thesis statement example in sex education

Sexual Education in Schools

How it works

Elon Musk once said “Failure is an option here. If things are not failing, you are not innovating enough” (“Hondas in Space.”). Sex education is a term that goes over a general collection of topics such as maturity, personal relationships, people skills, sexual manners, sexual health, and society and cultures. The public schools that are required to teach sex education only teach comprehensive sex education. This method correctly delivers information on sexual education. Although some say sex education does not prevent teen pregnancies or unwanted STD’s, sex education should be part of the school curriculum because it accurately educates students on sexual health topics and it stops early sexual behaviors.

Firstly, people do not believe that sex education doesn’t prevent STD’s or unwanted pregnancies. “Eleven (74 percent) showed that comprehensive sex education programs have no impact on teen sex, pregnancies, or STI’s” (“Teen Pregnancies Fall But School Sex Ed Doesn’t Work. Huh?”). A study showed that at the University of Georgia of abstinence only programs had over fifty percent that the sex education does not have any impact on reducing teen pregnancies. This shows that sex education is not effective in preventing teen pregnancies or any STIs. Therefore, sex education has not proved that it reduces teen pregnancies or sexual transmitted diesases in teens. “South Carolina researchers recruited 3,143 teens in more than 20 schools across the state who either did or did not participate in a comprehensive sex education program. After one year, the program showed no benefit” (“Teen Pregnancies Fall But School Sex Ed Doesn’t Work. Huh?”). Sex education can be taught to various of students, but that does not exactly mean it will help reduce unplanned pregnancies or STD’s. Sex education teaches about the effects of unprotected sex but it still has yet to reduce the number of unwanted pregnancies and STI’s. On the other hand, however, sex education can properly deliver information to the students.

However, sex education properly and accurately educates students on sexual health topics. “At the middle and secondary level (Grades 7-12), teachers must be certified in health education or hold a school nurse/teacher certificate to teach health education” (“Components of Sexual Health Education”). Thus, meaning that a teacher has to be certified in health education or they have to maintain a school certificate as a nurse/teacher. Experienced teachers or nurses, teaching the class, can clarify that information correlation to sex education will be delivered correctly. “The goal of the National Sexuality Education on Standards: Core Content and Skills, K–12 is: To provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education on that is age-appropriate for students in grades K–12” (“Sexual Health Education Curriculum Review”). Setting guidelines and certain topics every instructor has to go over, leaves no room for misinformation to be perceived. Students will only be taught to the standards that the National Sexuality Education on Standards has set. While others will argue that sex education should come from the students parent not public-school systems.

While sex education is taught in public schools, on the other hand parents want to teach their own kids about the topic. “… means there is absolutely no way parents can control – or even find out – what their children are being taught about sex unless they sit in the classroom alongside their children for each and every sex lesson” (“Ten Good Reasons to Oppose Public School Sex Education”). Parents or guardian often do not like the fact that they are not with their personally with their child, while their child is learning about sensitive topics like sex education. “Catholic and Christian students who have been taught by their parents that premarital sex, birth control and abortion are wrong must sit in class and hear an authority figure contradict their beliefs” (“Ten Good Reasons to Oppose Public School Sex Education”). Public schools teaching sex education gets in the way of parents being able to teach their own kids about the matter. Sex education in public schools hinders that relationship between a parent and their kid. Despite parents disapproving public schools teaching about sex education, sex education has been known to delay early sexual activities.

Furthermore, sex education delays early sexual activities. “A recent examination of the National Survey of Family Growth to determine the impact of sexuality education on sexual risk-taking for young people ages 15-19, revealed that teens who received comprehensive sexuality education were 50% less likely to report a pregnancy…” (“Why Support Comprehensive Sexuality Education?”). This shows that sex education can reduce sexual activities in the future of student has received proper sexual, if they have received sex education. “Strong evidence suggests that approaches to sex education that include information about both contraception and abstinence help young people to delay sex, and also to have healthy relationships and avoid STDs and unintended pregnancies when they do become sexually active” (“Fewer U.S. Teens Are Receiving Formal Sex Education Now Than in the Past”). Through sex education in schools, it delays sexual activities within teens. Sex education delays sexual tendencies because the student is aware of the consequences. Likewise, sex education should be a part of the school curriculum.

Sex education is an important part of a student life and needs to be part of every school curriculum. Having well trained and certified teachers educate the course can ensure the student will receive the information that is accurate. This is extremely important because false information regarding sexual topics is can be given to kids. Kids might not be able to make the most fitting choice for themselves, if they do not have scientifically accurate information. Resulting in kids not knowing the safe way to have sex and that can increase higher pregnancies and STDs rates. People think sex education does not reduce unwanted pregnancies or STDs simply because kids will have sex anyways. Yes, kids will have sex if they want too that is a fact, but sex education can help kids in those types of situations how to safely go about sexual behavior. This is why students will only be learning from trained professionals. Another reason why sex education works is because it can help delay sexual activities. The knowledge received in a sex education class, students will be more aware of the consequences that can happen in sexual behaviors. Sex education is extremely important to students because it can influence their decisions about their own sexual health. Their decisions they make based on the information they receive can impact their health for the rest of their lives. Therefore, sex education should be a part of the school curriculum across the nation.

Works Cited:

• Castleman, Michael M.A. “Teen Pregnancies Fall But School Sex Ed Doesn’t Work.
• Huh?” Psychology Today, Sussex Publishers, 15 Mar. 2017, www.psychologytoday.com/us/blog/all-about-sex/201703/teen-pregnancies-fall-school-sex-ed-doesn-t-work-huh. Accessed 21 January 2019
• “Components of Sexual Health Education.” CT.gov – Connecticut’s Official State Website, portal.ct.gov/SDE/Publications/Sexual-Health-Education-Component-of-Comprehensive-Health-Education/Components-of-Sexual-Health-Education#anchor 2. Accessed 19 January 2019
• “Fewer U.S. Teens Are Receiving Formal Sex Education Now Than in the Past.”
• Guttmacher Institute, 9 Sept. 2016, www.guttmacher.org/news-release/2016/fewer-us-teens-are-receiving-formal-sex-education-now-past. Accessed 21 January 2019
• Fast Company Staff, Jennifer Reingold. “Hondas in Space.” Fast Company, Fast Company, 2 May 2017, www.fastcompany.com/52065/hondas-space.
• Hidde, Suzanne. “SEXUAL HEALTH EDUCATION CURRICULUM REVIEW.” Sexual Health Education Curriculum Review, 30 June 2011, www.k12.wa.us/HIVSexualhealth/pubdocs/2011SHECurriculumReview.pdf. Accessed 21 January 2019
• “Ten Good Reasons To Oppose Public School Sex Education.”
• CatholicParents OnLine, Catholic Parents OnLine, 22 May 2016, www.catholicparents.org/ten-good-reasons-oppose-public-school-sex-education/. Accessed 23 January 2019
• “Why Support Comprehensive Sexuality Education?” Planned Parenthood,www.plannedparenthood.org/files/6914/0080/0572/2013-04UpdatedWhyCompeSexEd_handout.pdf. Accessed 23 January 2019

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Sex Education in the Spotlight: What Is Working? Systematic Review

Associated data.

The data presented in this study are available from the corresponding author on reasonable request.

Adolescence, a period of physical, social, cognitive and emotional development, represents a target population for sexual health promotion and education when it comes to achieving the 2030 Agenda goals for sustainable and equitable societies. The aim of this study is to provide an overview of what is known about the dissemination and effectiveness of sex education programs and thereby to inform better public policy making in this area. Methodology : We carried out a systematic review based on international scientific literature, in which only peer-reviewed papers were included. To identify reviews, we carried out an electronic search of the Cochrane Database Reviews, ERIC, Web of Science, PubMed, Medline, Scopus and PsycINFO. This paper provides a narrative review of reviews of the literature from 2015 to 2020. Results : 20 reviews met the inclusion criteria (10 in school settings, 9 using digital platforms and 1 blended learning program): they focused mainly on reducing risk behaviors (e.g., VIH/STIs and unwanted pregnancies), whilst obviating themes such as desire and pleasure, which were not included in outcome evaluations. The reviews with the lowest risk of bias are those carried out in school settings and are the ones that most question the effectiveness of sex education programs. Whilst the reviews of digital platforms and blended learning show greater effectiveness in terms of promoting sexual and reproductive health in adolescents (ASRH), they nevertheless also include greater risks of bias. Conclusion : A more rigorous assessment of the effectiveness of sexual education programs is necessary, especially regarding the opportunities offered by new technologies, which may lead to more cost-effective interventions than with in-person programs. Moreover, blended learning programs offer a promising way forward, as they combine the best of face-to-face and digital interventions, and may provide an excellent tool in the new context of the COVID-19 pandemic.

1. Introduction

Adolescence is a period of transition, growth, exploration and opportunities that the World Health Organization defines as referring to individuals between 10 years and 19 years of age [ 1 ]. During this life phase, adolescents undergo physical, psychological and sexual maturation and tend to develop an increased interest in sex and relationships, with positive relationships becoming strongly linked to sexual and reproductive health as well as overall wellbeing [ 2 ]. Sexual health is understood as a state of wellness comprising physical, emotional, mental, and social dimensions [ 3 ]: it represents one of the necessary requirements to achieve the general objective of sustainable and equitable societies in terms of the 2030 Agenda [ 4 ], which advocates the need for a sexual education that is anchored in a gender- and human rights-oriented perspective.

In high-income countries, sexual debut usually occurs during adolescence [ 5 ], though research suggests that sexual initiation is increasingly occurring at earlier ages [ 6 ]. Adolescents have to deal with the results of unhealthy sexual behaviors, including unplanned pregnancies and sexually transmitted infections [ 7 ], as well as experiences of sexual violence [ 8 , 9 ]. Adolescents are aware that they need more knowledge in order to enjoy healthy relationships [ 10 ], yet do not receive enough of the kind of information from parents or other formal sources that would allow them to develop a more positive, respectful experience of sexuality and sexual relationships [ 11 ].

Sexual education can be defined as any combination of learning experiences aimed at facilitating voluntary behavior conducive to sexual health. Sex education during adolescence has centered on the delivery of content (abstinence-only vs. comprehensive instruction) by teachers, parents, health professionals or community educators, and on the context (within school and beyond) of such delivery [ 12 ]. As regards content, the proponents of abstinence-only programs aim to help young adults avoid unintended pregnancies and sexually transmitted diseases (STDs), working on the assumption that while contraceptive use merely reduces the risk, abstinence will eliminate it entirely [ 13 ]. Nevertheless, an overwhelming majority of studies in this field have shown that programs advocating abstinence-only-until-marriage (AOUM) are neither effective in delaying sexual debut nor in changing other sexual risk behaviors [ 14 , 15 ], and participants in abstinence-only sex education programs consider that these had only a low impact in their lives [ 16 ]. On the other hand, holistic and comprehensive approaches to sex education go beyond risk behaviors and acknowledge other important aspects, as for example love, relationships, pleasure, sexuality, desire, gender diversity and rights, in accordance with internationally established guidelines [ 17 ], and with the 2030 Agenda [ 4 ]. Comprehensive Sexuality Education (CSE) “plays a central role in the preparation of young people for a safe, productive, fulfilling life” (p. 12) [ 17 ] and adolescents who receive comprehensive sex education are more likely to delay their sexual debut, as well as to use contraception during sexual initiation [ 18 ]. Comprehensive sexual education initiatives thereby promote sexual health in a way that involves not only the biological aspects of sexuality but also its psychological and emotional aspects, allowing young people to have enjoyable and safe sexual experiences.

