Abstract objective to assess the progress in meeting the needs of young people in the UK by reviewing the current situation and changes in sources of information on sexual issues and unmet information needs over the past 20 years. Design Cross-
Sampling Survey of segmentation probability.
Total population of Britain.
Participants, 3869 men and women aged 16-24, were interviewed 2010-2012 times in the third National Survey of Attitudes and Lifestyles (Natsal-3)
Compared to 16-24 yearsolds in Natsal-1 (1990–1991;
792 men and women)and Natsal-2 (1999–2001;
2673 men and women).
Key outcome measures report sources of information on sexual matters, unmet information needs and preferred sources of supplementary information.
As a result, between 1990 and 2012, the proportion of school curriculum as the main source of information increased from 28 to 28. 2% (95% CI 24. 6 to 32. 1)to 40. 3% (95% CI 38. 6 to 42. 1).
In the 2010-2012 period, only 7 reported parents as the primary source. 1% (95% CI 5. 8 to 8. 7)of men and 14. 1% (95% CI 12. 6 to 15. 7)
The number of women reported and the number of women reported were small (21. 7%; 95% CI 19. 6 to 24. 0).
Most young people report that they don't know enough when they are ready for the sexual experience for the first time (68. 1% men, 70. 6% women)
This has not changed much over time.
They want more information about sex. 41. 6% men, 46. 8% women)
And sexually transmitted infections (27. 8% men, 29. 8% women)
For women, contraception (27. 5%).
Young people mainly want this information from schools, parents or health professionals.
Conclusion over the past 20 years, young people have increasingly identified school curriculum as their primary source of information on sex, although they continue to report that more information is needed on a broad range of topics.
The findings support the need for expression of improved sex and interpersonal relationship education with increased involvement of school parents and health professionals.
Objective to assess progress in meeting the demand for sex education for young people in the UK by reviewing the current status and changes in sources of information on sexual issues and unmet information needs over the past 20 years. Design Cross-
Sampling Survey of segmentation probability.
Total population of Britain.
Participants, 3869 men and women aged 16-24, were interviewed 2010-2012 times in the third National Survey of Attitudes and Lifestyles (Natsal-3)
Compared to 16-24 yearsolds in Natsal-1 (1990–1991;
792 men and women)and Natsal-2 (1999–2001;
2673 men and women).
Key outcome measures report sources of information on sexual matters, unmet information needs and preferred sources of supplementary information.
As a result, between 1990 and 2012, the proportion of school curriculum as the main source of information increased from 28 to 28. 2% (95% CI 24. 6 to 32. 1)to 40. 3% (95% CI 38. 6 to 42. 1).
In the 2010-2012 period, only 7 reported parents as the primary source. 1% (95% CI 5. 8 to 8. 7)of men and 14. 1% (95% CI 12. 6 to 15. 7)
The number of women reported and the number of women reported were small (21. 7%; 95% CI 19. 6 to 24. 0).
Most young people report that they don't know enough when they are ready for the sexual experience for the first time (68. 1% men, 70. 6% women)
This has not changed much over time.
They want more information about sex. 41. 6% men, 46. 8% women)
And sexually transmitted infections (27. 8% men, 29. 8% women)
For women, contraception (27. 5%).
Young people mainly want this information from schools, parents or health professionals.
Conclusion over the past 20 years, young people have increasingly identified school curriculum as their primary source of information on sex, although they continue to report that more information is needed on a broad range of topics.
The findings support the need for expression of improved sex and interpersonal relationship education with increased involvement of school parents and health professionals.
The role of schools in providing information on sexual issues is controversial, and some people think that schools-
Basic education (SRE)
May accelerate the beginning of sexual activity, parents should provide information (
Let them control the content and time of delivery).
1 Biological elements of sex education (
Biological Aspects of adolescent, reproductive and sexually transmitted infections (including HIV/AIDS)
Must be taught to all students through national curriculum science, which is mandatory in the country
Maintain schools in the UK (
Not in colleges and free schools though). State-
In addition, maintained secondary schools must now teach sex and interpersonal relationships and the wider personal and social aspects of any country
Funding schools that provide SRE must receive "appropriate consideration" from the government ".
2-4 However, there is no statutory curriculum and schools are therefore encouraged to develop their own learning programmes.
Personal, social, health, economic education (PSHE)
Including the broader aspects of relationship education, this is not statutory.
Compulsory education in Wales since 2003;
Schools in Scotland do not have a statutory requirement to teach SRE, but have guidance.
