Sexuality Education Programs in Primary Schools

    Summary of Alonso et al., (2024)

This realist synthesis evaluates nine studies to identify the contexts, mechanisms, and outcomes (CMO) that influence primary-school relationships and sexuality education (RSE). The authors identify 20 contextual factors, ranging from cultural and community expectations to school ethos, teacher preparedness, and children’s developmental stage. Mechanisms that support effective programs include building trust, establishing emotional safety, using interactive and participatory teaching methods, and delivering content that feels relevant to children’s lives.

Outcomes reported across studies include improved communication skills, greater safety awareness, healthier peer relationships, and increased teacher confidence. However, evidence gaps persist: few studies incorporate children’s voices in evaluation, and even fewer track long-term behavioral outcomes. The authors emphasize that context cannot be separated from content—effective RSE is not a “one-size-fits-all” practice but situational, relational, and adaptive.

Implications:
• CMO frameworks should guide culturally responsive program design.
• Children’s lived experiences must inform evaluation.
• Longitudinal studies are needed to assess developmental impacts.
• Schools must adopt reflective, adaptive implementation cycles.

 Reference:
Aguilar Alonso, R., Walsh, K., van Leent, L., & Moran, C. (2024). School-based relationships and sexuality education programmes in primary schools: Contexts, mechanisms and outcomes. Sex Education, 24(2), 188–207. https://doi.org/10.1080/14681811.2023.2167816

Suggested Citation:
Ross, E. M., & Malar, D. B. J. (2025). Sexuality Education Programs in Primary Schools. Excellent Educator, 2(22), 8.