Centering Diverse Stakeholder Perspectives to Inform Inclusive University-Level Sexual and Reproductive Health Education

Comprehensive sexuality education (CSE) is essential for promoting informed, healthy sexual decision-making among young adults, yet its integration into higher education remains limited and uneven. This gap is particularly concerning given the developmental relevance of young adulthood and the persistent inequities in access to inclusive, affirming sexual health education. This qualitative study examines how diverse stakeholder input informed the design of a university-level sexual and reproductive health (SRH) course at a public university in Southern California. Using in-depth, semi-structured interviews with 18 participants—including students, faculty, staff, and community experts—we explored priorities for course content, pedagogy, and accessibility. Participants emphasized the need for inclusive, culturally responsive curricula; trauma-informed instructional strategies; and flexible, participatory learning environments. They advocated for the inclusion of often-overlooked topics such as sexual pleasure, abortion, LGBTQ+ health, and consent education, while also identifying structural barriers including stigma, faculty discomfort, and accessibility gaps. These insights directly shaped course development, influencing content selection, teaching modalities, and classroom design. This study contributes a formative, equity-driven model for SRH curriculum development in higher education and underscores the value of stakeholder-engaged approaches for building inclusive, responsive, and socially relevant learning experiences.