With regard to context, sexual education may occur in different settings. School settings are key sites for implementing sexual education and for promoting adolescent sexual health [ 19 ], but today internet is becoming an increasingly important source of information and advice on these topics [ 20 ]. Access to the internet by adolescents is almost universal in high-income countries. The ubiquity and accessibility of digital platforms result in adolescents spending a great deal of time on the internet, and the search for information is the primary purpose of health-related internet use [ 21 ]. At the same time, this widespread use of technology by young people offers interesting possibilities for sexual health education programs, given the ease of access, availability, low cost, and the possibility of participating remotely [ 22 ]. The topics that young people search for online include information on everyday health-related issues, physical well-being and sexual health [ 23 ]. The majority of internet users of all ages in the US (80%) search online for health information including sexual health information [ 24 ], and among adolescents social media platforms are the most frequent means of obtaining information about health, especially regarding sexuality [ 25 ].

Thanks to the ubiquity and popularity of technologies, digital media interventions for sexual education offer a promising way forward, both via the internet (eHealth) and via mobile phones (mHealth, a specific way of promoting eHealth), given the privacy and anonymity they afford, especially for young people. Digital interventions in school—both inside and outside the classroom—offer interesting possibilities, because of their greater flexibility with regard to a variety of learning needs and benefits in comparison with traditional, face-to-face interventions, and because they offer ample opportunities for customization, interactivity as well as a safe, controlled, and familiar environment for transmitting sexual health knowledge and skills [ 26 ]. As Garzón-Orjuela et al. [ 27 ] argues, contemporary adolescents’ needs are mediated by their digital and technological environment, making it important to adapt interventions in the light of these realities. Online searches for sexual health information are likely to become increasingly important for young people with diminishing access to information from schools or health care providers in the midst of the lockdowns and widespread school closures during the COVID-19 pandemic [ 28 ], with more than two million deaths and 94 million people infected around the world [ 29 ]. Specifically, blended learning programs, consisting of internet-based educational interventions complemented by face-to-face interventions, may prove a significant addition to regular secondary school sex education programs [ 30 , 31 ]. Blended learning programs can be especially helpful in promoting sexual and reproductive health in the context of the COVID-19 pandemic, which is challenging the way we have so far approached formal education, with its focus on face to face interventions, given the need, now more than ever, to “develop and disseminate online sex education curricula, and ensure the availability of both in-person and online instruction in response to school closures caused by the pandemic” [ 28 ].

The present study sets out to research the dissemination and effectiveness in different settings (school, digital and blended learning) of sex education programs that promote healthy and positive relationships and the reduction of risk behaviors, so as to make current sexual health interventions more effective [ 32 ]. Numerous researchers have carried out trials and systematic reviews so as to evaluate the effectiveness of school-based sexual health and relationship education [ 19 , 27 , 33 , 34 , 35 ], as well as that of digital platform programs [ 36 , 37 , 38 , 39 ]. However, there has not been a review that is representative of the literature as a whole. Furthermore, in the reviews that have been carried out, differing aims and inclusion criteria have led to differences in the sampling of available primary studies [ 19 ]. As Garzón-Orjuela et al. [ 27 ] asserts, the field of adolescent sex education is continuously evolving and in need of evaluation and improvement. Better assessments are necessary in order to clarify whether they offer a viable and effective strategy for influencing adolescents, especially with respect to improved ASRH behaviors. Hence, given the need for an up-to-date revision so as to consider more recent emerging evidence in this field, in this study we carry out a review of reviews that includes reviews of interventions both in school settings and via digital platforms, as well as, for the first time, those that combine both formats (blended learning).

The decision to conduct a review of reviews (RoR), assessing the quality and summarizing the findings of existing systematic reviews, rather than working directly with primary intervention studies, addresses the need to include as wide a range of topics covered within the field of sex education as possible [ 40 ]. As Schackleton et al. [ 35 ] (p. 383) point out, in order to provide overviews of research evidence that are relevant to policy making, it is important “to bring together evidence on different forms of intervention and on different outcomes because it is useful for policy makers to know what is the range of approaches previously evaluated and whether these have consistent effects across different outcomes.” Carrying out and publicly sharing reviews of reviews such as the present study constitutes one way of better providing practitioners with evidence they can then carry over into their interventions [ 32 ].

2. Methodology

(1) To systematically review existing reviews of Sex Education (SE) of school-based (face-to-face), digital platforms and blended learning programs for adolescent populations in high-income countries.

(2) To summarize evidence relating to effectiveness.

2.2. Methods

The review is structured in accordance with the PRISMA checklist (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) (see Figure A1 ), and the systematic review protocol has previously been published on the PROSPERO International Prospective Registry of Technical Reviews (CRD42021224537).

2.3. Search Strategy

This systematic review is based on international scientific literature and only peer- reviewed papers have been included. Only meta-analyses (publications that combine results from different studies) and systematic reviews (literature reviews that synthesize high-quality research evidence) were used for this review. Findings from reviews of reviews were not analyzed. To identify reviews, we electronically searched the Cochrane Database Reviews, ERIC, Web of Science, PubMed, Medline, Scopus and PsycINFO. After the list was completed the duplicated papers were automatically removed. Two reviewers working independently applied inclusion criteria in screening citations by titles, abstracts, and keywords to identify records for full-text review. A third reviewer reconciled any disagreement. The same procedure was carried out in screening the full text of studies selected after the title and abstract screening phase. Two reviewers then examined the full text of each article to determine which satisfied inclusion criteria. Data extraction was carried out independently by the first and second reviewer. The extracted data included specific details about the interventions, populations, study methods and outcomes significant to the review question and objective. Any discrepancies were discussed until consensus was reached. Search terms are included in Table A1 .

This RoR included the reviews published since 2015, when the United Nations decided on new Global Sustainable Development Goals, until December 2020. The 2030 Agenda for Sustainable Development [ 4 ] takes into account the relevance of Sexual Health to achieve peace and prosperity.

2.4. Inclusion Criteria

We extracted data using a “Population, Intervention, Comparison, Outcome” structure, PICO [ 41 ].

Population: Reviews of interventions targeting adolescents (aged 10–19 years), school-setting, digital platforms or blended learning education were eligible for inclusion. Reviews in which studies of interventions targeted youth and adults were eligible if the primary studies included people between the ages of 10–19 years.

Intervention: Reviews of interventions developed in school-setting (school-based), digital (digital platforms) or blended learning programs were included. Interventions based on multiple settings or targeted multiple health-related issues were only considered for inclusion if any primary studies were linked to school-based, digital or blended learning interventions, as well as targeting Sexual and Reproductive Health (SRH).

Comparison groups: Randomized controlled trials (RCTs) and studies using a quasi-experimental design (including non-randomized trials—nRCTs). Single group, pre- and post-test research designs, group exposed to sexual education (SE) program (school-based, digital platforms or blended learning) compared with non-exposed control group or another intervention.

Outcomes: Primary outcomes: (1) Sexual behavior and (2) Health and social outcomes related to sexual health. Secondary outcomes: (1) Knowledge and understanding of sexual health and relationship issues and (2) Attitudes, values and skills.

2.5. Exclusion Criteria

Reviews were excluded if:

• Their primary focus was adult people and adolescents were not included.
• Their primary focus was sexual-health screening, sexual abuse or assault or prevention of sexual abuse or rape.
• The studies targeted specific populations (e.g., pre-pubertal children, children with developmental disorders, migrant and refugee, or sexual minorities).
• The interventions focused on low- and middle-income countries or if high income countries were not included in the study.
• Recipients were professionals, teachers, parents or a combination of the latter.

2.6. Risk of Bias and Assessment of Study Quality

Review quality was assessed by the first author using the AMSTAR II checklist [ 42 ]. This is an updating and adaptation of AMSTAR [ 43 , 44 ] which allows a more detailed assessment of systematic reviews that include randomized or non-randomized studies of healthcare interventions, or both. It consists of a 16-item tool (including 5 critical domains) assessing the quality of a review’s design, its search strategy, inclusion and exclusion criteria, quality assessment of included studies, methods used to combine the findings, likelihood of publication bias and statements of conflict of interest. The maximum quality score is 16.

2.7. Data Synthesis

After manually coding the papers and extracting relevant data, we used a narrative/descriptive approach for data synthesis to summarize characteristics of the studies included. Considering the heterogeneity of outcomes, their measures and research designs, meta-analysis of all the studies included was not carried out. Two researchers were involved in data synthesis. Discrepancies were resolved through discussion, and a third researcher was consulted to resolve any remaining discrepancies. For the classification of the information and presentation of the effects of the interventions reported, data was separated (school setting, digital platforms or blended learning) and structured around population, intervention, comparison, and outcome. To address the main review questions, data was synthesized in two phases. Phase 1 addressed the first question, the description of sex education/sexual health interventions. Phase 2 addressed the second question, the effectiveness and benefit of the interventions; studies with a low risk of bias were highlighted, so as to strengthen the reliability of findings (AMSTAR II) [ 42 ].

3.1. Results of Search

Our searches yielded 1476 unique citations. After excluding 776 records based on title and abstract screening, we reviewed 217 full-text articles for eligibility, of which 20 ultimately met inclusion criteria, and proceeded to data extraction. Of the 197 studies that we excluded after full-text review, 82 were carried out in low- and middle-income countries, 47 targeted exclusively adults, 56 dealt with minority groups, and 12 targeted exclusively pre-teen students.

3.2. Risk of Bias in Included Studies

According to the AMSTAR II quality assessment tool’s developers [ 42 ] scores may range from 1 to 16: in this case only 2 reviews scored 16 out of 16: 1 in a school setting [ 45 ], and 1 on a digital platform [ 46 ]. 6 of the 20 systematic reviews were of high quality: 5 in school settings [ 45 , 47 , 48 , 49 , 50 ], and 1 in digital platforms [ 46 ]; there was one study of medium quality in a school setting [ 51 ]. The remaining studies were of low or very low quality (N = 13). It is possible that low quality reviews may not provide reliable evidence, so those scoring in low and critically low quality should be regarded skeptically.

