CHAPTER ONE

INTRODUCTION

1.1 Introduction

Sex education is often misunderstood. Many people take it to mean teaching a child about the act of sex, but its real scope is much wider. It covers the natural and physical differences between males and females, healthy relationships between them, and the knowledge of family life and sexual behaviour that forms part of good health. Today the term is often used interchangeably with comprehensive sexuality education, which UNESCO (2018) describes as structured learning about sexuality and relationships that is positive and centred on the best interest of the young person. In schools it is usually taught in classes such as biology or health education.

Health, as defined by the World Health Organization, is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO, 1948). Health education aims to improve health-related knowledge, attitudes and behaviour, and in schools it helps students to make informed decisions about their health. Sex education is one example of this. When it is neglected or poorly taught, young people are left to learn about sexuality from peers and the media, and they may take risks that have serious short- and long-term consequences, including HIV and other sexually transmitted infections (STIs) and unintended pregnancy. In Nigeria, for example, the 2018 Demographic and Health Survey found that 19% of women aged 15 to 19 had started childbearing (as reported by Shobayo & Ajayi, 2022).

A common worry is that teaching young people about sex will encourage them to become sexually active. The evidence does not support this. A review commissioned to inform UNESCO's revised guidance concluded that sexuality education, in or out of school, does not increase sexual activity, sexual risk-taking or STI and HIV infection rates (UNESCO, 2018).

Historically, parents have been seen as responsible for educating their children about sex. However, communication between parents and children on sexual matters is often limited by parental inhibitions, cultural taboos and generational tension. Gatheru et al. (2024) note that in many parts of sub-Saharan Africa it is considered taboo for parents and children to discuss sexual and reproductive health openly, although effective parent-adolescent communication is linked to better adolescent sexual health outcomes, including later sexual initiation and lower rates of teenage pregnancy and STIs. They also report that parent-based interventions in the region have produced conflicting results. Because children often do not receive adequate information from their parents, schools have taken on the role of providing it, covering topics such as human reproduction, how the male and female reproductive systems work, the origin, spread and effects of STIs, and family roles and structures.

Whether and how sex education should be taught in school remains controversial. Parents do not agree on how, when and what their children should be taught. Josiah and Nteh (2022) note that there are disputes in Nigeria over whether sex education should be taught in schools at all, and that it is not clearly captured in the secondary school curriculum. Parents' attitudes matter greatly, because they influence whether schools can teach the subject effectively and so affect the spread of STIs, including HIV, and unintended pregnancy.

Recent Nigerian studies show a mixed picture. Shobayo and Ajayi (2022) surveyed 800 parents in south-western Nigeria and found that most (82.9%) supported sexuality education for both male and female children, although parents' views were significantly influenced by gender and location and were not influenced by level of education. In contrast, Raji et al. (2026) studied 4,620 parents and guardians in rural Nigeria and found that ethnicity, educational level, occupation, religiosity and cultural belief all significantly affected attitudes towards sex education in secondary schools. They concluded that most of the parents and guardians had negative attitudes, largely because of a lack of awareness, and recommended awareness programmes for parents. This suggests that improving parents' knowledge, through training or awareness programmes, may help to improve their attitude toward adolescent sexuality education.

Against this background, this study assesses the attitude of parents towards the teaching of sex education in secondary schools in Kaduna State.

1.2 Statement of the Problem

Sex education is important to every society, whatever its class or composition. Its value cannot easily be measured, because the knowledge gained can help to reduce the spread of HIV and other STIs and to prevent unintended pregnancy. School teaching of sexuality education therefore has an important role to play.

Schools, health agencies, non-governmental organisations and development partners, including the WHO and UNICEF, have made many efforts to educate young people about the consequences of STIs such as gonorrhoea, syphilis and HIV. Even so, risky sexual behaviour remains common among secondary school students. This raises questions about the kind of sex education these young people are receiving, and whether their parents recognise their own part in it.

Because parental attitude strongly influences whether school-based sex education can succeed, and because Nigerian studies report different attitudes in different groups of parents (Shobayo & Ajayi, 2022; Raji et al., 2026), it is important to establish what the attitude of parents in Kaduna State is, and how it differs by age, gender, location and marital status. This is the problem addressed by the present study.

