PL PT
Pregnancy and Birth
BG LV HR

IE SE BE LU DK FR NL PT AT BG CZ FI DE LV
Sexual orientation / LGBTI issues
ES HR

AT BE BG CZ FI DE IE ES SE BE LU SK HU LT
HIV/AIDs and STIs
LV

Contraception AT BE BG EE FI DE ES SE LU CZ IE LV

Gender roles AT DE ES SE MT BG CZ FI IE LV

Mutual consent BG CZ EE BE DK AT FI DE IE ES

Human rights AT SE LU BG CZ FI DE LV

Online media CZ FI DK AT BG DE ES SE

Source: This infographic is based on data from Ketting and Ivanova (2018) and from McCracken et al. (2016). Data were supplemented by information from
Beaumont et al. (2013) and other national sources.52 Limited data was available for a number of Member States (Croatia, Cyprus, Denmark, France, Greece,
Lithuania, Malta, the Netherlands) which were not extensively mapped by existing sources.

7
 psychological, social and emotional facets (Austria, Belgium,
Finland, Spain, Germany, the Netherlands, Malta, Estonia,
BOX 4: SOME EXAMPLES OF SEXUALITY EDUCATION
APPROACHED FROM A BIOLOGICAL AND RISK Slovakia, Luxembourg, Sweden, Denmark, Portugal and
PREVENTION FOCUS Estonia).58 An example of this holistic approach in one
Member State can be found in Box 5.
In Italy, sexuality education remains optional.
While a few schools do provide sexuality
education to adolescents in school, this is
BOX 5: AN EXAMPLE OF SEXUALITY EDUCATION
dependent on the will of school leaders and APPROACHED FROM A HOLISTIC POINT OF VIEW
tends to focus solely on the biological aspects, rather
than on any wider psychological, societal or emotional In Austria, sexuality is considered to be
aspects of sexuality education, as defined by the WHO an important part of children’s overall
and UNESCO.53 development as a person, and sexuality
education is designed to support children
In Ireland, relationships and sexual in ensuring their sexual health physically, cognitively
education (RSE) is mandatory and delivered and emotionally.59 As a result, sexuality education in
as part of a Social, Personal and Health Austria is considered to be comprehensive and holistic
Development (SPHE) curriculum. According by NGO representatives, and is designed with the WHO
to the IPPF 2018 review, teaching focuses largely on Standards in mind. The curriculum therefore focuses
biological aspects, with a focus on risk prevention, on biological aspects and the prevention of early
through encouraging abstinence and prevention of STIs/ pregnancy and STIs/HIV, but also explores issues around
HIV.54 A recent NCCA review of the curriculum – which sexual identity, mutual consent, online media and
involved consultation with students, teachers, parents gender-based violence.60 With the aim of meeting the
and other stakeholders – recommended that RSE should requirements of the 21st century, the Austrian Ministry
adopt a more holistic approach that balanced discussion of Education released new ordinances around sexuality
of risks and dangers against the positive elements of education and citizenship education.61 This was done in
relationships. Other recommendations included that consultation with a working group including stakeholders,
future RSE becomes more student-centred, holistic educational experts and health professionals.
and inclusive, and incorporates recent developments
including self-esteem, online media, contraception and
LGBTQ matters.55

Sexuality education is often delivered in a

cross-curricular format in Member States
In almost all Member States, data collection efforts have
However, the majority of Member States do offer some focus demonstrated that sexuality education is delivered across
on topics around love, marriage, partnerships or family several subjects (as recommended by the WHO Standards
(as shown in Figure 2) within their sexuality education, as is for sexuality education) rather than in a specific lesson
encouraged by UNESCO and the WHO. However, the type of by itself.62 This trend reflects the way in which citizenship
information and messages provided within this broad topic education is often delivered by Member States within the
appear to vary considerably from Member State to Member European Union, suggesting some similarities in organisation
State. For instance, while Slovakia’s sexuality education often by Member States.63
includes a focus on traditional matrimony and family values
(to the extent that the sexuality education curriculum is Aspects of sexuality education are taught as part of a few
entitled ‘Education for Marriage and Partnership’),56 Denmark lessons in around half the Member States (Austria, Croatia,
takes a broader, more discursive and inclusive approach that Cyprus, Finland, France, Ireland, Lithuania, Latvia, Malta,
includes exploration of different kinds of relationships.57 Portugal, Slovakia and Slovenia).64 In these Member States,
different topics and strands within sexuality education may
In contrast, as illustrated in Figure 2, fewer Member States be covered in appropriate classes, such as biology, religious
focus on issues of gender roles and stereotypes, mutual and ethical studies, citizenship education, environmental
consent, teach about LGBTQI issues and address the issue studies and broader health education classes. For example,
of online media and sexuality. All of these are also topics in Croatia, sexuality education is often included in biology and
included in the WHO and UNESCO guidance. religious studies classes,65 while in Luxembourg the subject
is spread between citizenship, biology and religion classes
Beyond specific topics, data collected from all sources (depending on the topic in discussion).66
suggest that around half of Member States aim to offer
a more holistic sexuality education, in line with the WHO In a few other Member States, sexuality education is more
Standards for sexuality education. This may incorporate explicitly and deliberately taught as a cross-curricular strand

