The current system of sexuality education in Polish secondary schools: University students’ perspectives
Bibliographic record
Abstract
In secondary schools in Poland, sexuality education was formally introduced in 1993 in the form of Education for Family Life (EFL) classes. The EFL curriculum is largely based on Catholic doctrine. The current study examined the opinions and attitudes of students attending a university in Poland regarding sexuality education in public secondary schools. A sample of 498 first- and second-year university students completed a questionnaire that collected information on demographic characteristics, the student’s sources of information about sexual health, and their opinions and attitudes related to sexuality education. Over 80% of the students used the Internet as a source of sexual health information while far fewer students cited teachers/classroom activities (24.3%). Over three-quarter of females (79.5%) and males (75.9%) agreed that it is important to have sexual health education as part of the secondary school curriculum. Students’ responses to the question on the importance of sexual health education in schools did not differ significantly based on their level of religious commitment. However, few women (12.9%) and men (9.2%) rated the current effectiveness of sexuality education in schools as “high.” For topics that should be covered in the curriculum, the students rated birth control methods, abortion, sexual orientation/lesbian, gay, bisexual, and transgender issues, and sexually transmitted diseases the highest. The findings indicate that Polish university students view school-based sexual health education as important but currently ineffective. Policies to reform public school-based sexual health in Poland are needed to ensure that Polish youth have the information and skills to protect and enhance their sexual health.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
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".