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International Journal of Sexual Health logoLink to International Journal of Sexual Health
. 2025 Jan 29;37(1):116–130. doi: 10.1080/19317611.2025.2453909

The Effect of Sexuality Education During Pregnancy on Female Sexual Function: A Systematic Review and Meta-Analysis Study

Güleser Ada a,b,✉, Yasemin Hamlacı Başkaya b, Kevser İlçioğlu c
PMCID: PMC11810079  PMID: 39935901

Abstract

Objective

This meta-analysis aimed to synthesize the effect of sexuality education during pregnancy on female sexual function. Although sexual dysfunction in pregnancy is a common problem, it is often overshadowed by other outcomes, such as pregnancy risks or birth complications. Therefore, understanding the impact of educational interventions on women’s sexual health is crucial to improving their overall well-being during this period.

Method

Studies were searched on the electronic databases Google Scholar, Web of Science, Journal Park, the Cochrane Library, EBSCO Medline, Pubmed, and Scopus without imposing any restrictions on the publication year. This meta-analysis used the Preferred Reporting Items for Systematic Reviews and meta-analysis statement guidelines. Findings were analyzed using fixed- or random-effects models based on 95% confidence intervals, p values, and heterogeneity testing.

Results

This systematic review included 4 studies with 337 (training: 169 and control: 168) participants due to the limited number of studies on this topic. Interventions in the four studies using the Female Sexual Function Index showed that sexuality education provided to intervention groups had a statistically significant positive effect on the total female sexual function score compared to control groups (p < .001, range: 0.552–0.995).

Conclusion

This meta-analysis provides insights into the implementation of educational interventions considering their positive impact on female sexual function during pregnancy. Despite the limited number of studies (only 4 studies), the findings suggest that sex education leads to significant improvements in many aspects, such as sexual pleasure, vaginal lubrication, orgasm, sexual desire, and overall satisfaction. Furthermore, pregnancy provides an ideal opportunity to normalize and integrate this education into pregnancy care, as it is a time when women often attend antenatal checkups or childbirth classes.

Keywords: Meta-analysis, sexual education, pregnancy, sexual function

Introduction

Pregnancy is a special phase in a woman’s life marked by significant physical, hormonal, psychological, social, and cultural transformations (Hanafy et al., 2014). These alterations can have a profound impact on the sexuality of women and the dynamics of couples’ intimate relationships. It is crucial to recognize that sexual function during pregnancy is a vital aspect of overall quality of life and should be openly discussed with expectant mothers and their partners/spouses (Elsayed et al., 2019). Research suggests that sexual activity tends to decrease throughout pregnancy, with a notable uptick in the second trimester (Küçükdurmaz et al., 2016). The fluctuation in sexual function during this period can be influenced by various factors, including maternal age, parity (number of births), educational attainment, employment status, gestational age, and the duration of marriage. Given that sexual issues between partners are reciprocal, alterations in women’s sexual function may also impact the sexual needs of men (Bahadoran et al., 2015). The importance of men in sexual education plays a major role in terms of sexual health and quality of relationships, especially during pregnancy. The participation of spouses in sexual education increases the effectiveness of education and positively affects the sexual functions of couples.

Sexual dysfunction during pregnancy can arise from a variety of factors, encompassing physical issues such as low back pain, discomfort during intercourse, shortness of breath, and weight gain. Additionally, misconceptions and unfounded concerns about the potential harm to the fetus or an increased risk of miscarriage contribute to sexual dysfunction during this period (Yeniel & Petri, 2014). Recognizing the significance of sexual education and counseling during pregnancy becomes evident in addressing these issues. Pregnancy is one of the periods when women interact most with health professionals. During this period, women frequently seek antenatal care services and participate in educational programs such as childbirth preparation classes. Therefore, pregnancy is an appropriate time period for educational interventions to improve women’s sexual functioning. The World Health Organization underscores the importance of sexual education programs, viewing them as a necessity (WHO, 2005). Comprehensive sexual education program initiatives play a pivotal role in preventing sexual dysfunctions. These programs not only foster safe sexual behaviors and mental health but also contribute to positive health behaviors and sexual identity. The benefits extend to individual health and interpersonal relationships (Tavakol et al., 2017).

