Sex education remains a tricky topic in many European countries – EUobserver

Report on the Status of Comprehensive Sexuality Education in Europe and its Alignment with Sustainable Development Goals

Introduction: A Critical Gap in Achieving Global Goals

An analysis of sexuality education across various European nations reveals significant inconsistencies in policy and implementation, directly impacting progress towards key Sustainable Development Goals (SDGs). The reliance of approximately 80 percent of Croatian youth on the internet for sexual health information, as reported by the Croatian Institute of Public Health, highlights a critical failure in formal education systems. This gap undermines efforts to achieve:

• SDG 3 (Good Health and Well-being): By failing to provide accurate, scientifically-sound information on sexual and reproductive health.
• SDG 4 (Quality Education): By omitting essential life skills from the curriculum, leaving young people unprepared for responsible adulthood.
• SDG 5 (Gender Equality): By neglecting topics such as consent, healthy relationships, and gender stereotypes, which are fundamental to empowering all genders and preventing gender-based violence.

Analysis of National Approaches to Sexuality Education

Countries with Limited or Optional Implementation

Several nations demonstrate a significant disconnect between the need for comprehensive sexuality education (CSE) and its provision within the national curriculum, hindering progress on multiple SDGs.

1. Croatia: The curriculum allocates only one mandatory lesson per year to sexuality within a broader health program. This minimal approach fails to meet the standards of quality education (SDG 4) and leaves a void filled by unverified online sources, posing risks to youth health and well-being (SDG 3). Efforts to introduce CSE as an optional subject in select cities like Zagreb and Rijeka are insufficient to ensure equitable access for all, a key tenet of SDG 10 (Reduced Inequalities).
2. Greece: Sexuality education is subsumed under a “wellbeing” subject area, where teachers have the discretion to prioritize other topics. This often results in the subject being marginalized, demonstrating a lack of institutional commitment to ensuring universal access to vital health information (SDG 3) and a comprehensive educational experience (SDG 4).

Challenges in Policy Implementation and Quality

Even where sexuality education is mandated, its effectiveness is often compromised by poor implementation and inadequate content, failing to deliver on the promise of quality education and gender equality.

• Lithuania: Despite being part of the curriculum, student surveys indicate that CSE is frequently not taught or is delivered superficially. Reports of single, brief video presentations, the separation of students by gender, and dismissive teaching attitudes indicate a failure to provide an empowering and effective learning environment. This approach contravenes the principles of SDG 4 (Quality Education) and SDG 5 (Gender Equality) by reinforcing gender segregation and failing to equip students with necessary knowledge.

Ideological and Political Barriers to Progress

In several member states, political and ideological opposition actively obstructs the integration of CSE, directly challenging the principles of health, equality, and justice enshrined in the SDGs.

1. Romania: The decision to avoid a standalone sex education subject in favor of an ideologically “neutral” health education module within biology classes represents a concession to political pressure. This approach risks diluting essential content on consent, relationships, and rights, thereby impeding progress on SDG 5 (Gender Equality) and SDG 16 (Peace, Justice and Strong Institutions).
2. Poland: The introduction of a non-compulsory “health education” subject has faced strong opposition from conservative political and religious groups. Arguments that CSE is “harmful” or “anti-family” create a hostile environment for evidence-based education, undermining efforts to promote public health (SDG 3) and combat gender-based violence through education on consent and mutual respect (SDG 5, SDG 16).
3. France: Despite a legal requirement for three annual CSE lessons since 2001, a 2021 report found implementation rates below 20 percent. Recent government efforts to enforce compulsory lessons on gender equality and consent, aimed at combating sexual violence, have been met with conservative backlash. This highlights the ongoing struggle to institutionalize education that is fundamental to achieving SDG 5.

Integrated and Comprehensive Models

Some nations have adopted more structured approaches, integrating CSE across the curriculum, which more closely aligns with international best practices and the SDGs, though challenges remain.

