Background:

Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors who are active in spreading misinformation.

Objective:

This article identifies contextual barriers encountered by those involved in developing the Échale Neurona programme in Mexico. Team members associated with the programme have been teaching about sex and sexuality in public secondary and high schools since 2016.

Methods and design:

Grounded theory approach using semi-structured interviews. Interviews took place with 10 participants including health promotion experts and programme officials. The main focus of the interviews was on the contextual limitations encountered when implementing sex and sexuality education workshops.

Results:

Findings reveal at least three types of barriers hindering the comprehensive sex and sexuality education developed by the programme: institutional, cultural and socio-educational barriers.

Conclusion:

Contextual barriers associated with family and school environments posed a significant challenge to implementation. Such barriers may facilitate or hinder sex and sexuality education programmes affecting the way young people develop their sex lives and live their sexuality.

中文翻译：

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墨西哥的ÉchaleNeurona与性和性教育的背景障碍

背景：

事实证明，为青少年制定性和性教育计划在世界许多地方都具有挑战性，尤其是在这些计划的重要性未被重视的情况下。在这种情况下，关于性和性的教育可能还需要与积极传播错误信息的批评者打交道。

客观的：

本文确定了参与在墨西哥开发Échale Neurona计划的人员遇到的背景障碍。自 2016 年以来，与该计划相关的团队成员一直在公立中学和高中教授性和性行为。

方法和设计：

使用半结构化访谈的扎根理论方法。采访了包括健康促进专家和项目官员在内的 10 名参与者。访谈的主要焦点是在实施性和性教育讲习班时遇到的背景限制。

结果：

调查结果显示，至少有三类障碍阻碍了该计划制定的综合性和性教育：体制、文化和社会教育障碍。

结论：

与家庭和学校环境相关的背景障碍对实施构成了重大挑战。这些障碍可能会促进或阻碍影响年轻人发展性生活和性行为方式的性和性教育计划。