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Background: Comprehensive sexuality education (CSE) aims to equip youth to make informed decisions about their bodies and sexuality to lead healthier lives. The nature of sexual and reproductive health (SRH) education in Canada is determined locally by provincial and territorial governments, resulting in inconsistent coverage, delivery, and quality of curricula. This study assessed the strengths and gaps of Canadian SRH curricula using the United Nations’ International Technical Guidance on Sexuality Education and offers evidence-based policy recommendations. Methods: Provincial and territorial SRH curricula for Grades 6–12 for Canadian public schools were extracted from publicly available governmental websites and examined using the 94 learning objectives across 8 Key Concept Areas (KCA) and 27 Topics obtained from the UNESCO Guidance. Each curriculum was reviewed by two researchers and given a Comprehensiveness Score (CS). The number of Guidance learning objectives addressed within a Topic was calculated as the Topic score, and the sum of the Topic scores within a KCA was reported as the KCA score. Results: The mean CS across Canada was 57.94%, with the highest score being 81.91% (ON) and the lowest being 37.23% (NWT). KCA 5 (Skills for Health and Wellbeing) (65.93%) and KCA 2 (Values, Rights, Culture and Sexuality) (63.46%) had the highest coverage across Canada, while key gaps included KCA 8 (Sexual and Reproductive Health) (51.44)%. The lowest-scoring topics were Topic 8.2 (11.54%) and Topic 1.4 (21.79%), with learning objectives on long-term parenting and relationships, and HIV and AIDS stigma and care widely missing. Conclusions: SRH curricula across Canada vary in comprehensiveness. Increasing alignment and comprehensiveness of SRH curricula across the country, while allowing for context-specific additions in each province or territory, could improve the quality and consistency of SRH education. In addition, SRH curricula should be regularly evaluated and updated as needed, ensuring they reflect societal changes and are evidence-informed.
Maradiya et al. (Sun,) studied this question.