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Pornography and Gender-Based Violence: Two Neglected Topics in Sexuality Education. A Systematic Review

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Title: Pornography and Gender-Based Violence: Two Neglected Topics in Sexuality Education. A Systematic Review
Language: English
Authors: Berta Aznar-Martínez (ORCID 0000-0002-1658-5053), Judith Lorente-De-Sanz (ORCID 0000-0002-0703-2801), Xavier López-i-Martín (ORCID 0000-0002-2474-4245), José A. Castillo-Garayoa (ORCID 0000-0001-9421-6643)
Source: Sex Education: Sexuality, Society and Learning. 2025 25(2):256-272.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Pornography, Gender Bias, Sex Education, Program Effectiveness, Prevention, Social Attitudes, Attitude Change, Risk Management, Intention, Foreign Countries, Adolescents, Adults, Violence, Sexual Abuse, Gender Issues
Geographic Terms: United States, Colombia, Taiwan, Netherlands
DOI: 10.1080/14681811.2024.2316154
ISSN: 1468-1811
1472-0825
Abstract: Pornography consumption at a young age may pose a threat for sexual health, due to the presence of aggression and the degradation of women. Sexuality education is viewed as a way to mitigate the effects of inadequate information and counteract certain tendencies that may be learned from pornography. This study involved a systematic review of sexuality education programmes whose effectiveness has been assessed to identify those programmes that included the topics of pornography and gender-based violence as part of their contents. A total of 30 studies met the inclusion criteria. Nearly all the reviewed programmes had been implemented in school settings in the USA. Some studies showed significant improvements in knowledge, attitudes and behaviour related to pornography. Additionally, significant improvements were reported in the prevention of sexual violence and in self-protection awareness, along with decreases in the acceptability of gender-based violence. Some of the programmes were also found to lead to increases in gender equity, critical media understanding, sexual consent, healthy relationships, and women's risk perception and confidence, along with decreases in the intention to commit sexual violence. However, few sexuality education programmes were found to engage with the prevention of gender-based violence and the impact of pornography on children, adolescents and young people.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466697
Database: ERIC
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  Value: <anid>AN0183055795;bf401mar.25;2025Feb18.03:58;v2.2.500</anid> <title id="AN0183055795-1">Pornography and gender-based violence: two neglected topics in sexuality education. A systematic review </title> <p>Pornography consumption at a young age may pose a threat for sexual health, due to the presence of aggression and the degradation of women. Sexuality education is viewed as a way to mitigate the effects of inadequate information and counteract certain tendencies that may be learned from pornography. This study involved a systematic review of sexuality education programmes whose effectiveness has been assessed to identify those programmes that included the topics of pornography and gender-based violence as part of their contents. A total of 30 studies met the inclusion criteria. Nearly all the reviewed programmes had been implemented in school settings in the USA. Some studies showed significant improvements in knowledge, attitudes and behaviour related to pornography. Additionally, significant improvements were reported in the prevention of sexual violence and in self-protection awareness, along with decreases in the acceptability of gender-based violence. Some of the programmes were also found to lead to increases in gender equity, critical media understanding, sexual consent, healthy relationships, and women's risk perception and confidence, along with decreases in the intention to commit sexual violence. However, few sexuality education programmes were found to engage with the prevention of gender-based violence and the impact of pornography on children, adolescents and young people.</p> <p>Keywords: Pornography; gender-based violence; sexuality education programmes; sexual health</p> <hd id="AN0183055795-2">Introduction</hd> <p>The Internet and rapid advances in the digital landscape have brought significant changes to the pornography industry, making pornography more easily accessible, sometimes completely free of charge, and most of the time anonymously. The move away from pay-per-view and rented pornography to more freely available material has been one of the key shifts in pornography production during the last decade (Wilkinson [<reflink idref="bib60" id="ref1">60</reflink>]). These newer forms of pornography differ from more 'traditional' forms in terms of five characteristics: image quality, affordability, accessibility, including practices without limits, and high interactivity levels (Ballester et al. [<reflink idref="bib5" id="ref2">5</reflink>]).</p> <p>Contemporary mainstream pornography produces and distributes images and video with explicit sexual content, often charged with violence towards women and with practices that denigrate and objectify them (Ballester et al. [<reflink idref="bib5" id="ref3">5</reflink>]; Griffiths [<reflink idref="bib23" id="ref4">23</reflink>]). Mainstream online pornography is the most widely consumed pornography nowadays and plays a significant role in shaping our ideas about gender and sexuality.</p> <p>In recent years, the consumption of pornography has increased substantially, especially by younger people (Giordano and Cashwell [<reflink idref="bib21" id="ref5">21</reflink>]; Save The Children [<reflink idref="bib52" id="ref6">52</reflink>]). An international survey carried out in Europe in 2021 involving 10,930 participants revealed that 58.9% of 14 to 15 year-olds had accessed online pornography, while 23.6% of this same age group reported viewing it at least once a week (Andrie et al. [<reflink idref="bib1" id="ref7">1</reflink>]). Some studies of pornography consumption conclude that it can have positive effects on young people, who may see it as a leisure activity, which allows them to learn specific sexual techniques and explore their own identities and orientations (McCormack and Wignall [<reflink idref="bib37" id="ref8">37</reflink>]). In a study involving adolescents from different countries, Yu et al. ([<reflink idref="bib65" id="ref9">65</reflink>]) observed that pornography consumption was more frequent among those with a more open or liberal attitudes towards sexual activity in couple relationships, especially in sociocultural contexts where premarital relationships are taboo.