Article type
Abstract
Background: Even though according to international guidelines school-based sexuality education (SE) is demonstrated to be effective and acceptable, Italy remains one of the few countries in Europe where SE is not included in school curricula at any level. Moreover, Italian students identify schools as the preferred setting in which to receive education on these topics. Recent and politicized debates occurred in the country with very little impact on the status quo. In 2019, the Italian Ministry of Health funded an implementation research project on school-based SE.
Objectives: To develop, pilot, and rigorously evaluate a comprehensive SE (CSE) intervention in Italy to build solid evidence and ultimately inform decision-making at national as well as local levels.
Methods: We reviewed the evidence on SE in schools using scientific and grey sources as well as field evidence from Italy. Using a participatory approach, we developed a CSE intervention and piloted it in 6 Italian regions 2021 through 2024. We developed and scaled-up an evaluation protocol to include students, parents, teachers, and SE educators from civil society organizations. Evaluation included quantitative and qualitative tools to assess program, process, and outcome dimensions (eg, knowledge, practice, perceptions).
Results: A total of 24 schools and 1223 students participated in the pilot activity over 3 consecutive school years. Student-based evaluation showed improved knowledge and high acceptability following the CSE intervention. Parents and teachers who participated in the evaluation reported the need for CSE intervention. SE educators' reports were used to refine intervention contents and materials.
Conclusions: We collected results in different formats to cater to the scientific community, professionals, and decision-makers. Nevertheless, in Italy, the engagement of high-profile decision-makers and policy makers was challenging and highly dependent on government political orientation.
Objectives: To develop, pilot, and rigorously evaluate a comprehensive SE (CSE) intervention in Italy to build solid evidence and ultimately inform decision-making at national as well as local levels.
Methods: We reviewed the evidence on SE in schools using scientific and grey sources as well as field evidence from Italy. Using a participatory approach, we developed a CSE intervention and piloted it in 6 Italian regions 2021 through 2024. We developed and scaled-up an evaluation protocol to include students, parents, teachers, and SE educators from civil society organizations. Evaluation included quantitative and qualitative tools to assess program, process, and outcome dimensions (eg, knowledge, practice, perceptions).
Results: A total of 24 schools and 1223 students participated in the pilot activity over 3 consecutive school years. Student-based evaluation showed improved knowledge and high acceptability following the CSE intervention. Parents and teachers who participated in the evaluation reported the need for CSE intervention. SE educators' reports were used to refine intervention contents and materials.
Conclusions: We collected results in different formats to cater to the scientific community, professionals, and decision-makers. Nevertheless, in Italy, the engagement of high-profile decision-makers and policy makers was challenging and highly dependent on government political orientation.