Beyond the birds and the bees: teacher knowledge, attitudes, and skills needed for pleasure-based and LGBTQI+ inclusive sexuality education in the Netherlands

Studies have shown positive outcomes for pleasure-based and LGBTQI+ inclusive sexuality education, yet to date, most sex education remains risk-based and cis-heteronormative. Teachers’ knowledge, attitudes and skills relevant to pleasure-based and LGBTQI+ inclusive sexuality education likely impact the provision and effectiveness of sexuality education. In this study, we examined (a) teachers’ knowledge, attitudes and (self-perceived) skills; (b) the extent to which teachers’ knowledge was associated with their attitudes and skills; and (c) the extent to which teachers’ knowledge, attitudes and skills varied according to school-related and teacher-related characteristics in the Netherlands. 508 teachers of sexuality education in secondary schools completed an online survey. Data were analysed using linear regression. Findings showed that teachers’ knowledge, attitudes and skills were just about adequate, but there was room for improvement. Teachers with better knowledge held attitudes more supportive of pleasure-based and LGBTQI+ inclusive sexuality education. Notable differences existed between teachers and schools, with teachers in culturally diverse and non-religious schools scoring higher on knowledge, attitudes and skills. To reduce inequalities and ensure all young people receive high-quality sexuality education, it is essential to strengthen both initial and continuing teacher training, alongside embedding pleasure-based and LGBTQI+ inclusive approaches within school policies and everyday educational practice.