3.3. Reviews Included

Key information regarding the 20 reviews included is shown in Table A2 and Table A3 .

3.3.1. Setting

Ten studies (50%) dealt with school-based interventions [ 45 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 ], 9 (45%) referred to online interventions [ 46 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 ] and 1 (5%) was a review of blended learning programs [ 64 ]. In total 491 studies were included in the 20 reviews covered by the present RoR. The 10 reviews of school setting interventions include a total of 266 studies (54%), the 9 reviews of online interventions cover a total of 216 (44%) studies, and the only review of blended learning interventions includes a total of 9 studies (2%). All studies were conducted in high-income economies following the World Bank classification [ 65 ], including US samples in 16 of the 20 studies, although there are two studies in which the country of the sample is not identified [ 51 , 52 ]. Most of the studies evaluating interventions in school settings also include developing countries (low- and middle-income economies) [ 45 , 47 , 50 , 52 , 53 , 55 ], as is also the case in three reviews of online interventions [ 46 , 61 , 62 ] (see Table A2 ).

3.3.2. Population

The targeted age for reviews in school settings, as shown in Table A2 , is the period of adolescence, from 10 to 19 years of age, though one of the studies covers ages from 7 to 19 years [ 53 ]. All the online studies also include young adults (20–24 years old), alongside the adolescent sample [ 46 , 56 , 57 , 59 , 60 , 61 , 62 , 63 ], whilst the review by DeSmet et al. [ 58 ] extends the upper limit to 29 years of age. Along with the sample of adolescents and young adults, the blended learning studies review also incorporates adults of over 25 years of age [ 64 ].

3.3.3. Interventions/Types of Study

All the studies included in this review of reviews used randomized controlled trials (RCTs), non-randomized controlled trials (non-RCT), and a quasi-experimental design or a pre-test/post-test design to examine program effects.

3.3.4. Outcomes

The term “sexual outcomes” refers to the attitudes, behaviors, and experiences of adolescents consequent to their sex education [ 14 ] (p. 1), and an extensive range of variables was included (see Table A2 ): knowledge (e.g., knowledge of contraceptive effectiveness or effective method use); attitudes (e.g., about sex and reproductive health); beliefs (e.g., self-efficacy); skills (e.g., condom skills); intentions/motivation (e.g., use of birth control methods; condom use); behaviors (e.g., sexual debut; condom use; contraception use; intercourse; initiation of sexual activity) and; other outcomes related to sexual behavior (e.g., pregnancy prevalence; number of partners; rates of sexually transmissible infections (STIs); cervical screening; appreciation of sexual diversity; dating and intimate partner violence prevention; sexual violence).

3.3.5. Country of Review

Of the 10 reviews of interventions in school settings, the authors are from the USA in 7 reviews [ 47 , 48 , 49 , 50 , 53 , 54 , 55 ], from the United Kingdom in 1 [ 45 ], from Australia in 1 [ 51 ], and from Thailand in 1 [ 52 ]. Of the 9 reviews of interventions in digital settings, the authors are from the United States in 3 reviews [ 59 , 60 , 63 ], from the United Kingdom in 2 [ 46 , 56 ], from Australia in 1 [ 62 ], from Belgium in 1 [ 58 ], from France in 1 [ 61 ] and from Turkey in 1 [ 57 ]. The authors of the blended learning review are from the USA [ 64 ].

3.3.6. Year of Last Paper Included

The studies cited in the reviews that met the inclusion criteria for this review were published over a wide range of years (between 1981–2019), although only one [ 61 ], with articles published up to and including 2019 was published later than 2017. Of these, 3 were carried out in school settings [ 49 , 51 , 53 ], and 1 on digital platforms [ 46 ].

3.3.7. Search Tools

All reviews include more than 2 tools to carry out the search, in a range of 3–12, and in 7 of them the review of gray literature was included.

3.3.8. Multicenter Studies and Number of Studies Included

All reviews from school settings are multicenter, except that of Mirzazadeh et al. [ 49 ], which includes only one North American sample. The same is true for the blended learning review [ 64 ] and for the reviews of digital platforms, except for the reviews by Bailey et al. [ 56 ], L´Engle et al. [ 60 ], and Widman et al. [ 63 ]. Regarding the number of countries included in the reviews, the range in the school-setting reviews is from 1 to 11, in digital platforms reviews from 1 to 16, and in the only review of blended learning, 3. As for the range of studies included, in the reviews in school setting the range is between 8 and 80, in digital platforms, between 5 and 60, and in the only review of reviews of blended learning 9 studies were included.

3.3.9. Number of Reviews Covered That Include Meta-Analysis

As for the number of reviews that carry out a meta-analysis, there are 8 in total: 4 in school settings [ 45 , 48 , 49 , 55 ] and 4 on digital platforms [ 43 , 46 , 56 , 58 ], while in the only review of blended learning there is no meta- analysis.

3.4. Effectiveness

3.4.1. school settings.

Half of the reviews conclude that interventions are not effective in promoting healthy sexual behaviors and/or reducing risks [ 45 , 47 , 48 , 49 , 50 ]. These reviews are of high quality and with a reduced risk of bias (see Table A4 ), so that the results are highly reliable, even though in most of the studies cited the risk of bias was judged to be high and the quality of evidence was low or very low. These reviews include those of the Marseille et al. [ 48 ] and Mirzazadeh et al. [ 49 ] team, who in two studies—each led by one of the two authors—analyze, on the one hand, the effectiveness of school-based teen pregnancy prevention programs [ 48 ], and, on the other hand, the effectiveness of school-based programs prevent HIV and other sexually transmitted infections in North America [ 49 ]. The results of the studies question the usefulness of interventions carried out in schools to prevent both unwanted pregnancies and the incidence of HIV and other sexual transmitted infections in adolescents in North America. In addition to these results, those of Lopez et al. [ 47 ] focus on analyzing the effectiveness of programs implemented in schools to promote the use of contraceptive methods and conclude that many trials reported contraceptive use as an outcome but did not take into consideration whether contraceptive methods and their relative effectiveness were part of the content. For its part, the review by Mason-Jones et al. [ 45 ] also concludes that the educational programs covered had no significant effect as regards the prevalence of HIV or other STIs (herpes simplex virus, moderate evidence and syphilis, low evidence), nor was there any apparent effect in terms of the number of pregnancies at the end of the trial (moderate evidence). Finally, the review by Oringanje et al. [ 50 ] finds only limited evidence for program effects on biological measures, and inconsistent results for behavioral (secondary) outcomes across trials and concludes that it was only the interventions which combined education and contraception promotion (multiple interventions) that led to a significant reduction in unintended pregnancies over the medium- and long-term follow-up period.

In contrast to these negative results in terms of the effectiveness of the programs implemented in the school environment (identified in 5 of the 10 reviews included), 3 of the 10 reviews concluded that the programs evaluated were mostly effective in promoting knowledge, attitudes and/or in reducing risk behaviors [ 51 , 52 , 53 ] whilst programs were effective in terms of some of the primary outcomes in the reviews by Haberland et al., [ 54 ], and Peterson et al. [ 55 ]. However, these data must be taken with caution since the level of bias in these reviews—excepting that of Kedzior et al. [ 51 ] with a medium quality level—is at a low or critically low-quality level. In the review by Chokprajakchad et al. [ 52 ], 22 programs reviewed were effective in changing targeted adolescent psychosocial and/or behavioral outcomes, in 12 of 17 studies evaluating delay in the initiation of sexual intercourse, the programs were effective and many of the reviewed studies demonstrated impacts on short-term outcomes, such as knowledge, attitudes, perception and intention. The review by Goldfarb et al. [ 53 ] identifies changes in appreciation of sexual diversity, dating and intimate partner violence prevention, healthy relationships, child sex abuse prevention and additional outcomes. According to the review by Kedzior et al. [ 51 ], focused on studies promoting social connectedness with regard to sexual and reproductive sexual health, the programs reviewed improved condom use, delayed initiation of sex, and reduced pregnancy rates. Additionally, in this review, program effectiveness was influenced by ethnicity and gender: greater improvements in condom use were often reported among African American students. For its part, in the study by Peterson et al. [ 55 ] the meta-analysis of three randomized trials provided some evidence that school-environment interventions may contribute to a later sexual debut while their narrative synthesis of other outcomes offered only mixed results.

Finally, the review by Haberland et al. [ 54 ], which focused on studies analyzing whether addressing gender and power in sexuality education curricula is associated with better outcomes, concluded that where interventions addressed gender or power (N = 10/22) there was a fivefold greater likelihood of effectiveness than in those that did not.

3.4.2. Online Platforms

The reviews included show a very diverse panorama of digital platforms used to carry out educational interventions (e.g., websites, social media, gaming, apps or text messaging and mailing), which makes it difficult to compare the results. Of the 9 reviews of studies included, only one—in which the effects of TCCMD (Targeted Client Communication delivered via Mobile Devices) are evaluated [ 46 ]—meets the quality criteria according to the AMSTAR II quality assessment tool [ 42 ] (see Table A4 ); the rest include biases that limit the reliability of the results so that these must be taken with caution. In the studies reviewed by Palmer et al. [ 46 ] among adolescents nine programs were delivered only via text messages; four programs used text messages in combination with other media (for example, emails, multimedia messaging, or voice calls); and one program used only voice calls.

When compared with more conventional approaches, interventions that use TCCMD may increase sexual health knowledge (low certainty evidence), and may modestly increase contraception use (low certainty evidence) while the effect on condom use remains unclear given the very low certainty evidence. Additionally, when compared with digital non-targeted communication, the effects TCCMD on sexual health knowledge, condom and contraceptive use are also unclear, again given the very low-certainty evidence. The review finds evidence of a modest beneficial intervention effect on contraceptive use among adolescent (and adult) populations, but that there was insufficient evidence to demonstrate that this translated into a reduction in contraception.

Most of the reviews included refer to changes to a greater or lesser extent [ 56 , 57 , 59 , 60 , 62 , 63 ], while no changes determined by the intervention were identified in the study by DeSmet et al. [ 58 ]. Finally, the review by Martin et al. [ 61 ] does not include details about changes as a result of the programs.

The review by L´Engle et al. [ 60 ] assesses mHealth mobile phone interventions for ASRH (almost all of which were carried out via SMS platforms, with the notable exception of only four of the programs covered which used other media formats instead of or as well as SMS). The interventions reviewed set out to foster positive and preventive SRH behaviors, augment take-up and continued use of contraception, support medication adherence for HIV-positive young people, support teenage parents, and encourage use of health screening and treatment services. Results from the studies covered in the review offer support for diverse uses of mobile phones in order to help further ASRH. The health promotion programs that made use of text messaging demonstrated robust acceptability and relevance for young people globally and contributed to improved SRH awareness, less unprotected sex, and more testing for STIs. However, the review also found that improved reporting on essential mHealth criteria is necessary in order to understand, replicate, and scale up mHealth interventions. Holstrom’s [ 59 ] review, focused on evaluations of internet-based sexual health interventions, finds that these were associated with greater sexual health knowledge and awareness, lower rates of unprotected sex and higher rates of condom use, as well as increased STI testing. Moreover, the review explores young people’s continuing use of and trust in internet as a source of information about sexual health, as well as the particular themes that interest them. Specifically, the study finds that young people want to know not only about STIs, but also about sexual pleasure, about how to talk with partners about their sexual desires, as well as about techniques to better pleasure their partners.