1.3 Research Questions

1. What is the attitude of parents towards the teaching of sex education in secondary schools in Kaduna State?
2. What is the attitude of parents of different age groups towards the teaching of sex education in secondary schools in Kaduna State?
3. What is the attitude of parents in urban and rural areas towards the teaching of sex education in secondary schools in Kaduna State?
4. What is the attitude of parents of various marital statuses towards the teaching of sex education in secondary schools in Kaduna State?

1.4 Basic Assumptions

On the basis of the research questions and hypotheses, the study makes the following assumptions:

1. A lack of adequate sex education can be harmful to young people.
2. Cultural taboo is a barrier to the teaching of sex education to young people (Gatheru et al., 2024).
3. Appropriate and adequate sex education contributes to the prevention of sex-related problems among young people (UNESCO, 2018).
4. Parental attitude is a deciding factor in the success of sex education efforts in schools.

1.5 Hypotheses

The following null hypotheses are formulated to guide the collection of data and the drawing of inferences.

Major hypothesis

There is no significant difference among parents in their attitude towards the teaching of sex education in secondary schools in Kaduna State.

Sub-hypotheses

1. There is no significant difference in the attitude of male and female parents towards the teaching of sex education in secondary schools in Kaduna State.
2. There is no significant difference in the attitude of parents of different age groups towards the teaching of sex education in secondary schools in Kaduna State.
3. There is no significant difference between urban and rural parents in their attitude towards the teaching of sex education in secondary schools in Kaduna State.
4. There is no significant difference in the attitude of parents of different marital statuses towards the teaching of sex education in secondary schools in Kaduna State.

1.6 Purpose of the Study

The purposes of the study are to:

1. assess the attitude of parents towards the teaching of sex education in secondary schools in Kaduna State;
2. determine whether there is a difference in the opinions of male and female parents towards the teaching of sex education in secondary schools in Kaduna State; and
3. identify the factors responsible for differences in attitude between parents towards the teaching of sex education in secondary schools in Kaduna State.

1.7 Significance of the Study

The study focuses on parents' attitude towards the teaching of sex education in secondary schools. Its outcome is expected to be significant in the following ways:

1. It will help parents to understand that negative attitudes towards sex education are not helpful to government, to society or to their own children.
2. It will show parents that they are partners with teachers, the school and society in preventing sexual abuse and sexually related diseases.
3. It will provide insight into the complexities of teaching sex education, which can help in designing an effective curriculum.
4. It will encourage non-governmental organisations to take part in the education of young people on sex education in secondary schools.
5. It will encourage schools and health agencies to strengthen the teaching of sex education in secondary schools.

References

Gatheru, P. M., Wao, H., Alamdo, A., Kwarteng, P. G., Kwashie, M., Kabiru, C. W., Ogum, D., Torpey, K., & Manu, A. (2024). The role of parent-adolescent communication interventions in improving sexual and reproductive health outcomes in sub-Saharan Africa: Protocol for a systematic review and meta-analysis. Reproductive Health, 21(1), Article 173. https://doi.org/10.1186/s12978-024-01912-z

Josiah, G. A., & Nteh, O. K. (2022). Influence of sex education on students' sexual behaviour in government secondary schools in the Federal Capital Territory, Abuja, Nigeria. British Journal of Education, 10(5), 16–21.

Raji, A., Sulaiman, L. A. R., Issa, M., et al. (2026). Parental attitude towards sex education: A study of demographic and socio-cultural determinants in rural Nigeria. Sexuality Research and Social Policy, 23, 217–231. https://doi.org/10.1007/s13178-025-01128-1

Shobayo, M. A., & Ajayi, O. S. (2022). Parents and issues of sexuality education in the Nigerian secondary schools. Indian Journal of Health, Sexuality and Culture, 8(2), 57–67. https://doi.org/10.5281/zenodo.7503064

UNESCO. (2018). International technical guidance on sexuality education: An evidence-informed approach (Rev. ed.). UNESCO. https://doi.org/10.54675/UQRM6395

World Health Organization. (1948). Constitution of the World Health Organization. WHO.