Comprehensive sexuality education to address gender-based violence

The COVID-19 pandemic has unmasked underlying inequities. Measures such as lockdown and physical distancing have confined many people to isolated, unsafe places that may increase risk of gender-based violence (GBV). If lockdowns or restricted movement continue for just a year, it is estimated there will be 61 million more cases of GBV than what would have already been expected.¹ In response to this increase, UN Women launched the Shadow Pandemic public awareness campaign in May, 2020.² Meanwhile, the UN Secretary-General has called for countries to include GBV prevention as a component of COVID-19 recovery plans.³

GBV occurs among people of all genders, although GBV disproportionately affects women. In 1993, the UN adopted the Declaration on the Elimination of Violence against Women, which it defines as “any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life”.⁴ Violence against women can be perpetrated by male relatives other than spouses or partners, especially in societies that continue to provide men with legal or social power over women's autonomy and decisions. Many countries do not have adequate GBV legislation, and authorities can refuse to intervene in the case of family disputes. Some laws on violence against women are lenient towards cases related to so-called “honour” and “shame”, further exacerbating gender inequality.⁵

GBV is a multifaceted issue, but the failure to implement comprehensive sexuality education (CSE) internationally puts all people at increased risk of violence. CSE includes developmentally and culturally relevant, science-based, medically accurate information on a wide range of topics, including human development, gender identity, sexual behaviours, communication skills, empathy, and mutual respect.6, 7 CSE teaches the skills needed to develop healthy relationships and to prevent and not perpetrate violence. The United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Population Fund (UNFPA), and UN Women have produced the International Technical Guidance on Sexuality Education, which includes recommended core content.7, 8 Further, in partnership with UNICEF, UNFPA initially launched Y-PEER in eastern Europe and central Asia, a youth-to-youth initiative that ensures all young people have access to sexuality education within and beyond school settings.⁹

Yet a UNFPA country analysis on CSE in the Arab region concluded that while there is demand for sexuality education by young people, governments and societies are resistant due to its sensitive nature. This demand has motivated civil society groups to deliver sexuality education through innovative approaches, of which Y-PEER is a primary partner.

Some countries within the Arab region also offer case examples of best practices, including Tunisia, the only country in the region that teaches CSE in schools.¹⁰ Egypt's Love Matters programme delivers information on relationships, sex, and love.

In many parts of the world, CSE is seen as taboo and remains a topic of contention. Many countries in the Arab region are signatories to international frameworks stipulating the commitment to avail sexual and reproductive health information and services. However, in the Arab region specifically, legal regulations and social norms related to gender inequalities need to be further understood and addressed for true GBV preventive measures to occur.

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UN Women emphasises vital national responses to address violence against women and girls (VAWG) throughout the COVID-19 pandemic, and these responses could serve as useful entry points for CSE provision in the Arab region. VAWG regional responses include provision of shelters, telephone hotlines, and online counselling; strong messaging from law enforcement that VAWG cases are high priority; and psychological support for women and girls, GBV survivors, and front-line health workers affected by both the COVID-19 and shadow pandemics. Additional entry points for CSE provision in the Arab region include adaptation of the International Technical Guidance on Sexuality Education, taking into consideration cultural belief systems, and engagement of men and boys in GBV prevention.¹¹

Within the USA, CSE is not standardised across states, counties, or even school systems, and a large proportion of sexuality education programmes are not evidence-based or medically accurate.¹² However, CSE resources are available, including the National Sex Education Standards, developed by the Future of Sex Education initiative, which encompass identity development, gender equity, healthy relationships, and violence prevention.¹³

Wider adoption of CSE could help address GBV in the COVID-19 pandemic. Shelter-in-place COVID-19 ordinances impede people affected by GBV to access hospitals, women's shelters, law enforcement, or other social supports and have brought renewed focus on GBV.¹⁴ If we are to adequately address this shadow pandemic, our global community must invest in preventive measures like CSE, as well as strengthen community support resources available for GBV survivors.¹⁵ CSE equips our youth with the necessary knowledge and skills to develop healthy self-identities, challenge societal norms, prevent GBV, and ultimately, lead healthier and more fulfilling lives.