The review by Widman et al. [ 63 ] reveals a significant weighted mean effect of technology-based interventions on condom use and abstinence, the effects of which were not affected by age, gender, country, intervention, dose, interactivity, or program tailoring. The effects were more significant when evaluated with short-term (one to five months) follow-ups than with longer term (over six months) ones. Moreover, digital programs were more effective than control programs in contributing to sexual health knowledge and safer sex norms and attitudes. This meta-analysis, drawing on fifteen years of research into youth-oriented digital interventions, is clear evidence of their ability to contribute to safer sex behavior and awareness. In the review by Wadham et al. [ 62 ] the majority of studies used a web-based platform for their programs (16 out of 25). These web-based programs varied between complex, bespoke multimedia interventions to more simplified educational modules. Five studies employed SMS platforms both via mobile phone messaging and web-based instant message services. Three of the programs used social networking sites, either for live chat purposes or alongside a web-based platform. Several studies showed that variety in terms of media and platforms was associated with stronger positive responses among participants and improved outcomes. Eleven of the twenty-five studies focused specifically on HIV prevention, with seven finding a statistically significant effect of the program with regard to knowledge levels about prevention of HIV and other STIs, as well as about general sexual health knowledge. However, only twenty percent of the programs that assessed intended use of condoms reported significant effects due to the intervention.

The review by Bailey et al. [ 56 ] (p. 5) assesses interactive digital interventions (IDIs), defined as “digital media programs that provide health information and tailored decision support, behavioral-change support and/or emotional support” and focuses on the sexual well-being of young people between the ages of thirteen and twenty four in the United Kingdom. IDIs have significant though small effects on self-efficacy and sexual behavior, although there is not sufficient evidence to ascertain the effects on biological outcomes or other longer-term impacts. When comparing IDIs with in-person sexual health programs, the former demonstrate significant, moderate positive effects on sexual health knowledge, significant small effects on intention but no demonstrable effects on self-efficacy. The review by Celik et al. [ 57 ] looks at digital programs (the majority internet- and computer-based with only six making use of mobile phone-based applications) and sets out to understand their effectiveness in changing adolescents’ health behaviors. Findings from the studies ( n = 9) suggest that the digital interventions carried out with the adolescents generally had a positive effect on health-promoting behaviors. However, in another study focused on fostering HIV prevention [ 66 ], there was a statistically significant increase in health-promoting behavior in only one of the four studies reviewed.

In the review by DeSmet et al. [ 58 ], no significant behavioral changes as a result of the interventions for sexual health promotion using serious digital games are identified, although the interventions did have significant though small positive effects on outcomes. The fact that so few studies both met the inclusion criteria and also analyzed behavioral effects suggests the need to further investigate the effectiveness of this kind of game-based approach.

Finally, in the review by Martin et al. [ 61 ] 60 studies were covered, detailing a total of 37 interventions, though only 23 of the reviews included effectiveness results. A majority of the interventions were delivered via websites ( n = 20) while online social networks were the second most favored medium ( n = 13), mostly via Facebook ( n = 8). The programs under review favored online interaction, principally amongst peers ( n = 23) but also with professionals ( n = 16). The review concludes that ASHR programs promoting these kinds of online participation interventions have demonstrated feasibility, practical interest, and attractiveness, though their effectiveness has yet to be determined, given that they are still in the early stages of design and evaluation.

3.4.3. Blended Learning

In the only blended learning review included in our study [ 64 ], the authors conclude that blended learning approaches are being successfully applied in ASHR interventions, including in school-based programs, and have led to positive behavioral and psychosocial changes. However, these results should be treated with caution as the review does not follow the guidelines recommended in the AMSTAR II quality assessment tool [ 44 ] (see Table A4 ) and only includes nine studies.

4. Discussion

The present review of reviews assesses, for the first time jointly to our knowledge, the effectiveness of sexual education programs for the adolescent population (ASRH) developed in school settings, digital platforms and blended learning. Of the twenty reviews included (comprising a total of 491 programs, mostly from the USA), ten correspond to reviews of programs implemented in school settings, nine to those dealing with interventions via digital platforms and only one deals with studies relating to blended learning. Twelve (60%) of the reviews included (6 out of 10 in school settings, 5 out of 9 on digital platforms, and the only blended learning review) have been published in the last 3 years (between 2018 and 2020). Thus, the present study constitutes the most up-to-date and recent review of reviews incorporating several contemporary studies not covered by earlier reviews [ 19 , 27 , 33 , 35 , 36 , 37 , 38 , 39 ].

4.1. Interventions Reviewed

The interventions included in the reviews covered by our study were largely focused on reducing risk behaviors (e.g., VIH/STIs and unwanted pregnancies), and envisaging sex as a problem behavior. Programs reviewed often focused on the physical and biological aspects of sex, including pregnancy, STIs, frequency of sexual intercourse, use of condom, and reducing adolescents´ number of sexual partners. One exception is Golfard’s et al. [ 53 ] review about comprehensive sex education, which is centered on healthy relationships and sexual diversity, though it also makes reference to prevention of violence (dating and intimate partner violence prevention and sex abuse prevention). However, Golfard’s et al.’s [ 53 ] rejects more than 80% of the studies initially reviewed because they were focused solely on pregnancy and disease prevention. In the reviews of interventions on digital platforms and via blended learning all the outcomes focused on behaviors related to sexual health (focused on the prevention of risk behaviors), and in several cases also addressed perceived satisfaction and usability. These results are in line with other studies that confirm the over-attention given to risk behaviors, to the detriment of other more positive aspects of sexuality [ 67 , 68 ]. Teachers continue to perceive their responsibility as combating sexual risk, whilst viewing young people as immature and oversexualized [ 69 ], even as adolescents themselves express a preference for sex education with less emphasis on strictly negative sexual outcomes [ 16 ], and more emphasis on peer education [ 70 ].

As for more positive views of sexuality, only on rare occasions do interventions address issues such as sexual pleasure, desire and healthy relationships. Desire and pleasure were not included in the outcome evaluations for school settings, nor for digital and blended learning programs included in this review: again this is in line with the position of other authors cited in the present study, who advocate the need to also embrace the more positive aspects of sexuality [ 53 , 56 ]. Specifically, Bailey and colleagues [ 56 ] (p. 73) suggest as “optimal outcomes” social and emotional well-being in sexual health. Young people want to know about more than STIs, they also “want information about sexual pleasure, how to communicate with partners about what they want sexually and specific techniques to better pleasure their partners” [ 59 ] (p. 282). Similarly, Kedzior et al. [ 51 ] also argue for the need to move beyond a risk-aversion approach and towards one that places more emphasis on positive adolescent sexual and reproductive health.

Pleasure and desire are largely absent within sex and relationship education [ 71 ] and, when they are included, they are often proposed as part of a discourse on safe practice, where pleasure continues to be equated with danger [ 72 ]. The persistent absence of a “discourse of desire” in sex education [ 73 , 74 ] is especially problematic for women, for whom desire is still mediated by (positive) male attention, and for whom pleasure is derived from being found desirable and not from sexual self-expression or from their own desires [ 75 ]. Receiving sexualized attention from men makes women “feel good” by increasing their self-esteem and self-confidence [ 76 ]. However, it is still men who decide what is sexy and what is not, based on the attention they pay to women “girl watching”, [ 77 ] (p. 386), which leads the latter to self-objectify [ 78 ] with all the attendant negative consequences for their overall and sexual health [ 79 ]. In fact, women experience “pushes” and “pulls” [ 80 ] (p.393) with regard to sexualized culture. In one sense, the sexualization of culture has placed women in the position of subjects who desire, not just that of subjects who are desired, but at the same time it becomes a form of regulation in which young women are forced to assume the current sexualized ideal [ 81 , 82 ] in order to position themselves as “modern, liberated and feminine,” and avoid being seen as “outdated or prudish” [ 83 ] (p. 16). Koepsel [ 84 ] provides a holistic definition of pleasure as well as clear recommendations for how educators can overcome these deficits by incorporating pleasure into their existing curricula. At present, sexual education is still largely centered on questions of public health, and there is as yet no consensus on criteria for defining sexual well-being and other aspects of positive sexuality [ 85 ]. Patterson et al. [ 86 ] argue for the need to mandate “comprehensive, positive, inclusive and skills-based learning” to enhance people´s ability to develop healthy positive relationships throughout their lives.

The absence of desire and pleasure in the outcomes of the evaluated reviews is connected with the absence of gender-related outcomes. Only one of the reviews addresses the issue of gender and power in sexuality programs [ 54 ], illustrating how their inclusion can bring about a five-fold increase in the effectiveness of risk behavior prevention. Nonetheless, men are far less likely than women to sign up for a sexuality course, and as a result of masculine ideologies many young males experience negative attitudes towards sex education [ 87 ]. To date we still have little idea as to what are the “active ingredients” that can contribute to successfully encouraging men to challenge gender inequalities, male privilege and harmful or restrictive masculinities so as to help improve sexual and reproductive health for all [ 88 ] (p.16). Schmidt et al.’s [ 89 ] review looks at 10 evidence-based sexual education programs in schools: the majority discuss sexually transmitted diseases and unplanned pregnancy, abstinence, and contraceptive use, while very few address components related to healthy dating relationships, discussion of interpersonal violence or an understanding of gender roles.

The International Guidance on Sexuality Education [ 90 ], and the International Technical Guidance on Sexuality Education [ 17 ] promote the delivery of sexual education within a framework of human rights and gender equality to support children and adolescents in questioning social and cultural norms. The year 2020 marked the anniversaries of several path breaking policies, laws and events for women’s rights: the 100th anniversary of women´s suffrage in the United States; the 25th anniversary of the Beijing Platform for Action, a global roadmap for women´s empowerment; and, the 20th anniversary of the United Nations Security Council Resolution for a Women, Peace and Security agenda. Although there have been important advances in recent years in research relating to the inclusion of gender equality and human rights interventions in ASRH policies and programming still “fundamental gaps remain” [ 40 ] (p.14). Gender equality, and to an even greater extent human rights, have had very little presence in sexual and reproductive health programs and policies, and there is a pressing need to do more to address these issues systematically. Specifically, issues such as abortion and female genital mutilation, with clear repercussions in terms of gender equality and human rights, are rarely dealt with [ 40 ].