8
of learning, where teachers of all subjects are expected and At present, training on sexuality education is only
able to cover various aspects of sexuality education as they incorporated as part of initial teacher training in Finland,
become relevant (Belgium, Czech Republic, Denmark, Germany, Estonia and Sweden, while Czech Republic and France both
Latvia, the Netherlands and Sweden). This was often the offer shorter post-initial mandatory training. Plans for further
case when national governments did not set out a particular improvement are underway in a few countries: a recent
curriculum, but instead set specific goals or objectives around review of sexuality education in Ireland and a recently
sexuality education that schools and teachers were required announced action plan for improvement in Luxembourg both
to meet (Belgium, Denmark, Finland and the Netherlands).67 include recommendations to develop teacher training more
systematically. In Finland too, state funding for teachers’
The majority of Member States have limited continual professional development will focus on improving
teacher training opportunities in sexuality their sexuality and equality education in 2020.70
education
Based on its review of the WHO European region, the IPPF
identified a lack of mandatory and substantial teacher How sexuality education is delivered is left
training as a common issue facing the delivery of sexuality largely up to regional authorities and schools
education.68 Triangulation with other information indicates As with other curricula, the way in which sexuality education
that this was an issue across the EU Member States, while is delivered and implemented in many Member States is
a comparison to other studies suggests that this is also a primarily left to the discretion of local governments, schools
problem facing citizenship education in the European Union.69 and individual teachers, with varying levels of national
involvement.71 Existing data demonstrate that there is
Nearly half of the Member States where sexuality education considerable variation in sexuality education within Member
is mandatory report only ad hoc and voluntary training States between different regions, schools and even classes.
sessions for teachers (Belgium, Denmark, Germany Ireland, In Germany, for example, federal authorities set a sexuality
Latvia, Malta, Poland, the Netherlands and United Kingdom). education framework, which can be interpreted differently
Similarly, only one in ten respondents (including teachers, in different states. This means that the length of time spent
educational stakeholders, parents and researchers) to on sexuality education, the topics covered and how it is
the School Education Gateway survey on sex education integrated into lessons vary considerably in different parts
indicated that teachers in their region had received ongoing of the country.72
professional development training on sexuality education
from their local or regional authorities (although a third of Even in Member States where it is mandatory for schools
respondents did report that teachers received guidelines and to offer sexuality education, not every child will receive
teaching materials on the subject from the relevant ministry sexuality education as part of their compulsory education.
of education).

BOX 6: SEXUALITY EDUCATION REMAINS A TOPICAL ISSUE IN MANY MEMBER STATES

Several EU Member States have made steps towards changing the legislative basis or guidelines around sexuality education
over the last decade. Some have moved towards the approaches set out by UNESCO and the WHO, while others have steered
away from international recommendations.

According to the IPPF, Bulgaria included sexuality education in a national curriculum for the first time in 2018, and the
Czech Republic introduced national standards around sexuality education for the first time in 2016.73

In February 2019 Luxembourg released a new action plan on the promotion of emotional and sexual health (Plan
d’action national Promotion de la santé affective et sexuelle) that aims to develop sexuality education as a way of
supporting children and adolescents’ emotional development and to act against gender-based violence, sexual abuse
and discrimination.74

Conversely, amendments to the 2015 Education Act in Latvia required schools to offer morality education in response
to public opposition to sexuality education that included LGBTI rights.75

Throughout 2019 and 2020, a citizens’ initiative penalising ‘public approval or encouragement of sexual activity of
minors’ has been under consideration in the Polish Sejm. The European Parliament has condemned this proposal,
arguing that it would lead to the effective criminalisation of sexuality education.76

