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It has been recognized that to be effective, sexuality education must meet the needs and interests of young people (Aggleton and Campbell, 2000). However, this acknowledgement has often manifested in adults ultimately determining what young people's needs and interests are. This article focuses on what senior school students determine as important and relevant programme content from focus group and survey data. Participants' suggestions provide a critique of current sexuality education provision that is clinical, de-eroticized and didactic. Young people's calls for content about emotions in relationships, teenage parenthood, abortion and how to make sexual activity pleasurable offer insights into how they understand themselves as sexual subjects. Student responses position them as having the right to make their own decisions about sexual activity and to access knowledge that will enable their engagement in relationships that are physically and emotionally pleasurable. This positioning sits in conflict with the preferred non-sexual identity young people are offered by the official culture of many schools (Allen, 2007). It is proposed that this tension has implications for how programmes constitute student sexuality and their effectiveness in empowering young people to view their sexuality positively and make positive sexual decisions.
Louisa Allen (Wed,) studied this question.