Comprehensive Sexuality Education
CSE’s ‘natural habitat’ is often considered to be the classroom, but as our contributors show us, CSE also lives, breathes and thrives in habitats as disparate as neighbourhood parks, jobs-training centres, playgrounds and sports fields, law schools, family discussions, and digital spaces.
There are individuals, collectives and organisations that are doing their best to create an ecosystem that supports the education of children on gender, sexuality, health, consent, safety, relationships, self-esteem and confidence in themselves.
Lived experience cannot be overlooked. It is the ultimate teacher.
Young people make better choices when they understand consequences, boundaries and respect – not when they are kept in the dark.
Medicine does not exist in a vacuum. … a doctor’s words can reinforce oppressive beauty myths or dismantle them.
Without explicit attention to desire, intimacy, and emotional negotiation, legal concepts remain abstract rather than practicable.
… spaces led by the desire to not just protect but also educate all who connect with children…
Children in sports develop an internal lens of how the body feels, an intimate understanding of their physical self and an ownership of their bodies.
CSE survives in information as well as in the values that carry it forward.
डिजिटल मीडिया ने भारत में CSE को नई दिशा दी है। इंस्टाग्राम रील्स, यूट्यूब चैनल और आधुनिक कहानी-आधारित सामग्री ने न केवल जानकारी का लोकतंत्रीकरण किया है बल्कि युवाओं में आत्मविश्वास, समझ और संवेदनशीलता भी बढ़ाई है।
Consent cannot be a singular lesson plan. We need to reimagine the ways in which consent can be integrated into our curriculum content, conversations, and how we role-model it.
Each time a child or adolescent asks a question that may be (even indirectly) related to sexuality, many parents and teachers get squirmy and nervous. This may be because they themselves do not have the information required, but in most cases, it has more to do with the ‘hush-hush’ that surrounds sexuality.
I feel that parents, teachers and CSE can make room for these disparate realities of adolescents by first acknowledging the limits of formal sexuality education, that the curriculum imparted formally fails in providing the kind of learning that happens through other sources.
A child’s social environment in their foundational years plays a critical role in shaping their worldview and influences their responses and the way they communicate with their peers.
Despite the lack of a formal Comprehensive Sexuality Education (CSE) curriculum in place in India, there has been a growing interest in providing CSE programmes in schools.