Comprehensive sexuality education in Thailand? A nationwide assessment of sexuality education implementation in Thai public secondary schools
Pimpawun Boonmongkon A B , Manash Shrestha A B , Nattharat Samoh A , Kunakorn Kanchawee A , Pimnara Peerawarunun A , Petcharat Promnart A , Timo Ojanen B C and Thomas E. Guadamuz A B D
+ Author Affiliations
- Author Affiliations
A Center of Excellence in Research on Gender, Sexuality and Health, Faculty of Social Sciences and Humanities, Mahidol University, 999 Putthamonthon 4 Road Salaya, Nakhon Pathom 73170, Thailand.
B Department of Society and Health, Faculty of Social Sciences and Humanities, Mahidol University, 999 Putthamonthon 4 Road Salaya, Nakhon Pathom 73170, Thailand.
C Faculty of Learning Sciences and Education, Thammasat University, 99 Moo 18 Thanon Phahon Yothin Amphoe Khlong Luang, Chang Wat Pathum Thani 12121, Thailand.
D Corresponding author. Email: tguadamu@hotmail.com
Sexual Health 16(3) 263-273 https://doi.org/10.1071/SH18121
Submitted: 11 July 2018 Accepted: 8 February 2019 Published: 27 May 2019
Abstract
Background: The purpose of this nationwide study was to assess implementation of comprehensive sexuality education (CSE) in Thai public secondary schools, with a view to reveal its strengths and weaknesses. Methods: This was a mixed-methods study using a cross-sectional survey of 8837 students and 692 teachers at 398 public secondary schools, selected by multistage cluster sampling from six regions of Thailand, along with participatory focus group discussions with 150 students, and semi-structured in-depth interviews with 30 students and 70 teachers. Results: Sexuality education was provided in most schools, but its implementation was incomprehensive and inconsistent across different types of schools. Topics covered were broad, but emphasis was primarily on biology and negative consequences of sex, in particular preventing adolescent pregnancy. Topics related to human rights, gender equality, and sexual and gender diversity were not addressed sufficiently. Pedagogy was found to be heavily lecture-based, while class environment was not comfortable for many students. Conclusion: Gaps recognised in this study reflect the challenges of providing sexuality education in school settings where society’s political and sociocultural norms are imposed and traditional pedagogical ways have remained dominant. Strategies are needed to address implementation shortcomings to make sexuality education more comprehensive in Thailand.
Additional keywords: adolescents, Asia, pedagogy.
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