7 There is evidence that acceptance of SRE has a positive impact on sexual behavior and is related to positive sexual health outcomes.
8-10 in the UK, however, the quality of the offer and coverage of the subject varies.
Office of standards for education, child services and skills, 2013 (Ofsted)
They believe that SRE needs to be improved in more than the third English-speaking school and almost half of the English-speaking middle schools.
However, young people learn from various ways17-19, and their learning environment is changing.
Over time, the scope and relative importance of sources have changed.
Most notably, the rapid development of technology and Internet access in recent years has brought opportunities and challenges to young people's sexual health. being.
Although high-can be easily accessed now-
On the Internet, young people are increasingly able to access quality sexual health information.
There is concern that this may have unrealistic expectations for sex and relationships.
More and more young people have social activities on the Internet, which has caused people to worry about network security.
21 suggestions to supplement the government's SRE Guide 2. try to solve this problem, 22. it is recommended that teaching should also include pornography, the safe use of technology, the impact of sexual consent, exploitation, abuse and violence in relationships. Up-to-
Need evidence of the extent and relative importance of the different sources of information for young people, the extent to which these sources meet their information needs and the date of their preferred sources and knowledge deficiencies, make sure young people have the knowledge they need to experience a happy and healthy sex life.
This paper tries to use the data reported by young people to solve this evidence gap (16–24u2005years)
In the UK's third Survey of Sexual Attitudes and Lifestyles (Natsal-3)
, The probability sampling survey conducted over the past two decades, as well as the data from the first two ten-year natural surveys, to study how the knowledge of sex has changed over the past 20 years.
Methods and procedures so far, the natural probability sample survey has been conducted for about 10 years (Natsal-1)
1999-2001 (Natsal-2)
25, 26, 2010-2012 (Natsal-3).
In all three surveys, 27 families were selected using a stratified probability sampling method, from which a qualified British resident was randomly selected and they were invited to participate. Natsal-
3 interviewed 162 men and women aged 16-74 (
1729 men aged 16-24 and 2140 women).
The overall response rate was 57. 7%.
All the details of the method have been announced before.
Interviewed 27 and 28 participants using a computer
Assist in the interview (CAPI)with computer-assisted self-
Interview for more sensitive questions.
The measurement question about sexual learning was asked face to face. to-
Face all participants in the CAPI section of the questionnaire.
Participants were asked "when you grew up, what ways did you learn about the problem from the way listed on this card ? "?
Then, which one did you learn the most from? ’.
For the first question, multiple sources can be given, but for the second question, a primary source can be given.
The participants were then asked, "Looking back at the first time you were ready for a sexual experience yourself, do you now feel like you should know more about it ? "? ’.
Those who did not meet the information needs were asked "Who do you want to learn more about these issues from, please select only one or two from this list ? "? ’.
For all of these questions, participants are given a display card that lists the answer options (box 1).
Box 1: question answer options when you grow up, what ways do you know about the problem through the ones listed on this card? *u2003Mother (
Step or adoption included)
Father (TV/radio/dvd/video)
Step or adoption included)
Books/magazines/newspaperss)/sister(s)(
Including half step or step)Internet—
Courses in schools-Internet
Porn websites Friends about their own age-based Internet-
Other pornographic's first boyfriend/girlfriend or sexual partnerplease say how)
Looking back on the first time you felt like you were ready to have some sexual experience, do you now feel like you should know more about it?
How the girl's body is developed how to make sex more satisfied how the boy's body is developed how to say "no" how the baby is born sexual feelings, emotions and relationships
VD/chlamydia/HIV, for example)
How to use condoms correctly? Gay, Gay, everybody is masturbating.
Not ready sexual experience * Same answer options for questions about primary and preferred sources of information.
Bold text indicates Natsal's new answer option-3.
Similar measures and procedures were used in Natsal1 and Natsal-2.
While the response options are basically consistent in all three surveys, sources of information on sex have been updated to be relevant in the current social context, especially given the availability of the Internet, updated list of topics that may require additional information (box 1).
Statistical analysis conducted complex investigation and analysis in Stata (V. 13. 0)
Accounting for data layering, clustering, and weighting.
Analysis of nature
3 data is limited to participants aged 16-24 years in order to provide contemporary pictures of how young people understand sex.
Specifically, we describe any and major sources of reporting information by gender, including sexual matters, unmet information needs, and preferred sources of such information.
