By Mercy Dalizu
Sex is an integral part of human life. Children and young people have the right to reliable, scientifically based and comprehensive information. Still, sex education in schools remains a sensitive topic, with religious and political leaders often debating what should be taught at what age. Despite overwhelming evidence that comprehensive sex education benefits children and society, we are currently facing new resistance to providing compulsory sex education in schools.
Sex education in schools is even more necessary today because, in most cases, children can and do obtain information through other means, especially through the Internet and social media. While these may be useful and appropriate sources of information, they may also provide a distorted view of sex and lack of information about the emotional and rights-related aspects of sex.
Comprehensive sexuality education is an effective tool to combat violence, abuse and discrimination and promote respect for diversity. Likewise, sex education is critical to preventing gender-based violence and discrimination against women. Therefore, it should help convey a strong message in favor of gender equality from the early stages of education, promote non-stereotyped gender roles, teach about gender roles, teach mutual respect, consent to sexual relations and violent conflicts, resolve interpersonal relationships and respect for the individual Integrity.
The right to comprehensive sexuality education stems from a set of protected rights, such as the right to live free from violence and discrimination, the right to the highest possible standard of physical and mental health, and the right to receive and impart information and education. The right to quality and inclusive education.
Comprehensive sex education should also be provided to children and adolescents outside of school. This is especially true for children and adolescents with disabilities, many of whom unfortunately do not have access to general education. Their sexual orientation is often ignored or even considered harmful, which is why they are often denied access to appropriate information about sex and relationships, even though they are more vulnerable to sexual abuse and exploitation.If sex education is to be accepted and implemented successfully, it should take into account the cultural and religious background of the community and parents. Schools should therefore be supported in engaging with them, including religious leaders where appropriate, and taking their views into account, as long as they do not conflict with the underlying aims of sex education and HIV prevention in schools.
MERCY DALIZU, NAYA Youth Advocate, SAIC II
