Too Little Too Late: Perceptions of Sexual Health Education in Spain
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Introduction: Despite the importance of school-based sexual health education (SHE) for enhancing sexual health outcomes, little is known about the SHE youth receive in Spain. Objective: The goal of this research was to shed light on the experience of SHE of Spanish adults. Method: Participants were 524 Spaniards (73% women, 27% men) between 18 to 70 years of age (M = 35.29, SD = 11.68) who completed an on-line survey. This survey collected information on whether and during which courses they had received SHE in high school. In addition, participants indicated the extent to which each of 10 important sexual health topics had been covered in their school-based SHE. Results: On average, participants indicated that these 10 important SHE topics were covered between not at all and poorly. Biological topics were most likely to be covered at least to a small extent. Participants who received SHE on average received it in two different grades, most often around 14-16 years old. These participants, on average, rated the quality of the SHE as poor. There were no differences in perceptions of the extent or quality of SHE based on age-group or sexual orientation. However, women reported receiving significantly less SHE than did men; there were no gender differences in perceptions of the quality of SHE. Participants who had received SHE in more grades reported more extensive and higher quality SHE. Conclusions: Results reflect that SHE in high schools in Spain is still very limited, which could be related to poorer sexual health. To improve sexual health, it would be necessary to enhance the SHE provided in Spanish schools.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it