Effectiveness of School-Based Sexuality Education: Empirical Evidence from Edo State, Nigeria

Abstract

Cultural and religious environments play a powerful role in shaping how adolescents understand and respond to sexuality education, particularly in conservative settings. This study explored how cultural norms and religious beliefs influence the effectiveness of school-based sexuality education in Edo State, Nigeria, using empirical evidence from public secondary schools. A mixed-methods cross-sectional design was adopted, involving 412 students, 38 teachers, and 16 school administrators drawn from urban and semi-urban local government areas. Quantitative surveys examined students’ knowledge acquisition, attitudes, and self-reported behavioural intentions, while qualitative interviews provided deeper insight into cultural acceptability, parental expectations, and faith-based influences on programme delivery. The findings show that sexuality education programmes perceived as consistent with local cultural values and religious teachings recorded higher levels of student engagement and better knowledge retention. Dominant Christian and traditional belief systems emphasised abstinence, moral discipline, and respect for authority, shaping both how teachers delivered content and how students received it. To minimise community resistance, teachers often adjusted their language and teaching strategies, focusing more on biological aspects of sexuality while avoiding sensitive topics such as contraception and sexual diversity. Although these adaptations improved programme acceptance, they also limited the scope of comprehensive sexual and reproductive health education. Gender norms emerged as an important mediating factor. Female students reported stricter social controls on participation and expression, which affected their classroom engagement and learning outcomes. Policy review further revealed that, despite the existence of national sexuality education guidelines, implementation at school level is heavily negotiated through parents, religious leaders, and community gatekeepers. Overall, the study concludes that the effectiveness of school-based sexuality education in Edo State depends on culturally responsive approaches that balance public health goals with community values. Strengthening teacher training in culturally sensitive facilitation, promoting dialogue with religious institutions, and developing context-specific implementation frameworks are essential for improving programme impact