</p> <p>However, research has shown that pornography also can be a source of misinformation about sex for young people (Ballester, Orte, and Pozo [<reflink idref="bib3" id="ref10">3</reflink>]; Litsou et al. [<reflink idref="bib34" id="ref11">34</reflink>]; Rothman, Daley, and Alder [<reflink idref="bib50" id="ref12">50</reflink>]). In a US study, the consumption of pornography was associated with increased sex with different partners without expectations of commitment and with potentially greater health risk (Braithwaite et al. [<reflink idref="bib7" id="ref13">7</reflink>]). According to Weber, Quiring, and Daschmann ([<reflink idref="bib59" id="ref14">59</reflink>]), high levels of pornography consumption may be observed among adolescents with less autonomy to compensate for the absence of relational or sexual experience as a form of 'vicarious sexual activity' (p. 423).</p> <p>In a sample of male adolescents in the Netherlands, Doornwaard et al. ([<reflink idref="bib15" id="ref15">15</reflink>]) found that low self-esteem and a high preoccupation/rumination about sexuality were associated with the compulsive use of pornography. The same study highlighted that after six months of follow-up, the participants presented with more depressive symptoms. In a Ethiopian context, pornography consumption has been associated with alcohol consumption (Habesha, Aderaw, and Lakew [<reflink idref="bib25" id="ref16">25</reflink>]). It has been shown to have a negative impact on the quality of social relationships (58.7%), mental health (63.9%) and sexual performance (67.7%) of young Polish adults (Dwulit and Rzymski [<reflink idref="bib16" id="ref17">16</reflink>]), and has been related to negative body image in both adult women and men in a systematic review (Paslakis, Chiclana-Actis, and Mestre-Bach [<reflink idref="bib44" id="ref18">44</reflink>]). In addition, pornography consumption has been linked to a higher prevalence of erectile dysfunction in Belgian and Danish young adult men (Jacobs et al. [<reflink idref="bib28" id="ref19">28</reflink>]) as well as with the need for longer stimulation and more stimuli to reach orgasm both in adult men and women who started accessing it at an early age in Poland (Dwulit and Rzymski [<reflink idref="bib16" id="ref20">16</reflink>]).</p> <p>As previously mentioned, much pornography depicts scenes of violence characterised by aggression, degradation and the sexual objectification of women (Carrotte, Davis, and Lim [<reflink idref="bib8" id="ref21">8</reflink>]; Cobo [<reflink idref="bib9" id="ref22">9</reflink>]; Hurtado de Mendoza Zabalgoitia [<reflink idref="bib27" id="ref23">27</reflink>]; Mestre-Bach, Villena-Moya, and Chiclana-Actis [<reflink idref="bib38" id="ref24">38</reflink>]; Miller and McBain [<reflink idref="bib39" id="ref25">39</reflink>]; Rostad et al. [<reflink idref="bib48" id="ref26">48</reflink>]; Vera-Gray et al. [<reflink idref="bib58" id="ref27">58</reflink>]; Willis, Bridges, and Sun [<reflink idref="bib61" id="ref28">61</reflink>]). A study in Spain showed that women's sexual objectification was associated with a greater tendency among men to show certain types of sexually coercive behaviour (Sáez et al. [<reflink idref="bib51" id="ref29">51</reflink>]), and in young women with a greater likelihood of sexual victimisation according to another investigation in the USA (Franz, DiLillo, and Gervais [<reflink idref="bib19" id="ref30">19</reflink>]). There is evidence that some forms of pornography may normalise violent attitudes towards women. According to Harrison and Ollis ([<reflink idref="bib26" id="ref31">26</reflink>]) pornography normalises sex acts women find painful or degrading, and Long (2026) has suggested pornography naturalises 'real-world' violence against women. Its consumption during adolescence, at a time when sexuality is still developing, may encourage sexism and objectification, sexual violence and other negative outcomes (UNESCO [<reflink idref="bib57" id="ref32">57</reflink>]).</p> <p>Specifically, adolescents' pornography consumption has been found to correlate with a higher degree of acceptance of sexual harassment in a study conducted in Belgium (Bernard, Legrand, and Klein [<reflink idref="bib6" id="ref33">6</reflink>]); a higher level of sexually permissive behaviour in the same age group in studies conducted in the Netherlands and Croatia (Doornwaard et al. [<reflink idref="bib14" id="ref34">14</reflink>]; Martyniuk and Štulhofer [<reflink idref="bib36" id="ref35">36</reflink>]); a more stereotyped conception of sexuality (dominant man and submissive woman) in a systematic review (Peter and Valkenburg [<reflink idref="bib45" id="ref36">45</reflink>]) and in a Spanish sample (Ballester, Orte, and Pozo [<reflink idref="bib4" id="ref37">4</reflink>]); and greater aggressiveness in sexual relationships behaviours in many other studies (Dawson, Nic Gabhainn, and MacNeela [<reflink idref="bib10" id="ref38">10</reflink>]; DeKeseredy and Corsianos [<reflink idref="bib12" id="ref39">12</reflink>]; Martellozzo et al. [<reflink idref="bib35" id="ref40">35</reflink>]; Peter and Valkenburg [<reflink idref="bib45" id="ref41">45</reflink>]; Rothman and Adhia [<reflink idref="bib49" id="ref42">49</reflink>]; Tarzia and Tyler [<reflink idref="bib54" id="ref43">54</reflink>]; Wright, Tokunaga, and Kraus [<reflink idref="bib63" id="ref44">63</reflink>]), all of which have been recognised as contributing to gender based violence (Fundamental Rights Agency [<reflink idref="bib20" id="ref45">20</reflink>]).</p> <p>Counteracting the misconceptions that adolescents and pre-adolescents acquire through pornography consumption, then, could promote the reduction of violence and aggression against women. It could also help instil a broader understanding of sexuality and affectivity, and contribute to progress towards gender equality. To accomplish this, there is a need for comprehensive sexuality education (CSE) programmes which include developmentally and culturally relevant, scientifically-based, medically accurate information on a wide range of topics, including human development, sexual behaviour, communication skills, empathy, and mutual respect (Soyong [<reflink idref="bib53" id="ref46">53</reflink>]; UNESCO [<reflink idref="bib56" id="ref47">56</reflink>]). Good quality CSE has the potential to teach young people the skills they need to develop healthy relationships and to prevent rather than perpetrate violence. It also equips young people with the knowledge and skills to develop healthy identities, challenge harmful societal norms, prevent gender based violence, and ultimately, lead healthier and more fulfilling lives (Rollston et al. [<reflink idref="bib46" id="ref48">46</reflink>]).