Furthermore, sexual education that privileges heterosexuality reinforces hegemonic attributes of femininity and masculinity, and ignores identities that distance themselves from these patterns. Our collective heteronormative legacy marginalizes and harms LGB families [ 91 ] and LGBTQ+-related information about healthy relationships is largely absent from sexual and reproductive health programs [ 92 ]. Students want a more LGBTQ+ inclusive curriculum [ 92 ]: in the present RoR one review [ 53 ] addresses the issue of non-heteronormative identity in sexuality programs with significant results; and other authors are exploring promising initiatives which are also challenging this lack of inclusivity [ 93 ] and rectifying heterosexual bias [ 94 ]. However, unfortunately, the underlying neoliberal focus of the majority of contemporary sexuality education militates to assimilate LGBTQ+ people into existing economic and social normative frameworks rather than helping disrupt them [ 95 ].

4.2. Effectiveness

This present review of reviews shows a variety of types of sexual health promotion initiatives across the three settings (school-based, digital and blended learning), with inconsistent results. The reviews with lower risk of bias are those carried out in school settings and those that are most critical regarding the effectiveness of programs promoting ASRH, both in the prevention of pregnancies and of HIV/STIs. Reviews dealing with digital platforms and blended learning show greater effectiveness in terms of promoting adolescent sexual health: however, these are also the studies that incorporate the highest risks of bias. Specifically, in digital platforms programs the great variety of alternatives makes comparability difficult. Moreover, these programs, along with blended learning, are in a more incipient state of evaluation, compared to school-setting evaluations, and present greater risks of lower quality than reviews in school settings.

The results of the present RoR are in line with those of previous RoRs [ 19 , 32 ]. The review of reviews by Denford et al.s´ [ 19 ] RoR covered 37 reviews up to 2016 and summarized 224 primary randomized controlled trials: whilst it concludes that school-based programs addressing risky sexual behavior can be effective, its reviews of exclusively school-based studies offer mixed results as to effectiveness in relation to attitudes, skills and behavioral change. Some of those studies report positive effects while others find there are no effects, if not even negative effects, in terms of the aforementioned outcomes [ 19 ]. As regards pregnancy, programs appear to be effective at increasing awareness regarding STIs and contraception but overall the findings suggest that the impact of these interventions on attitudes, behaviors and skills variables are mixed, with some studies leading to improvements whilst others show no change. Moreover, the fact that community-based programs were also taken into consideration might have led to the effectiveness of school-based programs being exaggerated [ 19 ].

However, although in our RoR the higher quality/lower bias studies—in keeping with the findings of previous reviews [ 19 , 33 ]—fail to show a clear pattern of effectiveness, the interventions could nevertheless be generating changes as Denford et al. [ 19 ] suggest, though not in the measured outcomes, bearing in mind the low incidence of sexual intercourse and pregnancy in school-going adolescents.

With regard to school settings, Peterson et al. [ 55 ] conclude that further, more rigorous evidence is necessary to evaluate the extent to which interventions addressing school-related factors are effective and to help better understand the mechanisms by which they may contribute to improving adolescent sexual health. With regard to digital platform programs, Wadham et al. [ 62 ] (p. 101) argue that “although new media has the capacity to expand efficiencies and coverage, the technology itself does not guarantee success.” An interesting observation in their review was that interventions which were either web-based adaptations of prior prevention programs, or were theory-based or had been developed from models of behavioral change appeared effective independently of the chosen digital media mode. However, digital programs are still in the early stages of design and evaluation, especially in terms of the effects of peer interaction and often diverge from existing theoretical models [ 61 ] (p. 13). The expert opinion-based proposal of the European Society for Sexual Medicine [ 96 ] argues that e-sexual health education can contribute to improving the sexual health of the population it seems the future of CSHE is moving towards smartphone apps [ 97 ].

However, “despite clear and compelling evidence for the benefits of high-quality curriculum-based CSE, few children and young people receive preparation for their lives that empowers them to take control and make informed decisions about their sexuality and relationships freely and responsibly” [ 17 ] (p. 12), and during “the current public health crisis, the sexual and reproductive health of adolescents and young adults must not be overlooked, as it is integral to both their and the larger society’s well-being” [ 28 ] (p. 9). In the light of these challenges, Coyle et al.’s [ 64 ] suggestion that the blended learning model may end up achieving a far more dominant role in the future of sexual education acquires even more relevance.

4.3. Limitations

This study represents the first review of reviews, as far as we are aware, in which the effectiveness of sex education programs in different settings (school-based, digital and blended learning) is evaluated, using a rich methodology and providing interesting conclusions. However, the present review of reviews is not without its limitations.

While systematic reviews and reviews of reviews can offer a way synthesizing large amounts of data, the great heterogeneity and diversity of measured outcomes make it difficult to establish a synthesis of the results, even more so in cases where it is not possible to apply meta-analysis. Furthermore, the quality of reviews of reviews is limited by that of the reviews they include and RoRs do not necessarily represent the leading edge research in the field.

In addition, although we searched for a wide range of keywords on the most commonly used databases in the field of health (namely ERIC, Web of Science, PubMed, and PsycINFO) to identify relevant papers, it is possible that the choice of keywords and database may have resulted in our omitting some relevant studies. Moreover, our review has focused on articles in international journals published in English, allowing us access to the most rigorous peer-reviewed studies and to those with greater international diffusion, given that English is the most frequently used language in the scientific environment: notwithstanding, this has also limited the scope of our review by precluding research published in other languages and contexts. Nor have documents that could have been found in the gray literature been included, given that only peer-reviewed studies have been considered for inclusion.

It is worth remembering moreover that most of the data on the outcomes of the studies included are self-reported, with mention of only occasional biological outcomes, which may limit the reliability of the effectiveness results. This represents another interesting reflection on the way in which the evaluation of the effectiveness of programs on sexual education is being carried out, and alerts us to the need for change.

Finally, it should be noted that this review of reviews is focused on adolescents from high-income countries, and our results show that studies carried out in the United States are largely overrepresented, since it is the country that provides the highest number of samples, especially in school settings: this may give rise to bias when it comes to generalizing from these results. Once again, this raises another necessary reflection on the capitalization that studies focused on American samples are having in the construction of the body of scientific knowledge on sexual and reproductive behavior, when in reality sexuality is conditioned by socio-economic variables that require a far-more multicultural and world-centric approach.

5. Conclusions

This review of reviews is the first to assess jointly the effectiveness of school-based, digital and blended learning interventions in ASRH in high-income countries. The effectiveness of the sex education programs reviewed mostly focused on the reduction of risky behaviors (e.g., STI or unwanted pregnancies) as public health outcomes; however, pleasure, desire and healthy relationships are outcomes that are mostly conspicuous by their absence in the reviews we have covered. Nonetheless, the broad range of studies included in this RoR, with their diversity of settings and methods, populations and objectives, precludes any easily drawn comparisons or conclusions. The inconsistent results and the high risk of bias reduce the conclusiveness of this review, so a more rigorous assessment of the effectivity of sexual education programs is pending and action needs to be taken to guarantee better and more rigorous evaluations, with sufficient human and financial resources. Schools and organizations need technical assistance to build the capacity for rigorous program planning, implementation and evaluation [ 98 ]. To this end, there are already examples of interesting proposals, such as that of the Working to Institutionalize Sex Education (WISE) Initiative, a privately funded effort to help public school districts develop and deliver comprehensive sexuality programs in the USA [ 99 ].

The extent of the risks of bias identified in the reviews and studies covered by this RoR points to an important conclusion, allowing us to highlight the precariousness that characterizes the evaluation of sexual education programs and the consequent undermining of public policy oriented to promoting ASRH. Public policies that promote ASRH are of vital importance when it comes to minimizing risks related to sexual behavior, and maximizing healthy relations and sexual well-being for the youngest members of our society.

Above all it is important to recognize the opportunities afforded by new technologies, so ubiquitous in the lives of young people, since they allow for programs that are far more cost-effective than traditional, in-person interventions. Finally, blended learning programs are perhaps even more promising, given their combination of the best of face-to-face and digital interventions, meaning they provide an excellent educative tool in the new context of the COVID-19 pandemic, and may even become the dominant teaching model in the future.

Flow diagram Preferred reporting items for systematic reviews and meta-analysis, PRISMA).

Search Terms Used.

Description of studies.

Characteristics and main results of the studies included.

Evaluation of the studies included (AMSTAR II).

1 1. Did the research questions and inclusion criteria for the review include the components of PCIO?; 2. Did the report of the review contain an explicit statement that the review methods were established prior to the conduct of the review and did the report justify any significant deviations from the protocol?; 3. Did the review authors explain their selection of the study designs for inclusion in the review?; 4. Did the review authors use a comprehensive literature search strategy?; 5. Did the review authors perform study selection in duplicate?; 6. Did the review authors perform data extraction in duplicate?; 7. Did the review authors provide a list of excluded studies and justify the exclusions?; 8. Did the review authors describe the included studies in adequate detail?; 9. Did the review authors use a satisfactory technique for assessing the risk of bias (RoB) in individual studies that were included in the review?; 10. Did the review authors report on the sources of funding for the studies included in the review?; 11. If meta-analysis was performed, did the review authors use appropriate methods for statistical combination of results?; 12. If meta-analysis was performed, did the review authors assess the potential impact of RoB in individual studies on the results of the meta-analysis or other evidence synthesis?; 13. Did the review authors account for RoB in primary studies when interpreting/discussing the results of the review?; 14. Did the review authors provide a satisfactory explanation for, and discussion of, any heterogeneity observed in the results of the review?; 15. If they performed quantitative synthesis did the review authors carry out an adequate investigation of publication bias (small study bias) and discuss its likely impact on the results of the review?; 16. Did the review authors report any potential sources of conflict of interest, including any funding they received for conducting the review? 2 H = Hight; M = Media; C = Low; CL = Critically Low. N = No; Y = Yes.

Author Contributions

Conceptualization, M.L.-F. and R.M.-R.; methodology, M.L.-F.; R.M.-R.; Y.R.-C. and M.V.C.-F.; formal analysis, M.L.-F.; R.M.-R.; Y.R.-C. and M.V.C.-F.; investigation, M.L.-F.; R.M.-R.; Y.R.-C. and M.V.C.-F.; writing—original draft preparation, M.L.-F. and R.M.-R.; writing—review and editing, M.L.-F.; R.M.-R., and Y.R.-C. and.; supervision, M.L.-F.; R.M.-R.; Y.R.-C. and M.V.C.-F. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare that they have no conflicts of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Sex Education Essay: Argumentative Essay Sample

At What Age Should Sex Education Be Introduced at Schools?