Sexual health education not only improves sexual function, but also contributes to increased sexual pleasure. The World Sexual Health Association defines sexual pleasure as an important part of individuals’ sexual health and well-being (Ford et al., 2021). Sexual pleasure is an important element in the context of individuals’ sexual rights and sexual health and is a component that should be supported in educational processes (Sladden et al., 2021). Including different sexual activities (such as massage, foreplay, kissing, hugging, oral sex, etc.) and positions in the content of sexuality education given during pregnancy can play an important role in improving the quality of sexual life of couples (Trutnovsky et al., 2006). Physiological changes that occur during pregnancy (e.g., weight gain, uterine enlargement) may limit the use of traditional sexual positions and cause discomfort during sexual intercourse. Therefore, sexuality education should not only focus on vaginal intercourse, but should also include information about alternative sexual activities and positions so that couples can have a more comfortable sexual life. While sexual activities such as oral sex can offer options that can increase the sexual satisfaction of both women and men during pregnancy, it should be emphasized that activities such as anal sex may carry health risks and that care should be taken in this regard (Afshar et al., 2012). Sexuality education programs can contribute to a healthy and satisfying sexual life during pregnancy by providing couples with scientific and accurate information on these issues.

Afshar et al. (2012) stated that sex education should not only focus on vaginal intercourse, but also consider other sexual activities such as massage, foreplay, kissing, and cuddling (Afshar et al., 2012). It was emphasized that anal sex is not recommended and carries some health risks. In the study by Alizadeh et al. (2021), it was stated that training programs for improving sexual health during pregnancy increased sexual function and satisfaction, and also included the prevention of sexual violence. (Alizadeh et al., 2021).

Heidari et al. (2018) drew attention to educational content covering various topics related to sexual behavior and sexual function during pregnancy (Heidari et al., 2018). Mahnaz et al. (2020) discussed sex education programs to increase awareness of physiological changes that occur during pregnancy (such as breast enlargement, nausea, fatigue) and changes in sexual function. Their study also covers topics such as sexual positions, situations where sexual activity should be avoided (e.g., vaginal bleeding, uterine contractions), and prevention of sexually transmitted diseases (Mahnaz et al., 2020). Sexuality education during pregnancy tailored for pregnant individuals and their partners/spouses is specifically designed to help them navigate the physical, emotional, and psychological changes they may face associated with pregnancy. Its overarching goal is to assist couples in sustaining a healthy sexual relationship, mitigating anxiety, and addressing challenges related to sexual function during pregnancy (de Pierrepont et al., 2022). In this context, the importance of educating couples about reproductive health and safe sexual practices has been emphasized (Nayebi Nia et al., 2018). The educational approach aims to empower couples by providing them with information and enhancing their sexual autonomy (Amel Barez et al., 2023).

In conclusion, the primary objective of conducting this systematic review and meta-analysis was to assess the efficacy of sexuality education interventions administered during pregnancy in influencing female sexual function.

Materials and methods

Purpose and question of the research

The primary objective of this meta-analysis was to contribute high-level evidence to the existing body of literature regarding the impact of sexuality education during pregnancy on female sexual function.

Research strategy

In order to ensure a systematic and transparent approach, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was utilized as a comprehensive guide for reporting studies. The research protocol, detailing the systematic review and meta-analysis procedures, was formally registered in the PROSPERO database under the registration number CRD42023415966.

