Table 2.
Characteristics of the studies conducted in Portugal.
| Authors/Year | Objectives | Design | Context | Gender Perspective |
|---|---|---|---|---|
| Sousa et al., 2007 [48] | To assess sexual knowledge, attitudes, and experiences in two groups of youth: 1- participated in the Experimental Project of Sex Education and Health Promotion in Schools (EPSEHPS); 2- did not receive any formal sex education. | Quantitative | Educational/School Health | No |
| Ribeiro et al., 2012 [49] | To evaluate the impact of a sexual education program in the classroom on adolescents’ attitudes towards sexuality. | Quantitative (quasi-experimental) | Educational/School Health | No |
| Vilaça, 2013 [46] | To describe the evolution of the public policies and educational practices of sexuality education in the school community. | Theoretical | Educational | No |
| Matos et al., 2014 [51] | To assess the implementation of sexuality education in school settings. | Quantitative | Educational/School Health | No |
| Silva & Carvalho, 2014 [52] | To analyze the relevance of implementing an embodied sexuality education and how bodies are addressed in the current sexuality education curriculum. To analyze the evolution of the sexuality education curriculum in terms of paradigms, discourses and practices. | Qualitative (Case study) | Educational | Yes |
| Escalhão, 2015 [50] | To design, implement, and assess training strategies for students in the 7th to 12th grades, enabling informed and safe choices and the adoption of health behaviors. To demystify concepts and/situations related to contraception, STIs, affectivity, and gender roles. | Mixed (Qualitative and Quantitative) | Educational | Yes |
| Rocha & Duarte, 2015 [53] | To examine in Portuguese schools the facilitating factors at micro- and exosystem levels associated with more effective implementation of sexuality education. | Quantitative | Educational/School Health | No |
| Almeida, 2016 [47] | To determine the effectiveness of an educational intervention in the context of sexuality in the knowledge about STIs, family planning, and attitudes towards sexuality. | Quantitative | Educational | No |
| Siqueira & Netto, 2018 [45] | To investigate official documents that regulate sexuality education in Brazil and Portugal. | Qualitative (documental) | Educational | No |
| Gama & Anastácio, 2019 [6] | To reflect on the regulation of sexuality education and the teacher’s legitimacy in Basic Education to address issues related to sexuality and gender. | Qualitative (documental) | Educational | Yes |
| Vilaça, 2019 [54] | To understand the teachers’ practices to develop guidelines for their in-service training on sexuality education. | Qualitative | Educational | No |