Isolated Voices: Perspectives of Teachers, School Nurses, and Administrators Regarding Implementation of Sexual Health Education Policy

Autor/inn/en	Dickson, Elizabeth; Parshall, Mark; Brindis, Claire D.
Titel	Isolated Voices: Perspectives of Teachers, School Nurses, and Administrators Regarding Implementation of Sexual Health Education Policy
Quelle	In: Journal of School Health, 90 (2020) 2, S.88-98 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dickson, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12853
Schlagwörter	Sexuality; Educational Policy; Rural Areas; Poverty; Pregnancy; Sexually Transmitted Diseases; Secondary School Teachers; Barriers; Educational Objectives; Telephone Surveys; Teacher Attitudes; School Nurses; Administrator Attitudes; Sex Education; Health Education; Program Content; Program Implementation + Suchen Sie Ihr Suchwort? Sexualität; Politics of education; Bildungspolitik; Rural area; Ländlicher Raum; Armut; Schwangerschaft; Sexual transmitted disease; Geschlechtskrankheit; Educational objective; Bildungsziel; Erziehungsziel; Telephone interview; Telefoninterview; Lehrerverhalten; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Programmgestaltung
Abstract	Background: Comprehensive sexual health education (SHE) reduces risky sexual behavior and increases protective behavior in adolescents. It is important to understand how professionals responsible for implementing SHE policy interpret state and local policy and what influences their commitment to formal SHE policy implementation. Methods: This descriptive study explored content and delivery of SHE policy in a rural, southwestern state with high levels of poverty, unintended adolescent pregnancy, and sexually transmitted infections. The social ecological model (SEM) was used to better understand levels of influence on the implementation of SHE policy. Results: We conducted telephone surveys with 38 teachers, 63 nurses, and 21 administrators in public secondary schools. There was substantial local variability in the scope and content of SHE curricula. Respondents identified significant barriers to the delivery of SHE content and minimal evaluation of whether educational objectives were met. Based on participant responses, community and organizational SEM levels had the greatest influence on SHE policy implementation, although examples of all SEM levels were identified. Conclusions: Given perceived challenges regarding subject matter, successful SHE implementation at the local level requires committed stakeholders working in concert at the school and community levels, backed by strong policy commitment at the state level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01