To mitigate the potential for bias, a rigorous research strategy was implemented. The various stages of the study, including the literature search, article selection, data extraction, and quality assessment, were carried out independently by the investigators. In instances where disagreements or inconsistencies arose during the selection process, the involvement of another researcher was sought, and any discrepancies were resolved through thorough discussion. In an additional effort to uphold the integrity and quality of the study, two researchers participated in a specialized course on conducting systematic reviews and meta-analyses. This training included practical sessions involving piloting and screening stages on a topic distinct from the subject matter of this study. This comprehensive approach aimed to ensure that all aspects of the research were conducted thoroughly and in accordance with established standards for systematic reviews and meta-analyses.

Selection of studies

The selection of studies for inclusion in the analysis underwent a meticulous screening process. Three authors independently conducted screening, identifying studies based on full texts through the initial phases of selection by title and/or abstracts, and eliminating duplicate articles. Some studies were subsequently excluded from the analysis due to the absence of suitable data for inclusion. The entire selection process is visually presented in Figure 1, utilizing the PRISMA flow diagram, offering transparency and clarity regarding the inclusion and exclusion of studies in the meta-analysis.

Figure 1.

Figure 1.

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Summary of the literature search (Page et al., 2021).

To undertake this comprehensive examination, the researchers systematically explored multiple academic databases—Google Scholar, Web of Science, Journal Park, the Cochrane Library, EBSCO Medline, Pubmed, and Scopus. Notably, the search was conducted without imposing any restrictions on the publication year, ensuring a broad scope of literature was considered.

Keywords and search strategy

Three specific search phrases were employed to identify relevant studies: “pregnancy and education and sexuality,” “pregnancy and sexuality,” and “pregnancy and education.” These search terms were strategically chosen to capture literature that addressed the intersection of pregnancy, education, and sexuality. PICOS criteria were taken into consideration in the selection of studies that would be suitable for this systematic review and meta-analysis.

PICOS determined for this study

  1. Population: Pregnancy

  2. Intervention: Sexualty education

  3. Comparison: Pregnant women receiving no sex education

  4. Outcomes: Effect on sexual function

  5. Study design: Randomized Controlled and Quasi-experimental Studies

Inclusion criteria

  • All studies without any year limitation,

  • Randomized Controlled and Quasi-Experimental Studies examining the effect of sexuality education given during pregnancy on female sexual function,

  • Studies published in English.

Exclusion criteria

  • Studies such as letters to the editor, case reports, and papers that were not published as full articles,

  • Studies for which the full text is not available,

  • Studies whose language of publication is not English.

Data extraction

The researchers designed a data extraction tool to be used in obtaining the study data. This tool extracted data on the studies included in the systematic review and meta-analysis, including author information, country and year of publication, data collection dates, design, sample size, and the effects of sexuality education on female sexual function.

Study quality assessment

The researchers utilized the Joanna Briggs Institute’s (JBI) checklists as a robust method for assessing the quality of various study designs, including cross-sectional studies, case studies, case series, case-control studies, and randomized controlled trials (RCTs) (Munn et al., 2020). Regarding randomized controlled trials (RCTs), the JBI Quality Assessment Tool, developed in collaboration with study partners and approved by the JBI Scientific Committee in 2017, was utilized. This tool has undergone extensive peer review to ensure its reliability and validity in evaluating RCTs. The JBI Quality Assessment Tool for RCTs consists of a checklist comprising 13 items, each with three response options (1 = Yes, 0 = No, 0 = Unclear/Inapplicable). The checklist aims to evaluate various types of bias in studies, including selection bias, performance bias, detection bias, and omission bias. Each item in the checklist is accompanied by descriptions to guide assessors in their evaluations. Moreover, each item in the checklist is accompanied by descriptions to guide assessors in their evaluations. The critical appraisal score generated by the JBI tool ranges from 0 to 13, with a higher total score indicative of higher methodological quality in the studies. By employing the JBI checklists and assessment tools, the researchers aimed to ensure a thorough and consistent evaluation of study quality, enhancing the overall reliability and validity of the findings in their systematic review and meta-analysis, accordingly, it means that the higher the total score, the higher the methodological quality of the studies (JBI, 2019) (Tables 1 and 2).