</p> <p>There is evidence that including gender-based violence prevention programmes in schools can be an effective strategy (Federal Centre for Health Education – BzgA [<reflink idref="bib17" id="ref49">17</reflink>]). Wilson et al. ([<reflink idref="bib62" id="ref50">62</reflink>]) concluded from their systematic review of the Teen Dating Violence Curriculum (TDVC) that school-based TDV prevention efforts provide valuable skills, particularly for adolescents, which can be applied across other health-related content areas. Other research conducted in the UK has called for education programmes to promote greater media literacy (NSPCC [<reflink idref="bib42" id="ref51">42</reflink>]) and the multiple issues associated with pornography use could be worked with within such a framework if it includes a focus on safer sex practices; body image and self-esteem; behaviour and attitudes towards the opposite sex; respect; and empowering young people to make informed decisions about engaging in sexual activities, coinciding with another study carried out in New Zealand (Baker [<reflink idref="bib2" id="ref52">2</reflink>]). Many school professionals support addressing pornography as part of sexuality education lessons and advocate teaching about the 'dangers of pornography' through a joint effort by parents and schools (National Association of Head Teachers [<reflink idref="bib41" id="ref53">41</reflink>]; YouGov plc [<reflink idref="bib64" id="ref54">64</reflink>]). Baker's ([<reflink idref="bib2" id="ref55">2</reflink>]) research also found that both school staff and young people agreed it was desirable for schools to teach about the potentially negative effects of pornography use, that parental engagement in and support for such sexuality education is vital, and that education about pornography should be a joint effort by parents and schools.</p> <p>A systematic review by Litsou et al. ([<reflink idref="bib34" id="ref56">34</reflink>]) has highlighted the need for more relevant sexuality education to mitigate inadequate information and help correct the undesirable lessons that can be learned from pornography. Elsewhere, Román-García, Bacigalupe, and Vaamonde ([<reflink idref="bib47" id="ref57">47</reflink>]) have argued that pornography should be addressed as part of sex and sexuality education programmes in schools and public health contexts. Ballester et al. ([<reflink idref="bib5" id="ref58">5</reflink>]) conducted a study in Spain in which parents and adolescents were asked about the appropriateness of including the topic of pornography in sex education programmes, and showed that the vast majority of the sample were in favour of including the topic (66.4% of parents and 77.8% of adolescents).</p> <p>The existing literature demonstrates that it is important to advocate for an approach to CSE not only as a health measure, but also as a way to engage with content on gender and equity. Specifically, CSE programmes should foster in adolescents a critical view on pornography and include issues related to gender-based violence prevention. There is also a need to strengthen and to disseminate the evidence that a curricular emphasis on gender, equity, and rights can lead to improved health outcomes (Haberland and Rogow [<reflink idref="bib24" id="ref59">24</reflink>]).</p> <p>Against this background, the primary objective of this study was to systematically review sexuality education programmes that have been evaluated in the scientific literature, in order to identify programmes that include the topics of pornography and gender-based violence in their syllabi. The approach and content of each programme is analysed, along with their methodological characteristics (design, sample and measurement types) and their main results.</p> <hd id="AN0183055795-3">Method</hd> <p></p> <hd id="AN0183055795-4">Search procedure</hd> <p>Relevant studies were identified through a systematic search using the <emph>PsycInfo</emph>, <emph>MedLine, ERIC, CINAHL</emph> and <emph>ProQuest Central</emph> databases. The search covered studies available as of March 2022. The following search terms were used: ('Sex* education*' OR 'Sex* program*' OR 'Affective sex* education' OR 'Affective sex* program*' OR 'Sex* affective education' OR 'Sex* affective program*' OR 'reproductive education' OR 'Sex* health education' OR 'Sex* health program') AND ('outcome' OR 'efficacy' OR 'effectiveness' OR 'evidence' OR 'assessment' OR 'evaluation' OR 'impact') AND ('Child*' OR 'adolescent*' OR 'teen*' OR 'Young people' OR 'Student*' OR 'preadolescence' OR 'school age').</p> <hd id="AN0183055795-5">Study selection</hd> <p>To be included in the systematic review, studies needed to (a) be empirical studies with no time restriction; (b) be published in English; (c) evaluate the effectiveness of some type of sexuality education programme, (d) involve a young population. Studies that did not address pornography or gender based violence were excluded. The application of the selection criteria resulted in 2,799 studies being identified in the initial search of the electronic databases. Figure 1 summarises the search process and inclusion/exclusion of studies in the review, following PRISMA statement guidelines (Page et al. [<reflink idref="bib43" id="ref60">43</reflink>]).</p> <p>DIAGRAM: Figure 1. PRISMA flow diagram of the study search and inclusion/exclusion procedure for studies included in the review.</p> <hd id="AN0183055795-6">Study coding</hd> <p>Once the studies that met the criteria established above had been selected, their characteristics were coded by four of the authors (AB, CJ, LJ, and TE), who resolved any disagreements between them through discussion. The coding characteristics for each study were as follows: year of publication, language, country, aim(s), sample size, age of the sample, percentage of women in the sample, target population, main programme contents, programme duration, study design, follow-up, and main results of the study. Analyses were aided by the use ATLAS.ti (ATLAS.ti Scientific Software Development GmbH).