Sexual health education: attitudes knowledge and comfort of teachers in New Brunswick schools.
Bibliographic record
Abstract
We surveyed 336 teachers in elementary and middle schools in New Brunswick to assess their attitudes towards sexual health education (SHE) the importance they assign to sexual health topics their knowledge about and comfort teaching these topics and the grade at which they think these topics should be introduced. Ninety-three percent of teachers supported school-based SHE. Most teachers (78%) thought SHE should start in elementary school; 97% indicated it should start by middle school. The teachers reported that the sexual health curriculum should include a broad range of topics yet on average they felt only somewhat knowledgeable about sexual health. Median responses indicated that the teachers also felt only somewhat comfortable teaching most sexual health topics including communicating about sex birth control methods and safer sex practices and sexual coercion and sexual assault; they felt less than somewhat comfortable teaching about masturbation and sexual pleasure and orgasm. There was some variation in responses by gender and teaching level. Although most of the teachers (65%) had received no training to teach SHE. the majority of teachers who had received training rated their training as good or very good. Regarding the quality of SHE in their own schools although 41% of teachers perceived it as good very good or excellent over a quarter of teachers (28%) indicated that they did not know what the quality of SHE was in their school. These findings underscore the need for in-service training to increase teachers knowledge about sexuality and their comfort teaching specific sexual health topics. (authors)
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".