ABSTRACT

School-based sexual and reproductive health (SRH) education is often reported as being inadequate and/or inconsistent. The aims of this systematic review were to synthesise teachers’ perspectives on providing SRH education and their opinions about the support required to provide high-quality SRH education in primary and secondary schools. Seven international databases were searched for qualitative studies published since 2010 that reported on teachers’ experiences providing SRH education in such settings. Of the 2478 studies identified, 17 met the inclusion criteria. Study quality was assessed using the Mixed-Methods Appraisal Tool. Meta-ethnography was used for data analyses and syntheses. Findings signal how SRH education varied within and between schools. The adequacy of SRH education was linked to i) teachers’ confidence to provide such education, ii) school policies and environment, and iii) the priority given to SRH education. Within each of these themes were facilitators or barriers to the provision of good quality SRH education. Facilitators positively impacting on school-based SRH education included training (pre-service and in-service) for all teachers, supportive school environments, and the promotion of understanding of the importance of SRH within schools and in the broader context.

摘要

以学校为基础的性与生殖健康 (SRH) 教育经常被报告为不充分和/或不一致。本系统综述的目的是综合教师对提供 SRH 教育的观点以及他们对在中小学提供高质量 SRH 教育所需支持的看法。搜索了七个国际数据库，寻找自 2010 年以来发表的定性研究，这些研究报告了教师在此类环境中提供 SRH 教育的经验。在确定的 2478 项研究中，17 项符合纳入标准。使用混合方法评估工具评估研究质量。元民族志用于数据分析和综合。调查结果表明 SRH 教育在学校内部和学校之间是如何变化的。SRH 教育的充分性与 i) 教师提供此类教育的信心，ii) 学校政策和环境，以及 iii) 优先考虑 SRH 教育有关。在这些主题中的每一个中，都有提供优质 SRH 教育的促进因素或障碍。对校本 SRH 教育产生积极影响的促进者包括对所有教师的培训（职前和在职）、支持性的学校环境以及在学校和更广泛的背景下促进对 SRH 重要性的理解。