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Feasibility study on age-appropriate comprehensive sexuality education (2025)

Droits des enfants
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Anglais
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57
Meghan Campbell, Aoife Daly and Catherine O’Sullivan
Gratuit
HT
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Feasibility study on age-appropriate comprehensive sexuality education to strengthen responses for – inter alia – preventing and combating violence, including risky or harmful sexual behaviour by children

This study adopts a children’s rights approach to the problem of violence, including gender-based and sexual violence, against and between children to outline how age-appropriate comprehensive sexuality education is a powerful tool to prevent and end violence against and between children, including gender-based and sexual violence.


LIST OF ACRONYMS 
EXECUTIVE SUMMARY 
A. Defining comprehensive sexuality education 
B. The human rights foundations to comprehensive sexuality education 
C. Lessons from the relationship between comprehensive sexuality education and gender-based and sexual violence 
D. Lessons learned from the implementation of comprehensive sexuality education in Europe and internationally 
E. Conclusions and recommendations 
PART I. INTRODUCTION 
PART 2. THE HUMAN RIGHTS FOUNDATIONS OF COMPREHENSIVE SEXUALITY EDUCATION 
A. An inter-woven human rights commitment to comprehensive sexuality education 
B. Best practice guidance from international and regional human rights bodies 
C. Strengths of a human-rights based approach to comprehensive sexuality education 
PART 3. LESSONS FROM RESEARCH ON THE RELATIONSHIP BETWEEN COMPREHENSIVE SEXUALITY EDUCATION AND GENDER-BASED AND SEXUAL VIOLENCE
A. Children as victims of and/or engaging in acts of gender-based and sexual violence 
B. Comprehensive sexuality education as a means of protection and prevention 
PART 4. LESSONS FROM THE IMPLEMENTATION OF COMPREHENSIVE SEXUALITY EDUCATION 
A. Wide acceptance, limited provision 
B. Law and policy 
C. Content of the curriculum 
D. Countries outside of the Council of Europe 
E. Additional factors to consider in the provision of comprehensive sexuality education in formal, informal and non-formal educational settings 
PART 5. CONCLUSIONS AND RECOMMENDATIONS

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