Échale Neurona and contextual barriers to sex and sexuality education in Mexico

Background: Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors...

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Bibliographic Details
Published in:Health education journal 2021-11, Vol.80 (7), p.872-880
Main Authors: Aguila Sánchez, Julio C, Covarrubias Cuéllar, Karla Y, Vázquez Guerrero, Marina
Format: Article
Language:English
Subjects:
Access to Education
Adolescent sexuality
Adolescents
Barriers
Cultural Influences
Education
Educational programs
Environmental Influences
Family Influence
Foreign Countries
Grounded theory
Health education
Health promotion
Interviews
Misinformation
Qualitative research
School Personnel
School Role
Secondary Education
Secondary school students
Secondary schools
Semi Structured Interviews
Sex
Sex Education
Sexual behavior
Sexuality
Social Influences
Teacher Behavior
Teaching
Teaching Methods
Teams
Teenagers
Workshops
Young adults
Youth
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Summary:Background: Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors who are active in spreading misinformation. Objective: This article identifies contextual barriers encountered by those involved in developing the Échale Neurona programme in Mexico. Team members associated with the programme have been teaching about sex and sexuality in public secondary and high schools since 2016. Methods and design: Grounded theory approach using semi-structured interviews. Interviews took place with 10 participants including health promotion experts and programme officials. The main focus of the interviews was on the contextual limitations encountered when implementing sex and sexuality education workshops. Results: Findings reveal at least three types of barriers hindering the comprehensive sex and sexuality education developed by the programme: institutional, cultural and socio-educational barriers. Conclusion: Contextual barriers associated with family and school environments posed a significant challenge to implementation. Such barriers may facilitate or hinder sex and sexuality education programmes affecting the way young people develop their sex lives and live their sexuality.
ISSN:0017-8969
1748-8176
DOI:10.1177/00178969211017158