</p> <hd id="AN0183055795-7">Results</hd> <p></p> <hd id="AN0183055795-8">Included studies</hd> <p>Of the 2,799 unique records identified from the electronic database search, 345 abstracts were identified as potentially eligible for inclusion, with 211 full texts being assessed. In the end, a total of 30 studies met the inclusion criteria, with 7 programmes addressing pornography and 28 addressing gender based violence (5 programmes addressed both topics). Table 1 provides a list of the included programmes. Online Supplemental File A provides additional details on each study. Detailed references for each paper are in Online Supplemental file B. Studies are assigned numbers in the table and referenced by these numbers below.</p> <p>Table 1. Studies included in the review (full references for each study can be found in Online Supplemental File A).</p> <p> <ephtml> <table><thead><tr><td>Study</td><td>Authors (Year)</td><td>Title</td><td>Country</td></tr></thead><tbody><tr><td>1</td><td>Adjei et al. (2017)</td><td>Medical Students Help Bridge the Gap in Sexual Health Education among Middle School Youth.</td><td>USA</td></tr><tr><td>2</td><td>Alzate (1982)</td><td>Effect of Formal Sex Education on the Sexual Knowledge and Attitudes of Colombian Medical Students.</td><td>Colombia</td></tr><tr><td>3</td><td>Bourne et al. (2020)</td><td>Impact of Teaching Sexual Health Education on Medical Students.</td><td>USA</td></tr><tr><td>4</td><td>Chou et al. (2020)</td><td>Effectiveness of a School-Based Social Marketing Intervention to Promote Adolescent Sexual Health.</td><td>Taiwan</td></tr><tr><td>5</td><td>Colarossi et al. (2014)</td><td>The Adult Roles Models Program: Feasibility, Acceptability, and Initial Outcomes.</td><td>USA</td></tr><tr><td>6</td><td>Constantine et al. (2015)</td><td>Short-Term Effects of a Rights-Based Sexuality Education Curriculum for High-School Students: A Cluster-Randomized Trial.</td><td>USA</td></tr><tr><td>7</td><td>De Lijster et al. (<xref ref-type="bibr" rid="bibr13">2016</xref>)</td><td>Effects of an Interactive School-Based Program for Preventing Adolescent Sexual Harassment: A Cluster-Randomized Controlled Evaluation Study.</td><td>The Netherlands</td></tr><tr><td>8</td><td>Frank and Sandman (2021)</td><td>Parents as Primary Sexuality Educators for Adolescents and Adults with down Syndrome: A Mixed Methods Examination of the Home B.a.s.e for Intellectual Disabilities Workshop.</td><td>USA</td></tr><tr><td>9</td><td>Gelfond et al. (2016)</td><td>Preventing Pregnancy in High School Students: Observations from a 3-Year Longitudinal, Quasi-Experimental Study.</td><td>USA</td></tr><tr><td>10</td><td>Jennings et al. (2014)</td><td>Effects of a School-Based Sexuality Education Program on Peer Educators: The Teen PEP Model.</td><td>USA</td></tr><tr><td>11</td><td>Kemigisha et al. (<xref ref-type="bibr" rid="bibr29">2019</xref>)</td><td>Evaluation of a School Based Comprehensive Sexuality Education Program among Very Young Adolescents in Rural Uganda.</td><td>Uganda</td></tr><tr><td>12</td><td>Lamb and Randazzo (<xref ref-type="bibr" rid="bibr31">2016</xref>)</td><td>An Examination of the Effectiveness of a Sexual Ethics Curriculum.</td><td>USA</td></tr><tr><td>13</td><td>Letsela et al. (2021)</td><td>The Role and Effectiveness of School-Based Extra-Curricular Interventions on Children's Health and HIV Related Behaviour: The Case Study of Soul Buddyz Clubs Programme in South Africa.</td><td>South African Republic</td></tr><tr><td>14</td><td>Makleff et al. (2020)</td><td>Applying a Complex Adaptive Systems Approach to the Evaluation of a School-Based Intervention for Intimate Partner Violence Prevention in Mexico.</td><td>Mexico</td></tr><tr><td>15</td><td>Malamsha et al. (2021)</td><td>Development and Validation of a Mobile Game for Culturally Sensitive Child Sexual Abuse Prevention Education in Tanzania: Mixed Methods Study.</td><td>Tanzania</td></tr><tr><td>16</td><td>Murfiah et al. (2022)</td><td>Integration of a Sexual Abuse Prevention Programme in the First‐grade Indonesian Curriculum to Improve Children's Self‐protection.</td><td>Indonesia</td></tr><tr><td>17</td><td>Olmsted et al. (2022)</td><td>Feasibility and Acceptability of Technology-Supported Sexual Health Education among Adolescents Receiving Inpatient Psychiatric Care.</td><td>USA</td></tr><tr><td>18</td><td>Pierce (2012)</td><td>American Indian Adolescent Girls: Vulnerability to Sex Trafficking, Intervention Strategies.</td><td>USA</td></tr><tr><td>19</td><td>Rijsdijk et al. (2011)</td><td>The World Starts With Me: A Multilevel Evaluation of a Comprehensive Sex Education Programme Targeting Adolescents in Uganda.</td><td>Uganda</td></tr><tr><td>20</td><td>Rothman, Daley, and Alder (<xref ref-type="bibr" rid="bibr50">2020</xref>)</td><td>A Pornography Literacy Program for Adolescents.</td><td>USA</td></tr><tr><td>21</td><td>Salihu et al. (2011)</td><td>Effectiveness of a Federal Healthy Start Program in Reducing Primary and Repeat Teen Pregnancies: Our Experience over the Decade.</td><td>USA</td></tr><tr><td>22</td><td>Scull et al. (2018)</td><td>Examining the Efficacy of an MHealth Media Literacy Education Program for Sexual Health Promotion in Older Adolescents Attending Community College.</td><td>USA</td></tr><tr><td>23</td><td>Scull et al. (2021)</td><td>Promoting Sexual Health in High School: A Feasibility Study of A Web-Based Media Literacy Education Program.</td><td>USA</td></tr><tr><td>24</td><td>Scull et al. (2022)</td><td>A Media Literacy Education Approach to High School Sexual Health Education: Immediate Effects of Media Aware on Adolescents' Media, Sexual Health, and Communication Outcomes.</td><td>USA</td></tr><tr><td>25</td><td>Secor-Turner et al. (2021)</td><td>Adapting Evidence-Based Sexuality Education to Meet the Needs of Refugee Youth in the USA.</td><td>USA</td></tr><tr><td>26</td><td>Senn, Jee and Thanke (2011)</td><td>Emancipatory Sexuality Education and Sexual Assault Resistance: Does the Former Enhance the Latter?</td><td>Canada</td></tr><tr><td>27</td><td>Shekar et al. (2020)</td><td>Effects of an Interprofessional Student-Led Sexual Education Program on Self-Efficacy and Attitudes about Sexual Violence in Youths in Juvenile Detention.</td><td>USA</td></tr><tr><td>28</td><td>Wong et al. (2011)</td><td>Involving the Hard to Reach: Developing and Evaluating a Sexual Health Programme for Early School Leavers in Hong Kong.</td><td>China</td></tr><tr><td>29</td><td>Zellner et al. (2016)</td><td>Assessment of a Culturally-Tailored Sexual Health Education Program for African American Youth.</td><td>USA</td></tr><tr><td>30</td><td>Zhihong, Li and Xiyang (2021)</td><td>Evidence for a Comprehensive Sexuality Education Intervention That Enhances Chinese Adolescents' Sexual Knowledge and Gender Awareness and Empowers Young Women.</td><td>China</td></tr></tbody></table> </ephtml> </p> <hd id="AN0183055795-9">Setting and target populations</hd> <p></p> <hd id="AN0183055795-10">Programmes addressing pornography</hd> <p>Of the seven included programmes, four took place in the USA, one in Colombia, one in Taiwan, and one in the Netherlands. Five programmes targeted adolescents aged 13 to 17 years. Two (studies 2 and 22) were implemented with young adults of 18–25 years of age. In terms of target population, study 2 also included adults.</p> <p>Four programmes addressed high school students as the recipients of an educational intervention (<reflink idref="bib4" id="ref61">4</reflink>, 12, 20, 23), one involved secondary school students (<reflink idref="bib7" id="ref62">7</reflink>), one university students (<reflink idref="bib2" id="ref63">2</reflink>), and one involved community college students (<reflink idref="bib22" id="ref64">22</reflink>).</p> <p>Six of the studies had been published in the last 10 years, and studies varied considerably in terms of sample size, ranging from small (<emph>n</emph> < 100) in studies 2, 12 and 20, to medium (<emph>n</emph> = 100–800) in studies 22 and 23, to large-scale programmes (<emph>n</emph> > 800) in studies 4 and 7.</p> <hd id="AN0183055795-11">Programmes addressing gender-based violence</hd> <p>The 28 included programmes were conducted in: USA (<emph>n</emph> = 18), China (<emph>n</emph> = 2), Canada (<emph>n</emph> = 1), Indonesia (<emph>n</emph> = 1), Mexico (<emph>n</emph> = 1), Netherlands (<emph>n</emph> = 1), South Africa (<emph>n</emph> = 1), Tanzania (<emph>n</emph> = 1) and Uganda (<emph>n</emph> = 2). The majority (<emph>n</emph> = 22) of the programmes targeted adolescents aged 11 to 17 years. Studies 11 and 16 engaged children (6 to 10 years old), and studies 26 and 22 were conducted with young-adults whose ages ranged from 18 to 25. Studies 5 and 15 also included parents (study 15 targeted both parents and children).</p> <p>Concerning the setting, ten programmes were conducted in high schools, six in community settings, three in middle schools, two in secondary schools, two in primary schools, and three on-line. Two programmes (programme 2 and 26) were conducted at universities, programme 17 took place in a medical setting, and programme 27 was in a detention centre.</p> <p>Twenty-three of the twenty-eight studies had been published in the last 10 years. In terms of sample size, eight of the studies used a small sample (<emph>n</emph> < 100), twelve had medium sized samples (<emph>n</emph> = 100–800) and eight used large samples (<emph>n</emph> > 800).</p> <hd id="AN0183055795-12">Content covered and main focus</hd> <p></p> <hd id="AN0183055795-13">Programmes addressing pornography</hd> <p>Only two programmes (studies 12 and 20) had pornography as a main focus, while the other five engaged with pornography as one issue among many others, including issues such as consent (<emph>n</emph> = 3), healthy relationships (<emph>n</emph> = 3), sexual and reproductive health (<emph>n</emph> = 2), sexual violence (<emph>n</emph> = 2), dating violence (<emph>n</emph> = 2), pregnancy prevention (<emph>n</emph> = 1), STI transmission (<emph>n</emph> = 1), dating violence (<emph>n</emph> = 1), sexual behaviour (<emph>n</emph> = 1), ethics and sex (<emph>n</emph> = 1), sexual anatomy (<emph>n</emph> = 1), prostitution (<emph>n</emph> = 1), abortion (<emph>n</emph> = 1), paraphilias (<emph>n</emph> = 1), and sexual dysfunctions (<emph>n</emph> = 1). Five out of seven programmes that engaged with pornography also addressed at least one form of gender-based violence as a main topic.</p> <hd id="AN0183055795-14">Programmes addressing gender-based violence</hd> <p>The terms used to refer to gender-based violence in the programmes examined varied but included sexual violence (<emph>n</emph> = 10), dating violence (<emph>n</emph> = 7), sexual abuse (<emph>n</emph> = 5), sexual harassment (<emph>n</emph> = 4), intimate partner violence (<emph>n</emph> = 3), gender-based violence (<emph>n</emph> = 2), violence (<emph>n</emph> = 2), date rape (<emph>n</emph> = 1), abusive relationships (<emph>n</emph> = 1), sexual assault (<emph>n</emph> = 1) and violence against women (<emph>n</emph> = 1).</p> <p>The main contents addressed by the programmes that included material on gender-based violence were sexual violence (<emph>n</emph> = 13), STI transmission (<emph>n</emph> = 12), healthy relationships (<emph>n</emph> = 12), pregnancy prevention (<emph>n</emph> = 12), consent (<emph>n</emph> = 8), contraception (<emph>n</emph> = 8), dating violence (<emph>n</emph> = 8), sexual and reproductive health (<emph>n</emph> = 6), gender equity (<emph>n</emph> = 5), media influence (<emph>n</emph> = 5), abstinence (<emph>n</emph> = 5), sexual rights (<emph>n</emph> = 3), puberty (<emph>n</emph> = 3), LGTBQ+ (<emph>n</emph> = 3), pornography (<emph>n</emph> = 2), parent-child communication (<emph>n</emph> = 2), drugs (<emph>n</emph> = 2), and confidence (<emph>n</emph> = 2). There were other topics that appeared in only one programme as a main focus, including sexual anatomy, effective sexual health communication, personal and interpersonal skills, self-efficacy, community resources, sexting and sexspreading, and sexual exploitation.</p> <p>As mentioned, only two of the programmes that addressed gender-based violence included pornography as a main topic (studies 12 and 20), but some other programmes also made mention of it (<reflink idref="bib7" id="ref65">7</reflink>, 22 and 23).</p> <hd id="AN0183055795-15">Approaches to sexuality education</hd> <p>Our thematic analysis identified five main approaches to sexuality education, some of which were interwoven within the same programme: i) focused on risky behaviour, ii) sex-positive, iii) life skills based, iv) equity informed, and v) media and community focused.</p> <hd id="AN0183055795-16">Programmes addressing pornography</hd> <p>The programmes that approached sexuality from a <emph>risky behaviour</emph> approach were mainly studies 2, 7, 12, 18, 22 and 23, since they addressed topics such as sexual violence, STI transmission and pregnancy prevention. Importantly, none of the programmes advocated for sexual abstinence.</p> <p>On the other hand, some of these programmes also approached sexuality education from a sex positive perspective, since they engaged with topics such as sexual and reproductive health. Study 4 adopted a mainly sex positive approach and focused on sexual and reproductive health with the goal of enhancing positive sexual attitudes.</p> <p>Some studies focused on life skills, for example in relation to healthy relationships (22 and 23). None of the programmes adopted an equity informed approach. Study 12 engaged with media and community as its main focus and approach.</p> <hd id="AN0183055795-17">Programmes addressing gender-based violence</hd> <p>Some of the programmes approached sexuality education from a risky behaviour perspective, focusing on issues such as STI transmission, pregnancy prevention, sexual violence, contraception, dating violence, abstinence, drugs, sexting and sexspreading, and sexual exploitation (for instance, studies 1, 3, 9, 10, 19, 22, 23). Other programmes adopted a more sex-positive perspective, tackling topics such as sexual and reproductive health, sexual rights, parent-child communication, and effective sexual health communication (for instance, studies 6, 11, 14, 30). There were also some programmes that aimed to strengthen life skills and focused on issues such as healthy relationships, confidence, personal and interpersonal skills and self-efficacy (e.g. studies 3, 11, 14, and 19). With regards to an equity based approach, some studies had as a primary focus on gender equity (studies 11 and 19) or on LGTBQ+ rights (study 30). Some of the programmes also adopted a media and community focus examining issues such as media influence and/or community resources (studies 9, 11, 19, 20, 22, 23 and 24).</p> <hd id="AN0183055795-18">Summary of outcome measurements</hd> <p></p> <hd id="AN0183055795-19">Programmes addressing pornography</hd> <p>In the studies that included reference to pornography, the data used for evaluation were mostly quantitative (<emph>n</emph> = 6), but mixed methods were used in one study (quantitative/qualitative). Only three of the studies included here evaluated the effectiveness of the programme through a focus on follow-up work (studies 2, 4 and 7).</p> <p>Subsequent to intervention, one programme found significant improvements in self-reported knowledge, attitudes and behaviour related to pornography (study 20), helping adolescents to think about the potential harms of producing, consuming and disseminating pornography. However, the other studies did not report any relevant changes with regard to pornography (<emph>n</emph> = 6).</p> <hd id="AN0183055795-20">Programmes addressing gender-based violence</hd> <p>The 28 studies included those with quantitative methodologies (<emph>n</emph> = 19), mixed (quantitative/qualitative) methodologies (<emph>n</emph> = 8) and qualitative methodologies (<emph>n</emph> = 1). Some type of follow-up measurement took place in 13 of them.</p> <p>Significant improvements were reported with regards to: sexual violence prevention (<emph>n</emph> = 7); sexual violence self-protection (<emph>n</emph> = 4); the acceptability of gender-based violence (<emph>n</emph> = 4); gender equity (<emph>n</emph> = 3); a critical understanding of media (<emph>n</emph> = 2;, sexual consent (<emph>n</emph> = 1); healthy relationships (<emph>n</emph> = 1); women's risk perception (<emph>n</emph> = 1); women's confidence (<emph>n</emph> = 1); and reduced intention to commit sexual violence (<emph>n</emph> = 1).</p> <p>One programme did not reach statistical significance in demonstrating improvements in sexual violence prevention among its sample (study 1). There were also several studies that did not report significant results with regards to the acceptability of gender-based violence (<emph>n</emph> = 10).</p> <p>There were few studies of either of the types of programmes that measured behavioural outcomes, but some of them did assess experiences of sexual violence and behavioural intentions. The absence of a focus on behavioural outcomes may be explained by the difficulty and sensitivity of measuring these with young people. The main limitation of the studies and evaluations however was that they did not measure medium and longer-term impacts.</p> <hd id="AN0183055795-21">Discussion</hd> <p>As our results indicate, very few evaluated sexuality education programmes in the published literature have tackled gender-based violence and pornography. In spite of this, the topics of pornography and gender-based violence have been attracting greater interest in recent years, because of greater recognition that young people would benefit from education in these areas (Baker [<reflink idref="bib2" id="ref66">2</reflink>]; Wilson et al. [<reflink idref="bib62" id="ref67">62</reflink>]).</p> <p>Most of the programmes analysed were conducted in school settings, which is a good way of reaching children, adolescents and young people (Baker [<reflink idref="bib2" id="ref68">2</reflink>]). Programmes and activities that address the needs of specific populations (for instance, disabled people, inpatients or prison inmates) are also needed, and the contents should be adapted according to their needs (Gonzálvez et al. [<reflink idref="bib22" id="ref69">22</reflink>]; Larsdotter, Lemon, and Lindroth [<reflink idref="bib33" id="ref70">33</reflink>]).</p> <p>The programmes that addressed pornography in this review were mainly aimed at adolescents between 13 and 17 years of age. Although this is an important audience, sex is also likely to have been discussed among peers by children during their pre-pubertal years (Zhou and Cheung [<reflink idref="bib66" id="ref71">66</reflink>]), so it is important to initiate sexuality education earlier, as well as address gender equity and gender-based violence as a preventive measure, framing it from the perspective of healthy relationships and gender equity (Baker [<reflink idref="bib2" id="ref72">2</reflink>]; Rollston et al. [<reflink idref="bib46" id="ref73">46</reflink>]).</p> <p>In general, the published programmes addressing pornography and gender-based violence in this review appeared to lack the involvement of community members, especially families, which would be beneficial (Flores and Barroso [<reflink idref="bib18" id="ref74">18</reflink>]; To, Iu Kan, and Sek-Yum Ngai [<reflink idref="bib55" id="ref75">55</reflink>]).</p> <p>Although five out of the seven programmes that addressed pornography also tackled at least one form of gender-based violence, in some of them discussion of pornography was not sufficiently related to violence against women. It is important to help adolescents reflect on the consequences that pornography has not only for women, but also for men some of whom may feel themselves pressed to act according to dominant norms of masculinity (De Heer, Prior, and Hoegh [<reflink idref="bib11" id="ref76">11</reflink>]), and the negative effects this can have with regard to gender equality (Miller and McBain [<reflink idref="bib39" id="ref77">39</reflink>]; Wright, Tokunaga, and Kraus [<reflink idref="bib63" id="ref78">63</reflink>]).