Evidence Hub

ADDRESSING MYTHS ABOUT CSE

A repository of evidence-based responses to common false and misleading claims about CSE.

Concern	Response	Evidence	Stakeholders
“Doesn’t exposing children to this type of content encourage them to engage in more risky sexual behaviour?”	Age-appropriate CSE protects, it does not provoke. International evidence consistently shows delayed not increased first sexual activity, and better recognition of and response to abuse, following exposure to CSE.	The YPAR finds that CSE generally wielded positive outcomes for young people. This included increased levels of confidence in the ability to say “no” to sex and sexual advances, to report cases of abuse, to buy and use condoms, to negotiate sexual activity. For example, youth in Uganda reported that CSE teaches valuable life skills. One out-of-school male youth reported that “they teach us about our rights, testing for HIV, [and] how to make decisions… like using condoms”.	Community leaders Faith leaders Parents
“Isn’t this a foreign idea that doesn’t reflect our culture and values?”	National CSE curricula are developed and contextually adapted by national ministries, not imposed from outside. In many cases the best-resourced anti-CSE campaigns are themselves foreign-funded and foreign-led.	The YPAR research found that several multi-sectoral frameworks exist to implement SRHR-related commitments in all three countries. In Malawi, policy aims to bring together government departments of education, health, and youth developments to ensure enhanced access to SRHR. In Ethiopia, policy mandates collaboration between the health and education sectors to manage the governance of CSE and SRHR-related access. In Uganda, robust policy frameworks guide the roles of government ministries of sport, education, and health.	Community leaders Faith leaders Parents Govt officials CSOs
“Doesn't this take away my role as a parent, or undermine our faith?”	CSE is designed as a partnership with parents and communities, which should reinforce not replace their role. Families remain central to how young people learn responsibility and healthy relationships.	In Malawi, YPAR findings showed that when youth were exposed to CSE, they were more likely to follow advice from teachers and parents, not take away from their authority. In addition, YPAR findings show that when youth did attempt to speak with their parents, aunts, or uncles, they felt shame and were sometimes silenced indicating that youth express a desire to communicate on these topics.	Parents
“Does CSE push beliefs about gender and relationships that go against my values?"	CSE’s content is age-appropriate health, safety and relationship-skills education grounded in each country’s own national curriculum. It is not a vehicle for a separate, externally driven identity agenda, and its stated purpose is protection from HIV, pregnancy and abuse.	YPAR research shows positive findings that CSE is an important factor for achieving improved sexual and reproductive health. This extends to young person’s developing a sense of agency with increased ability to make informed, safe, healthy decisions about their sexual lives which could in turn decrease STIs and incidents of rape or sexual assault.	Faith leaders Community leaders Govt officials
“Doesn't this go against authentic African or traditional values?"	CSE reinforces values of care, protection and responsibility that families, faiths and traditions in these countries already hold. Traditional leaders are framed as partners in delivering that protection, not obstacles to it.	The research found that in each of the countries, the relevant policy frameworks that govern CSE recognise the important role of communities and multi-stakeholder engagement. This includes mothers’ groups and parents in Malawi, youth and cultural clubs in Ethiopia, and local community leaders and families in Uganda.	Community leaders Faith leaders

FAQs

Common questions, straight answers

Sonke_Supporting Object_Illustration_Hand and clipboard

What is CSE?

“Comprehensive Sexuality Education” is a technical term that UNESCO describes as a —
“curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to: realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and, understand and ensure the protection of their rights throughout their lives.”
However, the term CSE is rarely used in national policy in Malawi, Uganda or Ethiopia, so terms such as “Sexuality Education”, “HIV Education” or “Life Skills Education” may be more familiar to some audiences. Overall:
“CSE protects young people so that they can grow up healthy, safe and equipped to build strong families and communities reflecting the very values of care, protection and responsibility that families, faiths and traditions already hold.”
Does CSE conflict with our values, faith, or culture?

CSE works alongside parents, families and faith leaders, reinforcing the values they already teach, and adding support in the moments they can’t always be there for. It’s designed to stand with families and religious and community, and traditional leaders, not in place of them.
What does the evidence say?
Decades of large-scale, peer-reviewed research on CSE point in a consistent direction. International findings include:
CSE is associated with safer behaviour. It does not lead to earlier sexual activity.
Young people who receive CSE report increased contraceptive use, lower teenage pregnancy and abortion rates, and less discrimination based on sexual orientation and gender differences.
CSE is linked to improved recognition of, and response to, abuse, and to more gender-equitable attitudes among young people.
Involving parents in CSE improves parent-adolescent communication about relationships and sexuality and is linked to safer-sex behaviours.
Who decides what is taught, and is it age-appropriate?

CSE should be nationally owned and implemented through national ministries such as Education and Health. Further, CSE should be taught in stages matched to a child’s age and stage of development. This means that what a six-year-old learns (for example, naming body parts, understanding personal boundaries) looks nothing like what a sixteen-year-old learns.
How can I get involved?

You can get involved in several ways, depending on your role in the community. Parents and caregivers can use the Parent FAQ and myth-busting resources to start informed conversations at home. Teachers and school administrators can access classroom guidance and professional materials to strengthen how CSE is delivered. Religious and traditional leaders can draw on the pulpit talking points to engage constructively with the process. Community members and local organisations can request a facilitated dialogue session using the toolkit’s engagement guide, or reach out directly to discuss partnership opportunities.