ABSTRACT

In Aotearoa/New Zealand, sexuality education is one of seven key areas of learning in the Health and Physical Education (HPE) subject area within The New Zealand Curriculum. Since 2015, sexual diversity (lesbian, gay, bisexual identities and perspectives) and gender diversity (transgender; non-binary gender) have been explicitly included in the curriculum guidelines for teaching sexuality education in schools. Based on survey data collected from a convenience sample of 73 participants aged between 16 and 19 years, this study focused on the prevalence of sexuality education provision, its content, and the inclusion of sexuality and gender diversity in the wider school environment. Despite sexuality education being a mandatory part of HPE, only around three-quarters of respondents remembered having been taught it at some point in years 9 and 10. When taught, sexuality education was reported to focus primarily on conventional content areas (e.g. heterosex; biological function) and was therefore not inclusive of sexuality and gender diversity. Inclusion in the wider school environment was also limited, being mainly restricted to easy to implement measures (e.g. allowing same-sex partners at school balls and having a rainbow ally group). The implications of these findings for the development, wellbeing and human rights of young people are discussed.

摘要

在 Aotearoa/新西兰，性教育是新西兰课程中健康与体育 (HPE) 学科领域的七个关键学习领域之一。自 2015 年以来，性多样性（女同性恋、男同性恋、双性恋身份和观点）和性别多样性（跨性别；非二元性别）已明确纳入学校性教育教学课程指南。根据从 16 至 19 岁的 73 名参与者的便利样本中收集的调查数据，本研究重点关注性教育提供的普遍性、其内容以及在更广泛的学校环境中对性和性别多样性的包容性。尽管性教育是 HPE 的强制性部分，但只有大约四分之三的受访者记得在第 9 年和第 10 年的某个时候接受过性教育。据报道，在教授性教育时，性教育主要侧重于传统内容领域（例如异性恋；生物功能），因此不包括性和性别多样性。融入更广泛的学校环境也很有限，主要限于易于实施的措施（例如，允许同性伴侣参加学校舞会和拥有彩虹盟友团体）。讨论了这些发现对年轻人的发展、福祉和人权的影响。允许同性伴侣参加学校舞会并拥有一个彩虹盟友小组）。讨论了这些发现对年轻人的发展、福祉和人权的影响。允许同性伴侣参加学校舞会并拥有一个彩虹盟友小组）。讨论了这些发现对年轻人的发展、福祉和人权的影响。