Article type
Abstract
Background
In Italy, sexuality education (SE) within the school curriculum remains not mandatory. To put the basis for a change, in 2019 the Italian Ministry of Health financed a pilot project aimed at generating empirical evidence about implementation and effectiveness of a SE intervention in secondary school settings. However, to build a solid foundation to inform policymakers, policy-oriented implementation research needs a multicomponent approach to evaluation.
Objectives
This work aims to describe a composite evaluation framework for comprehensive sexuality education intervention (CSE) in lower and upper Italian secondary schools.
Methods
In the field of CSE implementation research, as for all complex interventions, several dimensions for evaluating an educational intervention are needed. According to the available literature and iterative expert and providers consultations, various programs, processes and outcome metrics were selected, including changes in knowledge, behavioral shifts, levels of satisfaction and acceptability of the program, sustainability of processes.
Results
A four arms, Solomon, cluster design study has been designed to evaluate among students the effectiveness and generalizability of a CSE intervention that was composed of four modules on: changes in adolescence, emotions and relationship, consent and sexual experiences, and sexually transmitted infections. Questionnaires assessing knowledge about sexuality and satisfaction for intervention included quantitative and qualitative items. These questionnaires assessed both short and medium-term outcomes, as they were administered before and after the activity, and 5 months after the end of the last intervention in the classroom. Furthermore, different surveys were also conducted among teachers and parents, measuring knowledge, attitude, and practice on CSE, and observed changes in behaviour among students/children. Moreover, field diaries and swot analysis were drawn up by educators delivering the CSE intervention, exploring their perceptions, practices, and attitudes.
Conclusions
Examining the effects of a CSE intervention demands a comprehensive evaluation approach, considering its impact on individuals’ personal and emotional development for sustaining behavioral change. Engagement of providers, recipients, and contextual adults is essential in evaluating educational activities. However, assessment of long-term outcomes requires an extended timeframe.
In Italy, sexuality education (SE) within the school curriculum remains not mandatory. To put the basis for a change, in 2019 the Italian Ministry of Health financed a pilot project aimed at generating empirical evidence about implementation and effectiveness of a SE intervention in secondary school settings. However, to build a solid foundation to inform policymakers, policy-oriented implementation research needs a multicomponent approach to evaluation.
Objectives
This work aims to describe a composite evaluation framework for comprehensive sexuality education intervention (CSE) in lower and upper Italian secondary schools.
Methods
In the field of CSE implementation research, as for all complex interventions, several dimensions for evaluating an educational intervention are needed. According to the available literature and iterative expert and providers consultations, various programs, processes and outcome metrics were selected, including changes in knowledge, behavioral shifts, levels of satisfaction and acceptability of the program, sustainability of processes.
Results
A four arms, Solomon, cluster design study has been designed to evaluate among students the effectiveness and generalizability of a CSE intervention that was composed of four modules on: changes in adolescence, emotions and relationship, consent and sexual experiences, and sexually transmitted infections. Questionnaires assessing knowledge about sexuality and satisfaction for intervention included quantitative and qualitative items. These questionnaires assessed both short and medium-term outcomes, as they were administered before and after the activity, and 5 months after the end of the last intervention in the classroom. Furthermore, different surveys were also conducted among teachers and parents, measuring knowledge, attitude, and practice on CSE, and observed changes in behaviour among students/children. Moreover, field diaries and swot analysis were drawn up by educators delivering the CSE intervention, exploring their perceptions, practices, and attitudes.
Conclusions
Examining the effects of a CSE intervention demands a comprehensive evaluation approach, considering its impact on individuals’ personal and emotional development for sustaining behavioral change. Engagement of providers, recipients, and contextual adults is essential in evaluating educational activities. However, assessment of long-term outcomes requires an extended timeframe.