Introduction

Sex education has vital importance for preventing teen pregnancy and sex-related risks, and providing kids with the knowledge of the proper sexual behavior. While sex education should be introduced in schools, it is also critical that parents educate their children about sex before school even begins. Therefore, sex education should be introduced to children at the earliest age, providing children with information which corresponds to their needs at a certain age. In addition, sex education at schools should be introduced as early as possible, ensuring children’s healthy sexual development.

Parental Role in Starting Sex Education at Home

Sex is a sensitive topic that, as a rule, is not usually discussed by parents with their children. Parents may often feel uncomfortable when asked by their children about how children are conceived and born and other related topics. It is essential to communicate with children regarding sex and name things as they are from an early age, making them understand what may not be appropriate when interacting with other children (“When Is the Right Age to Teach a Child Sex Education”). This should be done as soon as a child goes to kindergarten and is exposed to communication with other boys and girls.

The Benefits of Early Sex Education

While parents should start educating their children as early as possible, there are debates regarding the age at which sex education should be introduced at school. Some parent groups consider that sex education should not start until grade 5 or 6. At the same time, others believe that this should start earlier. Namely, grades 3 and 4 should be suitable for giving students more knowledge about sex and their bodies (Walsh). This would decrease the chances of facing negative effects of the lack of knowledge about the topic for children.

There are numerous reasons why sex education is relevant from an early age. First, it helps children understand their bodies and not be surprised when their bodies start changing during puberty. Second, children will not be ashamed of discussing sex-related topics and not make rude jokes in their groups (Walsh). Third, students will be aware of the risks and negative effects that can arise in the case of improper sexual behavior. Lastly, they will be introduced to safety measures and ways to avoid damaging situations that can harm psychological health of children which can also affect their adult life. Therefore, children will possess sufficient knowledge about the required behavior and will become competent in understanding their bodies and sexuality.

Sex education is also critical considering the exposure of children to media where messages related to sex may not be clear to them. In this way, without necessary knowledge, they can misinterpret the messages of a sexual nature presented in the media and develop incorrect ideas about their bodies. This is especially relevant when it comes to images shown in media representing the bodies of men and women, which are often believed to be role models for children, especially girls, which can later result in eating disorders and low self-esteem.

Finally, sex education should begin in early childhood, with parents giving children an understanding of their bodies and sexuality. Sex education at schools should begin as early as possible, starting in grade 3 or 4, introducing the primary concepts of sexual development. In this way, sex education can help children be more confident in their sexual development and apply safety measures to avoid risks and negative effects of early sexual activity.

Works Cited

“When Is the Right Age to Teach a Child Sex Education.” Punch Newspapers, Punch Newspapers, 4 Feb. 2017, https://punchng.com/right-age-teach-child-sex-education/. Accessed 23 Jan 2019.

Walsh, Jenny. “Sex Education Needs to Begin Earlier.” Australian Federation of AIDS Organisations, Mar. 2013, https://www.afao.org.au/article/sex-education-needs-begin-earlier/. Accessed 23 Jan 2019.

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Education Thesis Statement

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Crafting a strong thesis statement is essential for any successful educational essay or research paper. This one or two-sentence assertion forms the backbone of your argument, providing a concise summary of the point you intend to make. Whether you’re exploring the impact of technology in classrooms or analyzing the effectiveness of early childhood education, a well-structured thesis statement serves as a roadmap, guiding both.

What is Education Thesis Statement – Definition

An education thesis statement is a concise, focused, and arguable statement that presents the main idea or argument of an essay, research paper, or academic work related to the field of education. It outlines the scope of the study and provides a roadmap for the reader to understand the purpose and direction of the paper.

What is a Good Thesis Statement about Education

A comprehensive integration of technology in classrooms enhances students’ engagement, knowledge retention, and critical thinking skills, ultimately transforming traditional educational paradigms.”

What is an Example of an Education Topic Thesis Statement

“Implementing inclusive education policies in primary schools leads to improved academic outcomes for students with disabilities, fostering a more diverse and supportive learning environment.”

Remember, a good thesis statement is specific, debatable, and gives a clear indication of the focus of your paper. It should also be supported by evidence and analysis throughout the essay.

100 Education Statement Examples

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Crafting effective education thesis statements is pivotal in academic writing. These succinct sentences encapsulate the core concepts of your research, guiding your paper’s trajectory. From dissecting teaching methodologies to examining education’s societal impacts, a well-structured thesis statement is a beacon that illuminates your scholarly journey.

• Technology in Education : Integrating personalized digital tools in classrooms enhances collaborative learning, preparing students for a tech-driven world.
• Early Childhood Education : High-quality preschool programs significantly improve children’s cognitive development, ensuring a strong foundation for future learning.
• Inclusive Education : Adapting curriculum and teaching methods to diverse learning styles fosters equitable and enriching classroom experiences for all students.
• Education Policy : Reforms in standardized testing systems promote a more holistic evaluation of students’ abilities and potential.
• Online Learning : The surge in online education democratizes access to knowledge, revolutionizing traditional notions of learning environments.
• Critical Pedagogy : Empowering students to think critically about societal issues cultivates active citizenship and social change.
• STEM Education : Prioritizing STEM subjects in curricula prepares students for the demands of a technology-driven workforce.
• Arts Integration : Infusing arts into education not only enhances creativity but also nurtures a deeper understanding of core subjects.
• Parental Involvement : Engaged parental participation positively correlates with students’ academic success and overall well-being.
• Higher Education Costs : Exploring alternative funding models is crucial to make higher education accessible and affordable for all.
• Global Education : Fostering cross-cultural awareness in schools cultivates tolerance, empathy, and a broader worldview among students.
• Special Education : Tailoring teaching strategies to the needs of students with disabilities empowers them to achieve their full potential.
• Motivation and Learning : Understanding motivational factors improves teaching methods and student engagement in the classroom.
• Physical Education : Incorporating regular physical activity into the curriculum promotes not only fitness but also cognitive and emotional development.
• Education and Employment : Analyzing the relationship between education levels and job prospects reveals the role of education in economic mobility.
• Bilingual Education : Studying the effects of bilingual instruction on cognitive development highlights the benefits of multilingualism in education.
• Gender Disparities in Education : Addressing gender biases in curricula and teaching practices contributes to more equitable educational experiences.
• Teacher Training : Enhancing teacher preparation programs leads to more effective classroom management and student engagement.
• Education and Social Media : Analyzing the impact of social media on students’ learning habits reveals new avenues for interactive and self-directed learning.
• Education and Mental Health : Integrating mental health education into the curriculum helps reduce stigma and promotes students’ psychological well-being.
• Education and Sustainability : Incorporating environmental education empowers students to become responsible stewards of the planet.
• Literacy Development : Investigating early literacy interventions highlights the importance of foundational reading skills in later academic success.
• Civic Education : Teaching civics fosters active participation in democratic processes and shapes informed and responsible citizens.
• Education for Special Needs Students : Creating individualized education plans (IEPs) enhances the learning experience for students with diverse abilities.
• Globalization and Education : Exploring how globalization affects educational policies and practices prepares students for a globalized world.
• Education and Poverty : Investigating the link between education and poverty reduction underscores the role of education in breaking the cycle of disadvantage.
• Character Education : Nurturing qualities like empathy, integrity, and resilience in students contributes to holistic personal and ethical development.
• Standardized Curriculum vs. Personalized Learning : Evaluating the benefits and drawbacks of standardized versus personalized learning approaches in classrooms.
• Education Technology Ethics : Examining the ethical implications of using student data in educational technology applications.
• Education and Immigration : Studying the educational challenges and opportunities faced by immigrant students in host countries.
• Critical Thinking Education : Integrating critical thinking skills into curricula prepares students to analyze and evaluate information independently.
• Education and Cultural Heritage : Incorporating cultural heritage education preserves traditions and fosters cultural pride among students.
• Education Funding Allocation : Investigating the impact of equitable distribution of funding on educational outcomes in different communities.
• Education and Neurodiversity : Creating inclusive classrooms that accommodate neurodiverse students promotes a more accepting society.
• Sexual Education : Implementing comprehensive sexual education equips students with vital knowledge for making informed decisions.
• Education and Democracy : Understanding the role of education in nurturing informed citizenship and active participation in democratic processes.
• Education and Indigenous Knowledge : Integrating indigenous knowledge systems into curricula honors diverse worldviews and promotes cultural understanding.
• Home Schooling vs. Public Schooling : Comparing the academic and social outcomes of students educated at home versus traditional schools.
• Peer-to-Peer Learning : Exploring the effectiveness of peer mentoring programs in enhancing students’ academic performance and social skills.
• Education and Artificial Intelligence : Analyzing the potential of AI to personalize learning experiences and address individual student needs.
• Vocational Education : Promoting vocational education as a viable pathway to skill development and successful career opportunities.
• Education and Ethical Dilemmas : Investigating ethical challenges faced by educators and students in modern educational settings.
• Education and LGBTQ+ Inclusivity : Creating safe and inclusive environments for LGBTQ+ students through policy changes and awareness programs.
• Education and Aging Population : Adapting educational strategies to meet the learning needs of an aging workforce.
• Assessment Methods : Exploring innovative assessment techniques that provide a more comprehensive understanding of student learning.
• Outdoor Education : Utilizing outdoor and experiential learning to enhance students’ practical skills and environmental awareness.
• Education and Artificial Reality : Harnessing the potential of virtual and augmented reality in creating immersive educational experiences.
• Emotional Intelligence in Education : Integrating emotional intelligence training in schools contributes to students’ interpersonal skills and emotional well-being.
• Education and Gifted Students : Tailoring instruction to meet the unique learning needs of gifted students supports their intellectual growth.
• Education and Nutrition : Recognizing the link between proper nutrition and cognitive development for optimal student learning.
• Education and Language Acquisition : Examining strategies for effective language acquisition among non-native speakers in educational settings.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities
• Education and Digital Literacy : Evaluating the importance of teaching digital literacy skills to navigate the information-rich online world.
• Teacher-Student Relationships : Investigating the impact of positive teacher-student relationships on academic motivation and achievement.
• Education and Social Justice : Analyzing the role of education in addressing societal inequalities and promoting social justice.
• Education and Multilingualism : Exploring the benefits of a multilingual approach in education for cognitive development and cultural awareness.
• Education and Learning Disabilities : Implementing tailored strategies to support students with learning disabilities enhances their academic success.
• Education and Environmental Awareness : Integrating environmental education fosters a generation of environmentally conscious citizens.
• Education and Entrepreneurship : Promoting entrepreneurial education equips students with skills for innovation and economic contribution.
• Student Engagement Strategies : Investigating effective methods to enhance student engagement and participation in the learning process.
• Education and Artificial Intelligence Ethics : Examining ethical considerations when using AI in educational settings to ensure data privacy and equity.
• Education and Emotional Well-being : Creating emotionally supportive environments positively impacts students’ mental health and academic performance.
• Education and Cultural Assimilation : Analyzing how education can either preserve or dilute cultural heritage among immigrant communities.
• Distance Learning Challenges : Exploring the challenges and benefits of distance learning, especially in the context of global events.
• Education and Creativity : Fostering creative thinking skills in students through innovative teaching approaches and curricular design.
• Education and Student Autonomy : Investigating the benefits of allowing students more autonomy in their learning processes.
• Education and Gaming : Exploring the potential of educational games in enhancing learning outcomes and student engagement.
• Teacher Burnout : Examining the factors contributing to teacher burnout and strategies to promote educator well-being.
• Global Education Disparities : Analyzing the disparities in access to quality education across different regions of the world.
• Education and Learning Styles : Tailoring instruction to accommodate diverse learning styles enhances students’ comprehension and retention.
• Education and Brain Development : Studying the correlation between educational experiences and brain development in children and adolescents.
• Education and Ethics Education : Integrating ethics education cultivates morally responsible decision-making among students.
• Education and Socioeconomic Mobility : Examining how education can be a catalyst for upward social mobility in disadvantaged communities.
• Education and Peer Influence : Investigating how peer interactions shape students’ attitudes, behaviors, and academic choices.
• Education and Indigenous Language Revival : Promoting the revitalization of indigenous languages through education preserves cultural heritage.
• Teacher Evaluation Methods : Exploring effective methods for evaluating teacher performance and their impact on educational quality.
• Education and Critical Media Literacy : Developing media literacy skills equips students to critically analyze and navigate the digital information landscape.
• Education and Online Privacy : Raising awareness about online privacy and digital citizenship in educational settings.
• Education and Parental Expectations : Analyzing the effects of parental expectations on students’ academic motivation and achievements.
• Education and Gender Stereotypes : Exploring how education can challenge or reinforce traditional gender stereotypes and roles.
• Education and Mindfulness : Incorporating mindfulness practices in schools enhances students’ focus, emotional regulation, and well-being.
• Education and Aging Workforce : Adapting teaching methods to address the unique learning needs of mature students in continuing education.
• Education and Postcolonialism : Analyzing the influence of colonial history on education systems and curriculum development.
• Education and Lifelong Learning : Promoting the idea of education as a continuous process that extends beyond formal schooling.

Education Thesis Statement Examples for Argumentative Essay

Education is the cornerstone of societal progress, and an argumentative essay thesis statement can explore its multifaceted impact. A thesis statement could be: “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.

• Mandatory Financial Literacy Education : “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.”
• Comprehensive Sex Education : “The integration of comprehensive sex education into curricula is imperative to address the rising rates of teenage pregnancies and sexually transmitted infections.”
• Bilingual Education : “Bilingual education programs positively contribute to cognitive development, cross-cultural understanding, and global communication skills among students.”
• Diverse Perspectives in History Education : “The inclusion of diverse perspectives in history education fosters critical thinking and promotes a more accurate understanding of past events.”
• Importance of Arts Education : “Arts education should remain a fundamental component of the curriculum, as it enhances creativity, cognitive abilities, and emotional intelligence.”
• Media Literacy Education : “Promoting media literacy education equips students to navigate the complexities of the digital age, fostering critical analysis of information sources.”
• Restorative Justice in Education : “Implementing restorative justice practices in schools nurtures conflict resolution skills, reduces disciplinary disparities, and creates a more inclusive learning environment.”
• Environmental Education : “Environmental education cultivates a sense of responsibility for ecological sustainability, preparing students to address pressing global environmental challenges.”
• Mental Health Education : “Education about mental health and emotional well-being should be integrated into curricula to reduce stigma, enhance self-awareness, and support student mental health.”
• Coding and Computer Science Education : “Teaching coding and computer science in primary education enhances problem-solving abilities, technological literacy, and prepares students for a technology-driven future.”

Importance of Education Thesis Statement Examples

Highlighting the significance of education, a thesis statement like, “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”

• Access to Quality Education : “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”
• Education and Innovation : “Education empowers individuals to challenge societal norms, fostering innovation and progress through the exploration of new ideas and perspectives.”
• Early Childhood Education : “Investing in early childhood education yields lifelong benefits, promoting cognitive development, emotional intelligence, and academic success.”
• Education for Social Cohesion : “Education plays a pivotal role in promoting social cohesion, bridging cultural divides, and fostering mutual respect and understanding among diverse communities.”
• Education and Economic Growth : “An educated workforce drives economic growth by fostering innovation, increasing productivity, and attracting investment in a knowledge-based economy.”
• Empowerment through Education : “Education is the foundation of personal empowerment, enabling individuals to make informed decisions about their health, finances, and overall well-being.”
• Education in a Technological Era : “Quality education equips individuals with the skills to adapt to rapid technological changes, ensuring they remain competitive in a dynamic job market.”
• Education and Social Mobility : “Education serves as a catalyst for social mobility, enabling individuals to transcend their socioeconomic backgrounds and achieve upward mobility.”
• Education and Public Health : “In societies with higher levels of education, there is a positive correlation with improved public health outcomes, lower crime rates, and overall well-being.”
• Right to Education : “Education is a fundamental human right that should be accessible to all, regardless of gender, ethnicity, socioeconomic status, or geographical location.”

Lack of Education Thesis Statement Examples

Examining the consequences of inadequate education, a concise thesis statement might state: “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”

• Impact of Inaccessible Education : “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”
• Cycle of Poverty : “In regions with limited educational opportunities, there is a heightened risk of perpetuating cycles of poverty, resulting in diminished life prospects for generations.”
• Lack of Comprehensive Sex Education : “The absence of comprehensive sex education contributes to uninformed decisions, leading to higher rates of unintended pregnancies and the spread of sexually transmitted infections.”
• Educational Inequality and Civic Engagement : “Communities with inadequate educational infrastructure experience reduced civic engagement, hampering their ability to advocate for their rights and interests.”
• Challenges in Special Needs Education : “Without inclusive education practices, students with disabilities are often marginalized, denying them opportunities for holistic development and societal contribution.”
• Environmental Ignorance : “The lack of emphasis on environmental education results in a lack of awareness about sustainable practices, exacerbating environmental degradation and climate change.”
• Mental Health Education Gap : “A dearth of education around mental health perpetuates stigma, preventing individuals from seeking help and contributing to a global mental health crisis.”
• Gender Disparities in Education : “In societies where gender equity in education is not prioritized, women and girls face limited opportunities, reinforcing gender disparities in various sectors.”
• Education and Ignorance : “Communities without access to quality education struggle to break free from cycles of ignorance and misinformation, hindering progress and social cohesion.”
• Digital Literacy Divide : “The absence of education tailored to the digital age leaves individuals vulnerable to misinformation, cyber threats, and challenges presented by rapid technological advancements.”

Education Thesis Statement Examples for College

For a college-focused context, a thesis could be: “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”

• Practical Skills in Higher Education : “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”
• Interdisciplinary Learning in College : “College education should prioritize interdisciplinary learning, fostering a holistic understanding of complex global issues and encouraging innovative solutions.”
• Experiential Learning in College : “Promoting student engagement through experiential learning opportunities in college enhances critical thinking, problem-solving skills, and prepares students for lifelong learning.”
• Soft Skills Development in College : “Colleges should emphasize the development of soft skills such as communication, teamwork, and adaptability, essential for success in diverse professional environments.”
• Entrepreneurship Education in College : “Incorporating entrepreneurship education in college equips students with the mindset and skills needed to create and navigate their own career paths.”
• Cultural Competence in College : “College education should encourage cultural competence, promoting empathy and understanding in an increasingly interconnected and diverse world.”
• Technology-Enhanced Learning in College : “Embracing technology-enhanced learning methods in college empowers students to become digitally literate, adaptable, and well-prepared for the modern workforce.”
• Research-Oriented College Education : “Fostering a research-oriented approach in college education cultivates critical inquiry, creativity, and advances our understanding of various academic disciplines.”
• Mental Health Support in College : “Colleges should prioritize mental health and well-being services to support students during a transformative period, ensuring their holistic success.”
• Flexible Learning in College : “Offering flexible learning options, including online and hybrid courses, accommodates diverse student needs and promotes lifelong learning beyond traditional campus settings.”

Education Thesis Statement Examples for Students

Directing attention to students, a thesis might read: “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”

• Personalized Learning for Students : “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”
• Student-Centered Education : “Student-centered education that encourages curiosity, creativity, and critical thinking nurtures independent thought and prepares students for active citizenship.”
• Project-Based Learning for Students : “Incorporating project-based learning in schools develops problem-solving skills and empowers students to apply theoretical knowledge to real-world situations.”
• Student Agency in Education : “Encouraging student agency in educational decisions fosters a sense of ownership, boosting motivation, and promoting self-directed learning.”
• Learning from Failure for Students : “Education that emphasizes the value of failure as a stepping stone to success helps students develop resilience, adaptability, and a growth mindset.”
• Collaborative Learning for Students : “Promoting collaborative learning experiences in classrooms cultivates teamwork skills, enhances communication, and exposes students to diverse perspectives.”
• Extracurricular Involvement for Students : “Student involvement in extracurricular activities and community service fosters character development, empathy, and a sense of responsibility to society.”
• Arts and Creative Expression for Students : “Integrating arts and creative expression into education sparks imagination, enhances emotional intelligence, and encourages students to think outside the box.”
• Digital Literacy for Students : “Cultivating digital literacy skills equips students to navigate the digital landscape responsibly, critically evaluate information, and contribute positively online.”
• Mindfulness in Education for Students : “Education that incorporates mindfulness and well-being practices helps students manage stress, build emotional resilience, and maintain overall mental wellness.”

Education Thesis Statement Examples for Essay

In the context of an essay, a case study thesis statement could be: “Exploring the evolution of educational technology reveals its role as a transformative force in modern classrooms, reshaping traditional teaching methods and enhancing student outcomes.”

• Effective Study Habits : “Exploring effective study habits and time management strategies equips students with the tools to optimize their learning experience and achieve academic success.”
• Role of Teachers in Student Motivation : “Analyzing the pivotal role of teachers in motivating students through innovative teaching methods and supportive mentorship enhances the learning journey.”
• Educational Technology Integration : “Examining the integration of educational technology in classrooms highlights its potential to enhance engagement, collaboration, and personalized learning.”
• Impact of Standardized Testing : “Investigating the impact of standardized testing on curriculum, instruction, and student stress provides insights into the complexities of assessment-driven education systems.”
• Importance of Early Literacy : “Highlighting the significance of early literacy development in shaping future academic achievements emphasizes the need for targeted interventions and support.”
• Holistic Assessment Approaches : “Exploring alternative assessment methods beyond exams, such as project-based assessments and portfolios, offers a comprehensive view of student learning.”
• Cultural Competence in Education : “Analyzing the importance of cultural competence in educators for creating inclusive classrooms and fostering diverse student perspectives.”
• Critical Thinking in Education : “Investigating the cultivation of critical thinking skills through interdisciplinary learning encourages students to question, analyze, and form independent viewpoints.”
• Ethics Education : “Examining the integration of ethics education across disciplines prepares students to navigate ethical dilemmas and make informed moral decisions.”
• Education and Sustainable Development : “Exploring the role of education in promoting sustainable development addresses its contribution to environmental awareness, social responsibility, and global citizenship.”

