Dalarna University's logo and link to the university's website

du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Swedish Comprehensive Sex Education Secondary School Teachers’ Perceptions: A Qualitative Study
Dalarna University, School of Health and Welfare.
Dalarna University, School of Health and Welfare.
2023 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Background: The recent ‘Sexuality, Consent and Relationships’ subject integrated curriculum in Swedish schools has posed socio-ecological challenges for teachers across individual, community, institutional, and policy levels. For example, at the individual level, teachers may avoid or minimise topics they feel uncomfortable teaching. This avoidance may contribute to 50% student engagement in CSE classes and lower migrant student health outcomes at the community level. Nevertheless, teachers’ voices remain unheard.

Aim: To explore the perceptions, attitudes and challenges comprehensive sexeducation teachers in Sweden experience at the years 7-9 secondary school level.

Method: The qualitative focus group discussion (FGD) study included current teachers in Sweden who have taught sex education for at least one year at the years 7-9 secondary school level. Nine participants were included in a total of two FGDs, held via Zoom. The FGDs were transcribed from Swedish and translated into English before an inductive content analysis using NVivo.

Results: Teachers perceived three key themes; Diffuse Sex Education without an Aim; Fostering Engagement with Trust-based Curiosity; and Slipping Through the Cracks within an overarching theme of Navigating Multi-level Complexity in Comprehensive Sex Education.

Conclusion: Multi-level accountability is needed to increase cross-subject planning and support for teachers so that teachers with high self-efficacy may encourage an increase in student engagement. 

Place, publisher, year, edition, pages
2023.
Keywords [en]
Comprehensive sex education, Sweden, secondary school teachers’ perspectives, socioecological model, Swedish sex education policy, qualitative content analysis
National Category
Health Sciences Pedagogy
Identifiers
URN: urn:nbn:se:du-46312OAI: oai:DiVA.org:du-46312DiVA, id: diva2:1775934
Subject / course
Sexual Reproductive Perinatal Health
Available from: 2023-06-27 Created: 2023-06-27

Open Access in DiVA

No full text in DiVA

By organisation
School of Health and Welfare
Health SciencesPedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 106 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf