Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh
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| Title: | Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh |
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| Language: | English |
| Authors: | Arnab Biswas (ORCID |
| Source: | Sex Education: Sexuality, Society and Learning. 2025 25(3):454-463. |
| 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: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sex Education, Barriers, Sexuality, Access to Education, Cultural Influences, Social Influences, Interpersonal Relationship, Individual Characteristics, Interpersonal Communication, Censorship, Risk, Teaching Methods, Controversial Issues (Course Content), Teacher Role, Foreign Countries, Home Schooling, Home Programs |
| Geographic Terms: | Bangladesh |
| DOI: | 10.1080/14681811.2024.2321951 |
| ISSN: | 1468-1811 1472-0825 |
| Abstract: | Comprehensive sexuality education (CSE) has a key role to play in promoting healthy living and preventing sexual health problems among adolescents. However, students in Bangladesh do not receive comprehensive sexuality education, which is a major concern. This study investigated barriers preventing home tutors from discussing CSE with their students. To investigate this phenomenon, focus group discussions were conducted using Communication Accommodation Theory as a theoretical framework. After analysing the data thematically, three key themes were identified: cultural and societal influences, interpersonal dynamics, and individual factors and professional concerns. These themes revealed barriers to open communication such as conservatism, censorship, the risk of job loss, and so forth. Findings from this study show that tutors adjust their teaching according to perceived societal needs. When faced with barriers in discussing sex and relationship topics, they tended to avoid the subject and turn their attention to other matters. Strategies are needed to support tutors in overcoming these barriers, including providing them with knowledge, resources, and training in comprehensive sexuality education. Empowering tutors will enable them to more effectively encourage learning about sex, sexuality and sexual health among their students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467403 |
| Database: | ERIC |
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| Abstract: | Comprehensive sexuality education (CSE) has a key role to play in promoting healthy living and preventing sexual health problems among adolescents. However, students in Bangladesh do not receive comprehensive sexuality education, which is a major concern. This study investigated barriers preventing home tutors from discussing CSE with their students. To investigate this phenomenon, focus group discussions were conducted using Communication Accommodation Theory as a theoretical framework. After analysing the data thematically, three key themes were identified: cultural and societal influences, interpersonal dynamics, and individual factors and professional concerns. These themes revealed barriers to open communication such as conservatism, censorship, the risk of job loss, and so forth. Findings from this study show that tutors adjust their teaching according to perceived societal needs. When faced with barriers in discussing sex and relationship topics, they tended to avoid the subject and turn their attention to other matters. Strategies are needed to support tutors in overcoming these barriers, including providing them with knowledge, resources, and training in comprehensive sexuality education. Empowering tutors will enable them to more effectively encourage learning about sex, sexuality and sexual health among their students. |
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| ISSN: | 1468-1811 1472-0825 |
| DOI: | 10.1080/14681811.2024.2321951 |