Education Thesis Statement Examples about Online Learning

Regarding online learning, a thesis might state: “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”

Education Thesis Statement Examples about Online Learning:

• Rise of Online Education : “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”
• Hybrid Learning Models : “Examining the effectiveness of hybrid learning models highlights the potential of combining online and in-person elements to enhance engagement and flexibility in education.”
• Synchronous and Asynchronous Online Interactions : “Investigating the role of synchronous and asynchronous online interactions in virtual classrooms reveals their impact on student engagement, peer collaboration, and instructor feedback.”
• Online Assessment Methods : “Analyzing the role of online assessments in measuring student performance raises questions about the fairness, security, and authenticity of remote evaluation methods.”
• Digital Divide in Online Learning : “Exploring the digital divide’s impact on online learning access emphasizes the need for targeted interventions to bridge technological disparities among students.”
• Massive Open Online Courses (MOOCs) : “The rise of Massive Open Online Courses (MOOCs) challenges traditional education paradigms by offering large-scale, accessible learning experiences to diverse global audiences.”
• Artificial Intelligence in Online Education : “Examining the role of artificial intelligence in personalized online education sheds light on its potential to adapt content, pacing, and assessment to individual student needs.”
• Virtual Communities and Online Learning : “Investigating the social aspects of online learning environments explores the ways virtual communities, discussions, and collaborations contribute to a sense of belonging.”
• Online Simulations and Virtual Labs : “Analyzing the benefits of online simulations and virtual labs in science education showcases their role in providing experiential learning opportunities outside traditional labs.”
• Long-Term Effects of Online Learning : “The exploration of online learning’s long-term effects on students’ social skills, time management, and self-regulation offers insights into the broader impacts of digital education.”

Education Thesis Statement Examples for Parental Involvement

Focusing on parental involvement, a thesis could be: “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”

• Active Parental Engagement : “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”
• Early Childhood Parental Involvement : “Investigating the influence of parental involvement in early childhood education emphasizes its role in shaping cognitive, emotional, and social foundations for lifelong learning.”
• Parent-Teacher Partnerships : “Analyzing the impact of parent-teacher partnerships on student motivation and behavior management highlights the importance of consistent communication and shared goals.”
• Parental Involvement in Remote Learning : “Exploring strategies to involve parents in remote and online learning environments addresses the need for adaptable approaches to maintain strong home-school connections.”
• Parent-Led Initiatives in Schools : “Examining the impact of parent-led initiatives in schools reveals their potential to enhance school facilities, resources, and extracurricular opportunities for all students.”
• Challenges of Parental Involvement : “Investigating the challenges faced by parents from diverse backgrounds in engaging with school activities emphasizes the importance of culturally sensitive communication and support.”
• Parent Education Workshops : “Analyzing the role of parent education workshops in enhancing parenting skills, communication, and support systems contributes to positive student outcomes.”
• Parental Involvement and Absenteeism : “Exploring the impact of parental involvement on reducing absenteeism, dropout rates, and disciplinary issues underscores its potential as a preventive measure.”
• Parental Involvement in Curriculum Decisions : “Investigating the effects of parent participation in curriculum decisions and policy-making highlights their valuable insights and contributions to shaping educational priorities.”
• Technology and Parental Involvement : “Exploring the intersection of technology and parental involvement unveils the potential of digital platforms to facilitate communication, updates, and collaboration between parents and educators.”

Education Thesis Statement Examples for Special Needs

Addressing special needs education, a thesis might read: “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”

• Inclusive Education Practices : “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”
• Assistive Technology in Special Education : “Examining the impact of assistive technology in special education classrooms showcases its role in enhancing communication, learning experiences, and independence for students.”
• Individualized Education Programs (IEPs) : “Analyzing the effectiveness of Individualized Education Programs (IEPs) emphasizes their significance in providing personalized learning pathways for students with special needs.”
• Parental Experiences in Special Education : “Exploring the experiences of parents of children with disabilities within the education system sheds light on the challenges they face and the importance of collaborative partnerships.”
• Educator Training for Inclusive Classrooms : “Investigating the training and professional development needs of educators in inclusive classrooms addresses the necessity of equipping teachers with diverse teaching strategies.”
• Peer Support Programs : “Analyzing the benefits of peer support programs in fostering positive relationships between students with and without disabilities underscores their role in promoting empathy and understanding.”
• Accessible Learning Materials : “Examining the impact of accessible learning materials, such as Braille, a resources, and captioning, highlights their contribution to equitable educational experiences.”
• Sensory-Friendly Environments : “Investigating the role of sensory-friendly environments in schools demonstrates their ability to create inclusive spaces that accommodate the needs of students with sensory sensitivities.”
• Transition from School to Post-School Life : “Analyzing the transition process for students with special needs from school to post-school life underscores the importance of vocational training and community integration.”
• Mental Health Support in Special Education : “Exploring the intersection of mental health support and special education reveals the need for comprehensive strategies that address the unique emotional needs of students with disabilities.”

Education Thesis Statement Examples for Gender Equity

Exploring gender equity in education, a thesis statement could be: “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.

• Gender-Sensitive Education : “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.”
• Gender Bias in Educational Materials : “Examining the impact of gender bias in textbooks and educational materials underscores the importance of representation and accurate portrayals of diverse gender identities.”
• Gender-Responsive Pedagogy : “Analyzing the role of gender-responsive pedagogy in promoting equitable learning experiences challenges traditional teaching practices that perpetuate gender stereotypes.”
• Teacher Expectations and Gender : “Exploring the influence of teacher expectations on student performance highlights the need to address unconscious biases that can hinder gender-equitable educational outcomes.”
• Single-Sex Education vs. Coeducation : “Investigating the impact of single-sex education versus coeducation on academic achievement and personal development offers insights into the effects of different learning environments.”
• LGBTQ+ Students in Educational Settings : “Analyzing the experiences of LGBTQ+ students in educational settings emphasizes the importance of creating safe, inclusive spaces that respect and celebrate diverse identities.”
• Gender-Balanced Leadership : “Examining the impact of gender-balanced leadership and decision-making in schools addresses the need for role models and equitable representation at all levels of education.”
• Gender-Based Violence Prevention in Schools : “Investigating the effects of gender-based violence prevention programs in schools emphasizes their role in fostering respectful relationships and safe learning environments.”
• Parental Attitudes and Gender Roles : “Analyzing the influence of parental attitudes toward gender roles on children’s educational and career aspirations underscores the need for comprehensive family and community involvement.”
• Culture, Gender Equity, and Education : “Exploring the intersection of cultural norms, gender equity, and education in diverse societies reveals the complex factors that shape educational opportunities and challenges for different genders.”

What is a Good Thesis Statement about the Lack of Education?

A strong thesis statement about the lack of education should succinctly capture the essence of the issue while outlining its significance and potential consequences. Here’s a guide to crafting a powerful thesis statement on this topic:

Example Thesis Statement: “The pervasive lack of accessible education in underserved communities perpetuates cycles of poverty, limits economic mobility, and hampers societal progress, necessitating urgent reforms to ensure equitable learning opportunities for all.”

• Identify the Issue : Clearly state the problem you’re addressing – in this case, the lack of education.
• Highlight Significance : Express why the issue matters by emphasizing its impact on individuals and society as a whole.
• Show Consequences : Indicate the adverse effects of the lack of education, such as perpetuating poverty and hindering progress.
• Mention Urgency : Communicate the importance of addressing the issue promptly, as well as the need for reform.

What is an Example of a Thesis Statement in Inclusive Education?

A thesis statement on inclusive education should emphasize the importance of creating learning environments that cater to diverse learners’ needs. Here’s a guide to crafting such a thesis statement:

Example Thesis Statement: “Inclusive education, through its emphasis on diverse learning styles, individualized support, and community engagement, fosters a holistic and equitable learning experience that empowers all students to reach their fullest potential.”

• State Inclusion as a Goal : Clearly mention that the thesis is about inclusive education.
• Highlight Diverse Learning Styles : Emphasize the importance of accommodating various learning styles and needs.
• Emphasize Individualized Support : Stress the role of personalized assistance and adaptations in inclusive education.
• Mention Community Engagement : Indicate how involving the community contributes to a successful inclusive education environment.
• Discuss Empowerment : Express how inclusive education empowers all students to achieve their best outcomes.

How Do You Write a Thesis Statement for Education? – Step by Step Guide

• Identify Your Topic : Determine the specific aspect of education you want to address.
• Understand the Issue : Gain a deep understanding of the topic’s significance, challenges, and potential impact.
• Craft a Clear Idea : Develop a concise and focused main idea or argument related to education.
• Make It Debatable : Ensure your thesis statement presents an argument or perspective that can be debated or discussed.
• Address Significance : Highlight why the topic is important and relevant in the context of education.
• Consider Counterarguments : Acknowledge potential opposing viewpoints and consider incorporating counterarguments.
• Keep It Concise : Your thesis statement should be a single, clear, and well-structured sentence.
• Reflect Your Essay’s Scope : Make sure your thesis aligns with the scope of your essay or paper.
• Revise and Refine : Review and revise your thesis statement to ensure its clarity and accuracy.
• Seek Feedback : Share your thesis statement with peers or instructors for feedback and suggestions.

Tips for Writing a Thesis Statement on Education Topics

• Be Specific : Clearly state what your paper will address within the broad topic of education.
• Avoid Generalizations : Avoid overly broad or vague statements that lack focus.
• Express a Strong Position : Your thesis should convey a clear stance on the issue.
• Consider Your Audience : Tailor your thesis to resonate with your intended audience.
• Use Precise Language : Choose words that convey your message concisely and accurately.
• Make It Unique : Craft a thesis that sets your essay apart by presenting a unique perspective.
• Reflect Your Essay Structure : Your thesis should mirror the overall structure of your essay.
• Be Open to Revisions : Be willing to adjust your thesis as your research and writing progress.
• Proofread Carefully : Ensure your thesis statement is free of grammatical and typographical errors.
• Revise as Needed : It’s okay to revise your thesis as you refine your arguments and analysis.

Remember, a strong thesis statement sets the tone for your entire essay and guides your readers in understanding the focus and direction of your work. You may also be interested in our  thesis statement for informative essay .

Text prompt

• Instructive
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• The University of Sydney
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• Sydney Digital Theses (Open Access)

With respect to consent: The language of sex education

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved June 28, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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