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Barriers to Human Sexuality Education Survey Research Among Vermont Public School Administrators
Author(s) -
Blaisdell Amanda J.,
Olsen Larry K.
Publication year - 2019
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12721
Subject(s) - curriculum , medical education , psychological intervention , human sexuality , condom , psychology , public relations , reproductive health , medicine , political science , human immunodeficiency virus (hiv) , nursing , pedagogy , family medicine , population , environmental health , syphilis , law
BACKGROUND Health educators in public high schools can provide educational interventions to reduce teen unintended pregnancy and sexually transmitted infections (STIs). Characteristics of teachers and schools influence their decision to provide condom education. Studies to determine characteristics must be conducted so HIV/sex education can be improved. If schools do not participate in these studies, barriers must be identified so researchers can collect sufficient data to produce information for curriculum reform. METHODS A study was conducted to identify teacher characteristics that influence their decision and intention to provide appropriate condom education. Follow‐up e‐mails were sent to administrators who opted out of the study to request more information about their decision to not participate. All responses were submitted via e‐mail correspondence. RESULTS Six superintendents and 6 principals provided a reason for their decision to opt out. Superintendents cited being busy with district initiatives, time constraints, and lack of interest in participating in the study as reasons they did not wish to participate. Principals cited competing requests for participation in research, participation in other surveys, and time constraints. CONCLUSIONS Securing administrative approval for human sexuality research is challenging. Administrators contend with many priorities, do not wish to overburden teachers, consider participation in voluntary research as a low priority, and may be more likely to respond to telephone requests. Administrators may not want to disclose that human sexuality or HIV education courses may not be taught by certified or qualified health educators.