9
In several Member States, parents are able to remove their Endnotes
children from many aspects of sexuality education (Austria,
1 UNESCO (2018). ‘International technical guidance on
Bulgaria, Ireland, Poland and Slovakia).77 In some Member sexuality education: an evidence-informed approach’.
States, sexuality education might be formally required, Available from:
but in practice is rarely offered due to considerable public https://unesdoc.unesco.org/ark:/48223/
opposition. For example, while sexuality education remains pf0000260770
legally mandatory in Poland, widespread opposition means 2 WHO Regional Office for Europe and BZgA (2010).
that it is infrequently offered in practice. The European ‘Standards for Sexuality Education in Europe: A
Parliament has condemned the ongoing legislative attempts framework for policy makers, educational and health
in Poland to criminalise sexuality education by making it authorities and specialists’. World Health Organization:
a criminal offence to promote sexual behaviour amongst Cologne. Available from
https://www.bzga-whocc.de/fileadmin/user_upload/
minors.78 WHO_BZgA_Standards_English.pdf
3 WHO Regional Office for Europe and BZgA (2010), ibid.
Conclusion
4 For example, in Stull, G. (2012). Sexuality Education
In summary, the benefits that comprehensive and holistic in the EU. Library Briefing, Library of the European
sexuality education can bring to young people’s individual Parliament; Beaumont, K. and Maguire, M. (2013).
Policies for Sexuality Education in the European Union.
health and to societal issues are increasingly established in European Parliament: Directorate General for Internal
research and reflected in international policy and standards Policies (Policy Department C: Citizens’ Rights and
(including the WHO Standards for sexuality education, United Constitutional Affairs: Gender Equality); McCracken, K., S.
Nations Sustainable Development Goals and Resolutions by Marquez, S. Priest, A. FitzSimmons & K. Torchia (2016).
the ICPD). Sexual and reproductive health and rights. European
Parliament: Directorate General for Internal Policies
This policy memo highlights the need for further research (Policy Department C: Citizens’ Rights and Constitutional
Affairs: Women’s Rights and Gender Equality); European
on the topic of sexuality education in Europe. Despite Parliament resolution of 14 November 2019 on
increasing consensus in the research and international policy the criminalisation of sexual education in Poland
spheres, existing data collection suggests that there remains (2019/2891(RSP)). Available online:
considerable variation across and within Member States https://www.europarl.europa.eu/doceo/document/TA-
in terms of the nature and extent of sexuality education 9-2019-0058_EN.html
offered by schools. Furthermore, existing data collection 5 Two large-scale evidence reviews commissioned by
has primarily mapped sexuality education as it is set out in UNESCO in 2008 and 2016 reviewed 22 systematic
policies, strategies and legislation, rather than in practice. As reviews and 77 large-scale randomised controlled trial
explored above, emerging research suggests that sexuality (RCT) evaluations of school-based sexuality education
programmes.
education programmes that were replicated from those that
have already been found to be effective elsewhere were more 6 Montgomery, Paul & Wendy Knerr (2018). ‘Review of
likely to lead to desirable health and societal outcomes.79 the evidence on sexuality education: Report to inform
the update of the UNESCO International technical
Given this – and the increasing focus on encouraging Member guidance on sexuality education’. Available from:
States to use sexuality education programmes to combat https://unesdoc.unesco.org/ark:/48223/
pf0000264649; This cited: Guse, K., Levine, D., Martins,
sexual abuse of children80 and gender-based violence81 S., Lira, A., Gaarde, J., Westmorland, W., & Gilliam,
– more detailed mapping of ongoing sexuality education M. (2012). ‘Interventions Using New Digital Media
practices in different EU Member States, and what works, to Improve Adolescent Sexual Health: A Systematic
could be helpful for policymakers. For policymakers at a Review’. Journal of Adolescent Health, 51(6), 535–543;
national level, such mutual learning could help inform further Rohrbach, L. A., Berglas, N. F., Jerman, P., Angulo-Olaiz,
F., Chou, C. P., & Constantine, N. A. (2015). ‘A Rights-
developments and decisions: for example, an understanding Based Sexuality Education Curriculum for Adolescents:
of practices used and barriers and facilitators faced in 1-Year Outcomes From a Cluster-Randomized Trial’.
the delivery of sexuality education in one Member State Journal of Adolescent Health, 57(4), 399–406;
might inform efforts to overcome obstacles in another. For Mathews, C., Aaro, L. E.,Grimsrud, A., Flisher, A. J., Kaaya,
policymakers at an EU level, a more detailed understanding S., Onya, H., Schaalma, H., Wubs, A., Mukoma, W., &
Klepp, K. I. (2012). ‘Effects of the SATZ teacher-led
of practices in place and of the barriers and facilitators to school HIV prevention programmes on adolescent
sexuality education could improve understanding of how far sexual behaviour: Cluster randomised controlled trials in
international goals and objectives are already being met by three sub-Saharan African sites’. International Health,
Member States, and might therefore inform future support 4(2), 111–122.
and recommendations for implementation.