</p> <p>In the few programmes that addressed the consumption of pornography, this is viewed as a risk behaviour for sexual harassment, intimate partner violence, and objectification and contempt for women (De Lijster et al. [<reflink idref="bib13" id="ref79">13</reflink>]). Litsou et al. ([<reflink idref="bib34" id="ref80">34</reflink>]) suggest that sexuality education programmes should go beyond harm reduction, since pornography can be associated with obtaining pleasure and learning new sexual practices. In any case, a critical look at the topic is clearly needed. It is also essential to include a focus on equity in CSE programmes, as this topic was generally not addressed in depth in the studies reviewed, as well as material on the ability to engage in self care (Lamb and Randazzo [<reflink idref="bib31" id="ref81">31</reflink>]).</p> <p>In the reviewed programmes that addressed gender-based violence, risk behaviour was a priority focus, although healthy relationships were also addressed. Prevention of gender-based violence requires raising awareness both about violent behaviours and about the characteristics of healthy relationships, addressing aspects like desire, pleasure and consent while presenting sexuality as a positive and enriching human activity (Ketting, Brockschmidt, and Ivanova [<reflink idref="bib30" id="ref82">30</reflink>]; Lameiras-Fernández et al. [<reflink idref="bib32" id="ref83">32</reflink>]; UNESCO [<reflink idref="bib56" id="ref84">56</reflink>]; Wilson et al. [<reflink idref="bib62" id="ref85">62</reflink>]).</p> <p>The outcomes of the programmes addressing gender-based violence showed significant improvements with regards to the prevention of different types of violence towards women, providing evidence that good quality CSE can be an effective tool for promoting greater gender equality (Rollston et al. [<reflink idref="bib46" id="ref86">46</reflink>]; Wilson et al. [<reflink idref="bib62" id="ref87">62</reflink>]). The results are especially encouraging when it comes to sexual violence prevention, enhancing women's self-protection against sexual violence, gender-based violence acceptability reduction, gender equity, media criticism, sexual consent, healthy relationships, women's risk perception, women's confidence, and reduction in the intention to commit sexual violence. That said, in some programmes, gender-based violence issues were not specifically focused on as outcome variables (Kemigisha et al. [<reflink idref="bib29" id="ref88">29</reflink>]; Rothman, Daley, and Alder [<reflink idref="bib50" id="ref89">50</reflink>]).</p> <p>In relation to the outcomes of programmes that included pornography, significant improvements in knowledge, attitudes and behaviour related to pornography were described in the study by Rothman, Daley, and Alder ([<reflink idref="bib50" id="ref90">50</reflink>]). Despite the scarce results on this issue (since no results were found in any of the other studies in the review), good quality CSE has been widely advocated as a means to mitigate the negative consequences of pornography use in adolescents (see, for example, Bernard, Legrand, and Klein [<reflink idref="bib6" id="ref91">6</reflink>]; Dawson, Nic Gabhainn, and MacNeela [<reflink idref="bib10" id="ref92">10</reflink>]; Martyniuk and Štulhofer [<reflink idref="bib36" id="ref93">36</reflink>]; Miller, McBain, and Raggatt [<reflink idref="bib40" id="ref94">40</reflink>]; Peter and Valkenburg [<reflink idref="bib45" id="ref95">45</reflink>]; Wright, Tokunaga, and Kraus [<reflink idref="bib63" id="ref96">63</reflink>]).</p> <p>The differences in the effectiveness of the two types of sexuality education programmes (gender-based violence and pornography) can be explained by the differences in the contents covered, their target audience, the duration and the context of application. As we have mentioned, very few of the programmes reviewed specifically evaluated effectiveness in relation to the prevention of gender-based violence or of the harmful effects of pornography. In addition, the heterogeneity of the evaluation instruments used makes it impossible to compare the outcomes of the different programmes.</p> <hd id="AN0183055795-22">Limitations</hd> <p>A number of limitations of this study should be acknowledged. Firstly, the fact that the review included only studies which had evaluated the effects and effectiveness of programmes may have excluded some other programmes that address pornography and/or gender-based violence as contents. Likewise, the fact that our literature search focused on sexuality education rather than, for example, porn education or critical media literacy, may have set limits on the number of relevant papers and studies it was possible to access.</p> <p>A rather different issue arises in relation to the apparent absence of research with a focus on the portrayal of bisexual, same sex, and transgender practices and relationships in pornography and the impact of these on biphobic, homophobic and transphobic attitudes and violence. A search using different and more focused keywords would have been required to identify whether such research exists, what its principal findings are, and the implications it carries for current and future forms of sexuality education.</p> <p>The grey literature too was not included in our review, so some programmes that may have been conducted are not part of the analysis. Beyond this, the outcomes of the programmes focused upon were analysed from a qualitative perspective due to the major differences in focus, methodology and instruments used between the studies. Related to this, several studies do not explain in detail the methodology adopted or the outcome variables assessed. Also, in several cases key information (e.g. concerning who delivered the programme) is missing.</p> <hd id="AN0183055795-23">Future research</hd> <p>Future research should attempt to identify which factors are more and less useful in the education of children and adolescents about pornography and gender-based violence in order to design effective sexuality education programmes on these topics. Bearing this in mind, papers reporting on the evaluation of CSE programmes should aim to describe in detail all important variables and outcomes from a Theory of Change conceptualisation. Another important line of research would be conduct a greater number of studies of pornography consumption by gender and sexuality diverse young people and its relationship to different outcomes.