Table 1.

JBI critical appraisal checklist for randomized controlled trials assessment.

Studies 1 2 3 4 5 6 7 8 9 10 11 12 13 Total Score
Afshar et al. (2012) 1 0 1 1 1 1 1 1 1 1 1 1 1 12
Mahnaz et al. (2020) 1 1 1 1 1 1 1 1 1 1 1 1 1 13
Alizadeh et al. (2021) 1 1 1 0 0 0 1 1 1 1 1 1 1 10
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Table 2.

JBI critical appraisal checklist for quasi-experimental studies.

Studies 1 2 3 4 5 6 7 8 9 Total Score
Heidari et al. (2018) 1 1 0 1 0 1 1 1 1 7
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Statistical analysis

Meta-analysis was performed using Comprehensive Meta-Analysis (CMA) 3.0 software (Biostat in Englewood, New Jersey, USA). Cochran’s Q test and Higgins’ I2 were used to measure the heterogeneity of the studies. Studies were considered homogeneous if the Cochrane Q test value was above 0.05 and the Higgins’ I2 value was below 50%. Effect size and variance calculation were performed for the mean differences before and after training in the studies. This calculation was made via www.psychometrica.de. The adopted effect sizes and variance values of the studies are given as Supplementary Appendix. A p-value of.05 or less was considered statistically significant.

Results

Screening results

During the initial phase of the screening process, a comprehensive search yielded a total of 5322 studies. Following the removal of duplicate studies, a refined selection was carried out based on the examination of titles and abstracts. Subsequently, 20 studies were identified as potential candidates for inclusion after assessing their eligibility for the study. The full texts of these selected studies were obtained and thoroughly examined as part of a systematic review and meta-analysis. The primary focus of this investigation was to assess the impact of sexuality education provided to pregnant women on their sexual function. The final analysis included a total sample size of 337 participants, with 169 in the experimental group and 168 in the control group. Among these, three randomized controlled trials (Afshar et al., 2012; Alizadeh et al., 2021; Mahnaz et al., 2020) and one quasi-experimental study (Heidari et al., 2018) were incorporated into the study (Afshar et al., 2012; Alizadeh et al., 2021; Heidari et al., 2018; Mahnaz et al., 2020) (Table 3).

Table 3.

Summary of the basic information of the studies included in the meta-analysis based on the PRISMA method.

Author, Publication Year n Location Study Type Participants Intervention Group Control Group Comparators Outcomes Instrument Results
Afshar et al. (2012) 83 Iran RCT Pregnant women between 8–14 weeks In the intervention group, a designated midwife provided sexuality education to the participants in two 60-minute lecture sessions and group discussions. In addition, educational booklets were distributed at the end of the first session and the couple’s questions were answered via phone communication. Sexual function was assessed using the female sexual function index before and four weeks after the intervention. The women in the control group received nutrition education in the same way as the pregnant women in the intervention group. Comparisons were made between the groups. Level of improvement in sexual functioning of pregnant women Female Sexual Function Index After the intervention, the mean sexual function total score was significantly higher in the intervention group compared to the control group
Alizadeh et al., 2021 154 Iran RCT Pregnant women in early and late pregnancy Pregnant women in group A (intervention) received sexuality education during all three stages of pregnancy. After each education, women were given a booklet to review and share with their partners. In the last month of pregnancy (between 36 and 40 weeks), women were given questionnaires again to check and assess their sexual health.
Pregnant women in Group B (intervention) were provided with self-education using sexual health education during each trimester. In addition, participants in Group B were given questionnaires to complete in each trimester and again at the end of their pregnancy (between 36 and 40 weeks).		 Pregnant women in group C (control) did not receive any educational material on sexuality education. Comparisons were made between the groups. Level of improvement in sexual functioning of pregnant women Pregnancy Sexual Response Inventory, Sexual Quality of Life and Sexual Violence Survey The mean scale scores in the education group increased from the beginning to the end of pregnancy compared to the control and self-education groups
Mahnaz et al. (2020) 70 Iran RCT Pregnant women Health professionals gave a presentation covering all the objectives, with photos and posters. They then asked questions and answered the participants’ questions. At the end of each session, they discussed issues that may be of concern to pregnant women. In addition, a plain language educational booklet was provided for pregnant women to work with their partners at home. For 4 weeks after the last session, the intervention group did not receive any further communication or additional information (except for the cases provided in the educational brochure). The control group was educated about the benefits of breastfeeding and normal delivery. Comparisons were made between the groups. Level of improvement in sexual functioning of pregnant women Female Sexual Function Index Intervention increased the total female sexual function index score as well as sexual function index domain scores including desire, arousal, lubrication, orgasm, and satisfaction
Heidari et al. (2018) 123 Iran Quasi experimental Pregnant women Group A couples received sexual education and Group B women received sexual education without a partner and routine prenatal care. Couples’ sexual function was assessed with the Female Sexual Function Index and International Index of Erectile Function questionnaires before sexual education, four weeks after the intervention, at the end of the second trimester and at the end of the third trimester. Pregrant women in group C received routine antenatal care without sexual education. Comparisons were made between the groups. Level of improvement in sexual functioning of pregnant women Female Sexual Function Index and International Index of Erectile Function There were significant differences between the groups in mean female sexual function index total scores
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Results of the meta-analysis

Female Sexual Function total score, of the total sample size Training group (n): 169, Control (n): 168 in four studies. In all studies, the effect size was positive (in favor of the training group). The study by Alizadeh et al. (2021) had the largest effect (p = .000) (Figure 2). The results showed that sexuality education given during pregnancy had a statistically positive and highly significant effect on the total score of female sexual function (p < .001, range: 0.552–0.995) (Figure 2). The evaluated studies were homogeneous (Q = 6.277, p = .099; I2 = 52.208). In addition, there was no publication bias according to the female sexual function index (Figure 3).

Figure 2.

Figure 2.

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Forest Plot Showing the Distribution of Effect Sizes of Studies Examining the Female Sexual Function Index.

Figure 3.

Figure 3.

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Bias risk assessment of FSFI.

Female Sexual Function Index subscales were analyzed in three studies, with a total sample size of training group (n): 119 and control group (n): 117. When analyzed separately in terms of female sexual function sub-dimensions (arousal, comfort, desire, lubrication, orgasm, and satisfaction), it was seen that the intervention had a highly significant effect on the sub-dimensions of the female sexual function index (Figure 4a,b). The analyzed studies were homogeneous for all sub-dimensions (Table 4).

Figure 4.

(a). Assesment of the Arousal sub-dimension, (b). Assesment of the Desire sub-dimension, (c). Assesment of the Lubrication sub-dimension.

graphic file with name WIJS_A_2453909_F0004a_B.jpg

graphic file with name WIJS_A_2453909_F0004b_B.jpg

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Table 4.

Meta-analysis findings of female sexual function sub-dimensions.

FSFI N SDM 95 %CI P (2-tailed) Heterojenlik
Q (df) I2
Desire 3 0.454 0.195 to 0.713 0.001 1.086 (2) 0.000
Arousol 3 0.514 0.256 to 0.772 0.000 0.159 (2) 0.000
Satisfaction 3 0.492 0.233 to 0.750 0.000 2.664 (2) 24.935
Orgasm 3 0.507 0.249 to 0.764 0.000 0.027 (2) 0.000
Pain 3 0.425 0.168 to 0.683 0.001 3.562 (2) 43.854
Lubrication 3 0.664 0.402 to 0.925 0.000 1.047 (2) 0.000
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Discussion

This systematic review and meta-analysis amalgamate findings from a comprehensive examination of three randomized controlled trials and one quasi-experimental study, all of which focus on the outcomes of sexuality education administered during pregnancy and its impact on female sexual function. The results of these studies’ results hold significant importance, shedding light on the positive influence exerted by sexuality education within the context of pregnancy on the overall sexual function of women. Specifically, improvements were observed in several sub-dimensions of sexual function, including increased sexual desire, enhanced arousal, better vaginal lubrication, reduced sexual pain, greater orgasm satisfaction, and overall sexual satisfaction. These findings highlight the multidimensional benefits of sexuality education during pregnancy, emphasizing its role in enhancing both the physical and emotional aspects of sexual health.

This systematic review and meta-analysis showed that sexuality education during pregnancy had a statistically positive and highly significant effect on female sexual function total score (p < .001, range: 0.552–0.995). Sexuality education is effective for the sexual health of couples during pregnancy. Studies have shown that pregnant women have improved after receiving sexuality education (Afshar et al., 2012; Babazadeh et al., 2013; Bahadoran et al., 2015; Hassan Zahraei et al., 2002; Sagiv-Reiss et al., 2012; Shojaa et al., 2009; Sossah, 2014). These improvements include increased sexual desire, enhanced arousal, increased vaginal lubrication, decreased pain during intercourse, increased orgasmic satisfaction, and improved overall sexual satisfaction. In addition, many studies have emphasized that sexual education provided during pregnancy can reduce the distress of the couple and they can continue their sexual activities during pregnancy. It is supported by many studies reporting a positive relationship between knowledge and satisfactory sexual function (Bayrami et al., 2008; Corbacioglu Esmer et al., 2013; Fok et al., 2005; Liu et al., 2013; Shojaa et al., 2009). Sexual education provided during pregnancy makes women more aware of sexual health and contributes to reducing inequalities caused by gender differences in this process. Additionally, pregnancy provides an ideal opportunity to integrate sexuality education into routine care. Women frequently attend prenatal visits, birth classes, and partner-based education sessions during this period, making it a natural time to normalize conversations about sexuality. Addressing sexual health during these interactions not only improves women’s awareness and satisfaction but also helps couples maintain intimacy and reduces potential stress or anxiety related to sexual issues. The gender inequalities women face in sexual health and pleasure require that sexual pleasure be addressed from a biopsychosocial perspective (Laan et al., 2021). The sex education provided in this study is thought to offer an opportunity to overcome these inequalities and improve women’s experiences of sexual health and pleasure.

In the relevant literature, a significant difference was found between the sexual function mean score in both control and case groups after sexuality education was given to pregnant women (Nejati et al., 2017). In contrast to the current findings, Wannakosit and Phupong (2010) reported in a study that statistical tests did not show a significant difference in sexual function between the control and intervention groups (Aslan et al., 2005; Khalesi et al., 2018; Sossah, 2014; Wannakosit & Phupong, 2010). The reason for this difference may be due to the content and duration of the training. The effect of different training contents on the sexual function of individuals may vary.

Upon conducting a detailed examination of this systematic review and meta-analysis, a focused analysis on the sub-dimensions of female sexual function was undertaken. The results of this scrutiny revealed a highly significant impact of the provided education specifically on various sub-dimensions of the Female Sexual Function Index. Drawing parallels with a prior study conducted by Behboodi Moghadam et al. (2015), which emphasized the positive influence of sexual health education, our analysis aligns with their findings (Behboodi Moghadam et al., 2015).

Existing literature suggests that women undergoing evaluations of their sexual health commonly experience substantial declines across all sub-dimensions of the Female Sexual Function Index during pregnancy. The identified decreases tend to be more pronounced during the latter periods of pregnancy. This reduction is particularly noteworthy in the later stages of pregnancy, as reported in studies conducted by Aslan et al. (2005), Ahmadi et al. (2011), Sossah (2014), and Khalesi et al. (2018). In some studies, it was reported that sexual interest did not change or slightly decreased in the first trimester, was variable in the second trimester and decreased sharply at the end of the third trimester (Bartellas et al., 2000; Perkins, 1982). While lubrication intensifies during pregnancy, orgasm is variable (Kim & Lee, 2008). In another study, changes in desire, arousal, lubrication, and orgasm domain scores between the first and second trimesters of pregnancy showed that sexual function decreased significantly during pregnancy and worsened as pregnancy progressed (Aslan et al., 2005). It is thought that these differences between the studies may be due to the fact that the assessments were made in different trimesters of pregnancy and the effects of cultural differences on the perspective on sexuality during pregnancy. Perceptions, social norms, and individual attitudes about sexuality during pregnancy may vary depending on culture. In addition, it should be considered that hormonal, physical, and psychological changes according to trimesters may affect sexual function in different ways at different times.

Limitations

Most of the studies included in the meta-analysis were conducted in Eastern countries, particularly Iran. This may limit the generalizability of the findings to all pregnant women due to available health services, qualifications of caregivers and intervention providers, and ethnic, geographical and cultural differences.

The studies included in this meta-analysis mainly included women with normal pregnancies. Therefore, it is necessary to investigate the sexual health education given in case of risky pregnancy. In addition, sexual education was provided face-to-face in the studies and it is recommended to investigate the effects of other education methods.

One of the most important limitations of this study is that the male partner, which is an important dimension of sexual intercourse during pregnancy, was not included in the evaluation. It is thought that it is equally important to educate the male partner in order to ensure improvements in sexual intercourse during pregnancy. Therefore, it is necessary to examine the studies on male partner education in the existing literature. Also, it should be examined whether sexual education focuses only on vaginal intercourse or whether other forms of sexual interaction, such as oral intercourse, are also addressed. Such details are important for a better understanding of the subject and for identifying related variables. Integrating this perspective into sexual education programs may contribute to a more comprehensive approach to sexual health problems during pregnancy.

Conclusion

This is the first meta-analysis to synthesize the effects of sexuality education given to pregnant women on female sexual function. In this systematic review and meta-analysis, we sought to provide comprehensive data on the effects of sexuality education during pregnancy on female sexual function based on the results of four studies. The evidence gathered showed that sexuality education during pregnancy has a positive effect on female sexual function.

To this end, according to the available literature, sexuality education has the potential to enhance women’s awareness of sexual issues, bolster their capacity to manage stress during pregnancy, and positively influence their mental well-being. The prevailing lack of adequate knowledge among most couples concerning sexual health during pregnancy underscores the perpetual importance of emphasizing sexual education during this crucial period. This form of education, coupled with increased sexual awareness, holds promise in alleviating couples’ anxiety, fostering heightened emotional intimacy, and mitigating potential sexual problems.

The effective implementation of educational programs relies significantly on the knowledge, experience, and competence of midwives and other healthcare professionals. The pivotal role of communication between midwives and pregnant women cannot be overstated in facilitating this educational process. Sexuality education during pregnancy serves as a valuable resource, aiding pregnant women and their partners in maintaining healthy sexual relationships and imparting crucial information about sexual health and well-being. Moreover, the prenatal period presents a unique and built-in opportunity to discuss sexual health and normalize sexuality education. The frequent healthcare interactions during pregnancy, such as prenatal visits and birthing classes, provide a platform to address these topics effectively. Leveraging these opportunities can enhance communication between healthcare providers and patients, improve women’s sexual well-being, and strengthen the emotional bonds between partners. On a broader societal scale, this can contribute positively by fortifying bonds between couples and fostering a healthier family structure. Consequently, the recommendation of sexuality education and counseling emerges as a strategic imperative to enhance the overall quality of life for women and couples during pregnancy while addressing pertinent sexual health concerns.

Supplementary Material

23 october 2024 Appendix.docx
WIJS_A_2453909_SM3924.docx (14.5KB, docx)

Funding Statement

The author(s) reported there is no funding associated with the work featured in this article.

Ethical approval

An ethical statement is not applicable as this publication did not involve human or animal research as it is a review paper.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

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