In addition, since young people are currently very interested in access to pornography, 13, 20 we compare men who report pornography as one of their sources of information with men who do not report pornography, using single-variable logistic regression, it can be seen from their other sources and primary sources, as well as from the information needs they have not met.
Number of women reporting pornography as a source of information (n=53)
Too small to allow detailed exploration.
Finally, we use from 16-24-year-
Elderly people in all 3 nature surveys (
In Natsal, 362 men and 430 women were asked these questions. 1;
1231 men and 1442 women in Nassar2)
Describe the changes reported by the main sources of information on sexual matters and unmet information needs.
All p-values related to gender or number of surveys were evaluated using single-variable logistic regression.
The natural probability sample survey of participants and procedures so far has been conducted for approximately 90 years (Natsal-1)
1999-2001 (Natsal-2)
25, 26, 2010-2012 (Natsal-3).
In all three surveys, 27 families were selected using a stratified probability sampling method, from which a qualified British resident was randomly selected and they were invited to participate. Natsal-
3 interviewed 162 men and women aged 16-74 (
1729 men aged 16-24 and 2140 women).
The overall response rate was 57. 7%.
All the details of the method have been announced before.
Interviewed 27 and 28 participants using a computer
Assist in the interview (CAPI)with computer-assisted self-
Interview for more sensitive questions.
The measurement question about sexual learning was asked face to face. to-
Face all participants in the CAPI section of the questionnaire.
Participants were asked "when you grew up, what ways did you learn about the problem from the way listed on this card ? "?
Then, which one did you learn the most from? ’.
For the first question, multiple sources can be given, but for the second question, a primary source can be given.
The participants were then asked, "Looking back at the first time you were ready for a sexual experience yourself, do you now feel like you should know more about it ? "? ’.
Those who did not meet the information needs were asked "Who do you want to learn more about these issues from, please select only one or two from this list ? "? ’.
For all of these questions, participants are given a display card that lists the answer options (box 1).
Box 1: question answer options when you grow up, what ways do you know about the problem through the ones listed on this card? *u2003Mother (
Step or adoption included)
Father (TV/radio/dvd/video)
Step or adoption included)
Books/magazines/newspaperss)/sister(s)(
Including half step or step)Internet—
Courses in schools-Internet
Porn websites Friends about their own age-based Internet-
Other pornographic's first boyfriend/girlfriend or sexual partnerplease say how)
Looking back on the first time you felt like you were ready to have some sexual experience, do you now feel like you should know more about it?
How the girl's body is developed how to make sex more satisfied how the boy's body is developed how to say "no" how the baby is born sexual feelings, emotions and relationships
VD/chlamydia/HIV, for example)
How to use condoms correctly? Gay, Gay, everybody is masturbating.
Not ready sexual experience * Same answer options for questions about primary and preferred sources of information.
Bold text indicates Natsal's new answer option-3.
Similar measures and procedures were used in Natsal1 and Natsal-2.
While the response options are basically consistent in all three surveys, sources of information on sex have been updated to be relevant in the current social context, especially given the availability of the Internet, updated list of topics that may require additional information (box 1).
Statistical analysis conducted complex investigation and analysis in Stata (V. 13. 0)
Accounting for data layering, clustering, and weighting.
Analysis of nature
3 data is limited to participants aged 16-24 years in order to provide contemporary pictures of how young people understand sex.
Specifically, we describe any and major sources of reporting information by gender, including sexual matters, unmet information needs, and preferred sources of such information.
In addition, since young people are currently very interested in access to pornography, 13, 20 we compare men who report pornography as one of their sources of information with men who do not report pornography, using single-variable logistic regression, it can be seen from their other sources and primary sources, as well as from the information needs they have not met.
Number of women reporting pornography as a source of information (n=53)
Too small to allow detailed exploration.
Finally, we use from 16-24-year-
Elderly people in all 3 nature surveys (
In Natsal, 362 men and 430 women were asked these questions. 1;
1231 men and 1442 women in Nassar2)
Describe the changes reported by the main sources of information on sexual matters and unmet information needs.
All p-values related to gender or number of surveys were evaluated using single-variable logistic regression.
Results all sources of information on the issues reported at Natsal
Table 1 shows the proportion of young people in the natural environment
The World Health Organization reported different sources of information on gender, including their main sources of information.
About 80% of Natsal participants reported that schools were sources of information on sexual issues3 (table 1)
Second, friends (
About their own age)
Reported by two
Three samples.
In addition to friends, siblings and the media, there is a gender difference in the sources reported: women are more likely to cite parents as sources than men (43. 4% vs 27. 2% of men; p