</p> <hd id="AN0183055795-24">Conclusion</hd> <p>With regards to the objectives of this study, evaluated programmes including the topics of pornography and gender-based violence in their syllabi have been analysed, as well as their approach and content, their methodological characteristics, and their main results. The results of the study show there are very few well evaluated sexuality programmes that address all of these issues, with many using different approaches and contents. This heterogeneity makes it difficult to compare the results. However, the results are positive enough to keep moving forward in efforts to promote sexuality education that engages with gender equity and a critical approach to the use of pornography, as this has the potential to play a key role in advancing social change in favour of women's safety (Ballester et al. [<reflink idref="bib5" id="ref97">5</reflink>]; Haberland and Rogow [<reflink idref="bib24" id="ref98">24</reflink>]; Lamb and Randazzo [<reflink idref="bib31" id="ref99">31</reflink>]; Litsou et al. [<reflink idref="bib34" id="ref100">34</reflink>]).</p> <hd id="AN0183055795-25">Acknowledgments</hd> <p>We thank Estel Torruella for her support in the coding of this systematic review and William Andrew Bromberg for his language review.</p> <hd id="AN0183055795-26">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0183055795-27">Supplementary material</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/14681811.2024.2316154</p> <ref id="AN0183055795-28"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Andrie, E. K., I. Ikbale Sakou, E. C. Tzavela, C. Richardson, and A. K. Tsitsika. 2021. " Adolescents' Online Pornography Exposure and Its Relationship to Sociodemographic and Psychopathological Correlates: A Cross-Sectional Study in Six European Countries." 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pornography and Gender-Based Violence: Two Neglected Topics in Sexuality Education. A Systematic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Berta+Aznar-Martínez%22">Berta Aznar-Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1658-5053">0000-0002-1658-5053</externalLink>)<br /><searchLink fieldCode="AR" term="%22Judith+Lorente-De-Sanz%22">Judith Lorente-De-Sanz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0703-2801">0000-0002-0703-2801</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xavier+López-i-Martín%22">Xavier López-i-Martín</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2474-4245">0000-0002-2474-4245</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+A%2E+Castillo-Garayoa%22">José A. Castillo-Garayoa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9421-6643">0000-0001-9421-6643</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Sex+Education%3A+Sexuality%2C+Society+and+Learning%22"><i>Sex Education: Sexuality, Society and Learning</i></searchLink>. 2025 25(2):256-272.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pornography%22">Pornography</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Education%22">Sex Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Attitudes%22">Social Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+Management%22">Risk Management</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Violence%22">Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Abuse%22">Sexual Abuse</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14681811.2024.2316154
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1468-1811<br />1472-0825
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Pornography consumption at a young age may pose a threat for sexual health, due to the presence of aggression and the degradation of women. Sexuality education is viewed as a way to mitigate the effects of inadequate information and counteract certain tendencies that may be learned from pornography. This study involved a systematic review of sexuality education programmes whose effectiveness has been assessed to identify those programmes that included the topics of pornography and gender-based violence as part of their contents. A total of 30 studies met the inclusion criteria. Nearly all the reviewed programmes had been implemented in school settings in the USA. Some studies showed significant improvements in knowledge, attitudes and behaviour related to pornography. Additionally, significant improvements were reported in the prevention of sexual violence and in self-protection awareness, along with decreases in the acceptability of gender-based violence. Some of the programmes were also found to lead to increases in gender equity, critical media understanding, sexual consent, healthy relationships, and women's risk perception and confidence, along with decreases in the intention to commit sexual violence. However, few sexuality education programmes were found to engage with the prevention of gender-based violence and the impact of pornography on children, adolescents and young people.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466697
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466697
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/14681811.2024.2316154
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 256
    Subjects:
      – SubjectFull: Pornography
        Type: general
      – SubjectFull: Gender Bias
        Type: general
      – SubjectFull: Sex Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Social Attitudes
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Risk Management
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Violence
        Type: general
      – SubjectFull: Sexual Abuse
        Type: general
      – SubjectFull: Gender Issues
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: Colombia
        Type: general
      – SubjectFull: Taiwan
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Pornography and Gender-Based Violence: Two Neglected Topics in Sexuality Education. A Systematic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Berta Aznar-Martínez
      – PersonEntity:
          Name:
            NameFull: Judith Lorente-De-Sanz
      – PersonEntity:
          Name:
            NameFull: Xavier López-i-Martín
      – PersonEntity:
          Name:
            NameFull: José A. Castillo-Garayoa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1468-1811
            – Type: issn-electronic
              Value: 1472-0825
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Sex Education: Sexuality, Society and Learning
              Type: main
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