| Abstract: | Education for sexuality and healthy relationships should be viewed within a broad context of health education and social education in schools. However, this is not merely a matter for the formal curriculum of a school, but relates to the totality of the experience that young people receive there. The concept of the health promoting school encapsulates tfie formal curriculum, the ‘hidden curriculum’, and the interaction of the school with parents, the community, and other agencies, which can affect the health and well-being of all school users. One cannot view a school's rôle in this area out of the societal context. Research indicates that young people, as they move through their teenage years, get most of their information relating to sexuality from friends and yet they acknowledge that this is not a reliable source. Examples of current knowledge levels and attitudes relating to sexuality and HIV/AIDS are given. The strengths and weaknesses of schools as settings for sex education are explored, and 10 key points for consideration within a school policy on education for sexuality and relationships are proposed. |
