Presentations

Abstract

Introduction: High rates of teen pregnancy and sexually transmitted infections (STIs) have been consistently reported in Eastern Virginia. Access to comprehensive sex education (CSE) for adolescents is limited due to socioeconomic, cultural, and structural barriers. EVMS Pediatrics Department collaborated with Norfolk Public Schools (NPS) to Implement the Get Real Comprehensive Sex Education That Works curriculum as a Family Life Education (FLE) Course in Middle Schools and High Schools. This study examined the effect of the program on sexual health knowledge among Grade Six program participants.

Methods: Get Real was implemented as the first round school-based FLE at NPS in nine middle schools in May/June 2024, using a parent opt-out scheme. Academy sessions were delivered in-person by trained NPS Health and Physical Education teachers, covering nine lesson topics: classroom climate; communication and refusal skills, relationships and boundaries, anatomy, reproduction, and body parts; puberty, abstinence, decision making and values, conclusion and review. Program monitoring data were collected using pre- and post-assessments, fidelity logs and feedback forms. Descriptive statistics and regression analysis were performed to examine differences in sexual health knowledge between pre- and post-assessment, and differential changes across sub-group of program participants.

Results: A total of 977 Six Grade program participants completed the pre-assessment, and 822 (84%, 844/977) completed the post-assessment. Significant increases were revealed from pre to post-assessment among participants in knowledge about relationship and sexual consent (mean scores: 6.23 vs 7.43, P<0.001), anatomy and reproductive system (mean scores: 2.92 vs 3.83, P<0.001); and a significant increase in the proportion of students who achieved 75% accurate answers (23.4% vs 49.8%, P<0.001). The extent of increase in knowledge about relationships and sexual consent was larger among students who self-identified as gender minority (23%), relative to those who self-identified as females (20%) and males (18%) (P<0.001).

Conclusion: The study revealed significant increase in knowledge about puberty, development, reproduction, relationship and communication among Grade six program participants. Findings indicated that it is feasible and effective to implement school-based CSE intervention to improve adolescents' knowledge about sexual health and communication needed to maintain their health.