• Belgium: A compulsory model is implemented differently across regions, integrating topics of consent, diversity, and health throughout the curriculum. This integrated approach supports a holistic understanding of well-being (SDG 3) and social equality (SDG 5, SDG 10).
• Bulgaria: Sexuality education is integrated into biology and health education for older students (grades 8-12), ensuring a baseline of scientific knowledge is provided, contributing to SDG 3.
• Austria: The nation provides a comprehensive model where CSE is an educational principle from primary school onwards, integrated into multiple subjects. The system includes quality assurance for external providers, aiming for a high standard of delivery that supports SDG 3 and SDG 4. However, a 2024 Gender Health Report revealed that 72 percent of young people still desire more information, indicating that even robust systems must continuously evolve to meet the health and educational needs of youth.

Conclusion: The Imperative for SDG-Aligned Sexuality Education

The landscape of sexuality education in Europe is fragmented, with progress in some nations offset by stagnation and resistance in others. The failure to provide universal, comprehensive, and high-quality sexuality education represents a significant obstacle to achieving the Sustainable Development Goals. To advance SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 5 (Gender Equality), member states must prioritize the implementation of evidence-based CSE that equips young people with the knowledge and skills to lead healthy, safe, and empowered lives.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on sex education in various European countries addresses and connects to several Sustainable Development Goals (SDGs). The primary SDGs identified are:

• SDG 3: Good Health and Well-being: The article’s focus on sexual health, including topics like contraception, sexually transmitted infections, and reproductive health, directly relates to ensuring healthy lives and promoting well-being.
• SDG 4: Quality Education: The central theme of the article is the provision, quality, and accessibility of sex education within national school curricula. It examines whether students acquire comprehensive knowledge on this crucial aspect of life.
• SDG 5: Gender Equality: The article connects sex education to the promotion of gender equality, consent, and the prevention of sexual violence against women and girls, which are key components of this goal.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the issues discussed, the following specific targets can be identified:

1. Target 3.7: “By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes.”
   • Explanation: The article highlights significant gaps in education regarding sexual and reproductive health. In Austria, it is noted that “72 percent of young people… would like to know more about sexual and reproductive health,” and boys are specifically interested in “contraception and sexually transmitted infections.” The lack of a comprehensive curriculum in countries like Croatia and Romania prevents young people from accessing this vital information and education.
2. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… gender equality…”
   • Explanation: The article directly evaluates whether learners are acquiring knowledge and skills related to health and gender equality through sex education. The French reform, for instance, introduced “compulsory lessons on gender equality, consent and sex education” to provide better education. The varying approaches—from one lesson per year in Croatia to integrated but often-ignored topics in Greece—show the inconsistent efforts to meet this target.
3. Target 5.6: “Ensure universal access to sexual and reproductive health and reproductive rights…”
   • Explanation: Access to comprehensive education is a fundamental component of ensuring universal access to sexual and reproductive health and rights. The article shows how political and ideological debates in countries like Poland and Romania create barriers to this access. The French initiative explicitly aims to “combat sexual violence against women and girls” through education, linking knowledge directly to the realization of rights and safety.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several quantitative and qualitative indicators that can measure progress:

• Proportion of young people receiving information from non-formal sources: The statistic that “About 80 percent of children and young people in Croatia now learn about sexuality from the internet” is a direct indicator of the failure of the formal education system to provide this knowledge.
• Inclusion of sex education in the national curriculum: The article contrasts countries where sex education is a compulsory subject (Sweden, Belgium) with those where it is optional (Croatia), integrated into other subjects (Bulgaria, Greece), or not a separate subject at all (Romania). This serves as an indicator of policy commitment.
• Number of hours dedicated to sex education: The article provides specific figures that can be used as indicators, such as “only one school lesson per year is devoted to sexuality” in Croatia, versus the legal requirement in France for “three compulsory lessons per year.”
• Percentage of schools implementing the curriculum: An official report in France found that the legal requirement for sex education “had by then been implemented for less than 20 percent of pupils,” indicating a significant gap between policy and implementation.
• Student satisfaction and perceived quality of education: The survey by the Lithuanian Pupils’ Union, which found many students “dissatisfied with how it is taught” and frustrated because “lessons are presented in a dismissive manner,” is a qualitative indicator of the effectiveness of the education provided.
• Demand for information on sexual and reproductive health: The finding that “72 percent of young people in [Austria] would like to know more about sexual and reproductive health” indicates an unmet need and can be used to measure the gap between supply and demand for information.

4. Summary Table of SDGs, Targets, and Indicators

Source: euobserver.com