Barriers to sexual and reproductive health communication in Southwest Ethiopia: perspectives of parents, youths, and teachers
Bibliographic record
Abstract
Background: Youths throughout the world face considerable challenges related to their sexual and reproductive health (SRH). In Ethiopia, the adolescent and youth groups account for nearly half the population. Parents play a vital role in SRH communication. Parents' communication with their children regarding SRH is considered an important part of adolescent development, as this contributes to optimizing safe SRH. Therefore, this study aimed to explore barriers to SRH communication from the perspectives of parents, youths, and teachers in Southwest Ethiopia. Methods: A qualitative research approach was used in four schools (two private and two public) in Jimma town. Data collection entailed 16 focused group discussions with parents and youths (15-24 years) and 12 key informant interviews with school directors, unit leaders, and school media coordinators. The interviews were audio-recorded, transcribed, and translated into English. Thematic analysis was conducted using ATLAS_ti software. Results: Participants recognized the crucial role parents play in SRH issues; however, only a few parents were involved in SRH communications, and there were many barriers raised by the participants. Barriers to SRH communications were parental lack of knowledge, cultural and religious beliefs, the effect of social media use, shame and stigma, and parental attitudes towards SRH communication. Conclusions: In summary, addressing barriers to sexual and reproductive health communication between parents and youth is crucial for fostering better health outcomes. Parents should be encouraged to have open discussions with their children from an early age. High schools should implement regular SRH education sessions with healthcare providers, while youth-friendly service clubs should focus on changing attitudes towards SRH communications through social and behavioral changes in communication.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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".