10
7 Montgomery & Knerr (2018), op. cit. This cited: Hindin, 14 Unterhalter, Elaine, Amy North, Madeleine Arnot, Cynthia
M. J., Kalamar, A. M., Thompson, T.-A., & Upadhyay, U. D. Lloyd, Lebo Moletsane, Erin Murphy-Graham, Jenny
(2016). ‘Interventions to Prevent Unintended and Repeat Parkes & Mioko Saito (2014). ‘Girls’ education and
Pregnancy Among Young People in Low-and Middle- gender equality’. London: Education Rigorous Literature
Income Countries: A Systematic Review of the Published Review. Department for International Development.
and Gray Literature’. Journal of Adolescent Health, 59, Available from:
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et al. (2015), op. cit.; Mathews et al. (2012), op. cit.; outputs/girls-education-and-gender-equality
Fonner, V. A., Armstrong, K. S., Kennedy, C. E., O’Reilly, K.
R., & Sweat, M. D. (2014). ‘School based sex education 15 ‘International technical guidance on sexuality education:
and HIV prevention in low-and middle-income countries: an evidence-informed approach’. Available from:
a systematic review and meta-analysis’. PLoS One, 9(3), https://unesdoc.unesco.org/ark:/48223/
e89692. doi:10.1371/journal.pone.00896921. pf0000260770; Rohrbach et al. (2015), op. cit.

8 Montgomery & Knerr (2018), op. cit., Table 3, which gives 16 Montgomery & Knerr (2018), op. cit.
a full list of studies included in this review of systematic
reviews and large-scale RCTs. 17 United Nations Population Information Network (1994).
‘Cairo Declaration on Population & Development’.
9 Lopez, L. M., Bernholc, A., Chen, M., & Tolley, E. Available from:
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27 United Nations (n.d.). ‘Transforming our world: the 2030 International Planned Parenthood Federation European
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30 UNESCO (2018), ibid. spread of its responses or other methodology detail.
Available at:
31 WHO Regional Office for Europe and BZgA (2010), op. cit. https://www.schooleducationgateway.eu/en/pub/
viewpoints/surveys/survey-on-sex-education.htm
32 European Parliament & Council of the European Union
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abuse and sexual exploitation of children and child resolution of 14 November 2019 and originates from
pornography, and replacing Council Framework Decision the mapping carried out by McCracken et al. (2016), op.
204/68/JHA’. Official Journal of the European Union. L cit.
355/1. Available from:
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OJ L335/1 p. 1–14. Available from: Ketting and Ivanova (2018), op. cit.; McCracken
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eurydice/home_en; Parker, R., Wellings, K. Lazarus,
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st12862/19’. Available from: 10.1080/14681810903059060
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12862-2019-INIT/en/pdf 46 This was also found to be the case in the IPPF 2018
study: where 10 (out of 25) European countries had a
35 European Commission (2020). ‘A Union of Equality: ‘clear comprehensive’ sexuality education character,
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37 WHO Regional Office for Europe and BZgA (2010), op. cit.
47 The IPPF mapping categories vary slightly between
38 UNESCO (2018), op. cit. countries but tend to include: biological aspects and
body awareness; pregnancy and birth; contraception;
39 European Parliament (2019). ‘European Parliament HIV/AIDs; STIs; love, marriage and partnership; sexual
resolution of 14 November 2019 on the criminalisation pleasure; sexual orientation; gender roles; online media;
of sexual education in Poland (2019/2891(RSP))’. mutual consent; sexual abuse/violence; domestic
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9-2019-0058_EN.html 48 School Education Gateway (2019). ‘Survey on sex
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Produced for the European Platform for Investing in Children (EPIC), November 2020.
Authors: Natalie Picken
Correspondence: [email protected]
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