PROVIDE TEACHERS WITH RESOURCES

IN the past week, a teacher received public backlash for allegedly making rape jokes while explaining sexual harassment. However, was the teacher well equipped to teach sexuality education in the first place?

To answer, we must understand the landscape of sexuality education and the challenges faced by teachers before turning to practical solutions.

In Malaysia, sexuality education has been integrated into secondary schools since 1989 and primary schools since 1994, called Family Health Education before it was renamed Sexuality Education in 2003.

It was renamed again, this time to Pen did ikanKesih at an Rep ro du kt if dan Sosial (PEERS). Since 2011, it has been part of the Health Education subject with three components — PEERS (75 per cent), diet (15 per cent) and first aid (10 per cent).

Teachers face six challenges with this subject in class.

FIRSTLY, some are not comfortable discussing sexuality as they did not grow up talking about it, thus are reluctant to teach the subject.

SECONDLY, teachers have difficulty explaining and answering students’ questions as they may lack the knowledge and skills. Therefore, they either leave the questions unanswered, refer students to their parents or suggest that students look for information online.

THIRDLY, teachers are unclear of what can and cannot be discussed.

FOURTHLY, teachers are provided with insufficient resources to aid their teaching. Some are fearful of using additional online resources like videos as the content may be inaccurate or inappropriate.

FIFTHLY, the time allocated for Health Education subject — 30 minutes a week — is insufficient to deliver the curriculum.

LASTLY, some feel that teaching about sexuality should be the responsibility of parents because it involves personal and religious values, which may differ among families. As a result, teachers may experience anxiety or they may explain certain topics vaguely or skip them altogether.

Then, there is the perception that “sexuality” is a taboo topic. Some conservative religious groups argue that teaching sexuality could promote early sexual activities despite being proven otherwise.

Also, it can be challenging to arrive at a consensus on the subject in a multireligious and multicultural country like Malaysia. Some think the existing one is incomplete, while others think it’s teaching “too much”.

There is also a lack of cross-sectoral collaboration and multidisciplinary effort between government, teachers, non-governmental agencies, religious experts and health professionals to mobilise resources effectively.

To improve, the Education Ministry needs to empower teachers to teach the subject.

FIRST, compulsory training must be provided for all in-service Health Education teachers.

They need to learn the “what” and “why” of sexuality education, identify personal biases and not assert those bias es, and the do sand don’ ts like using inappropriate jokes.

SECOND, teachers must have sufficient resources and effective teaching methods, including where to find additional materials like videos and interactive modules, that are safe to supplement their teaching.

THIRD, a more robust monitoring and evaluation system should be established to ensure effective implementation of sexuality education at all levels.

FOURTH, parents should be more supportive. Teachers will be more confident to teach when they are trusted by parents. Teachers are the key to the success of school-based sexuality education.

With 18,000 teenagers becoming pregnant every year, according to a Health Ministry notice in 2012, effective sexuality education cannot be delayed. The ministry must empower teachers with adequate knowledge and effective skills to teach sexuality education.

DR REBECCA LEE PEI ERN

Medical graduate, co-founder, Sexual Health Yes!

DR KHOR SWEE KHENG

Physician specialising in health systems and policies, and global health