Rethinking sexuality education: Is it time to rethink peer education in favor of parent education?

• In Event: Health Education: Targets and Methods

Proposal

Background

Young people are said to be highly impressionable during adolescence, with media and peers being among the most influential shapers of young people’s behavior. The term “peer pressure” is often used in reference to adolescents as peer influence becomes heightened, as parental influence diminishes. While peer pressure has often been used in reference to negative influence, implementers of social and life skills education programs involving young people have adopted strategies to use peer pressure to influence positive behavior among young people. The peer education strategy for behavioral change and influence has in recent times gained prominence in adolescent sexuality programs, due to the perceived role of peers in influencing adolescent behavior and sexuality. With increased prevalence of HIV and AIDS, particularly in the global south, peer education initiatives have been on the rise through school and community based programmes often offered by non-governmental actors. However, the growing prominence of peer education as a strategy for social and life skills education, has also been met with sharp criticism on its effectiveness in promoting positive adolescent sexuality and behavior. Critics of peer education further argue that claims on the effectiveness of peer education are not based on evidence or theory. There is however minimal evidence on who young people prefer to discuss sexuality and reproductive health with, and more so based on the views of young people.

Objectives

This paper aims to contribute to the growing debate on effective approaches to sexuality education as a component of life skills. The paper seeks to achieve this by highlighting the views of young people, to critically review and contrast the role of peers and parents, among other actors as sources of information and influence on adolescent sexuality and behavior.

Perspective(s) or theoretical framework

The paper employs an ecological perspective to discuss individual, interpersonal, community and society influences on adolescent sexual behavior and outcomes over time. Using the ecological perspective the paper will highlight the role of contextual approaches in providing a more comprehensive understanding of adolescents’ experiences and preferences, as key in developing strategies to improve sexuality and reproductive health outcomes for young people.

Research methods

The arguments advanced by this paper are based on an African Population and Health Research’s (APHRC) Advancing Learning Outcomes for Transformational Change (A LOT CHANGE) baseline study conducted between April and May 2016. The study provides baseline data for a three year quasi-experimental study of a five-component intervention in Viwandani and Korogocho slums in Nairobi. Quantitative methods were used to collect baseline data on the pupil behavior and life skills component of the intervention. This was collected using the individual behavior/life skills questionnaire, administered to all (824) pupils enrolled in grade 6 (average age of 12 years) in 2016 in Viwandani and Korogocho. The questionnaire collected baseline data on pupils’ educational goals and aspirations, self-confidence, behavior (substance abuse, sexual activity, etc.), source of information on sex, drugs, smoking and alcohol, knowledge about HIV/AIDS and other sexually transmitted infections. In addition, the tool also looked at myths about puberty, sex, and HIV/AIDS.

Results

The study findings suggest that peer to peer discussions on several aspects of life skills, including puberty and sexuality are low, with adolescents indicating that they prefer to discuss these issues with parents, with significant differences between boys and girls. Gender differences were also observed with regard to preferred age for parent-child discussions on puberty and sexuality, with girls preferring such discussions at an earlier age compared to boys. Contrary to the growing discourse on the role of peers in influencing adolescent sexuality, the study findings suggest that parents play a more prominent role in sexuality education for adolescents compared to that played by peers. The study findings suggest that the role of peers in providing sexuality education is limited compared to the role that parents play, particularly for girls.

Scholarly significance, originality and/or creativity of the study

The study suggests a need for actors to critically consider the role of peers and that of parents as sources of information and guidance for adolescents on adolescent sexuality. The findings further highlight the need for actors to problematize sexuality education initiatives particularly for girls, who are most affected by negative outcomes of reproductive health and sexuality. The paper provides researchers, and life skill educators and other sexuality and reproductive health professionals with directions for future research that will inform the development of relevant life skills education, sexuality and reproductive health interventions.

Authors

• Joan Wanjira Njagi, African Population and Health Research Center (APHRC)

• Benta Abuya, African Population and Health Research Center (APHRC)

• Maurice Mutisya, African Population and Health Research Center (APHRC)