A scoping review of parent-based barriers to parent–child communication about sexuality
Why this work is in the frame
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Bibliographic record
Abstract
Background Parent-child communication about sexuality plays a critical role in promoting adolescents' sexual and reproductive health, yet such discussions are limited across diverse cultural contexts. Despite the importance of comprehensive sexuality, parents frequently face barriers that hinder open and accurate dialogue. This scoping review aims to map the literature on parent-based barriers to sexuality communication with children and youth. It seeks to identify the barriers parents encounter and the socio-cultural dynamics that influence these interactions globally. Methods Following the Joanna Briggs Institute framework and PRISMA-ScR guidelines, a comprehensive literature search was conducted across 8 databases, yielding 59 peer-reviewed studies from 2000 to 2024. Eligible studies explored parent-child communication on sexuality, focused on barriers and employed qualitative, quantitative or mixed-methods designs. Results Six key themes emerged as barriers: (1) parental discomfort and lack of confidence; (2) limited knowledge and educational gaps; (3) restrictive cultural and religious norms; (4) gendered expectations and communication disparities; (5) heteronormative assumptions excluding Two-Spirit, Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual (or Ally), plus other sexual and gender identities (2SLGBTQIA+) youth; and (6) concerns about judgment or misinterpretation. These barriers often stem from intergenerational silence, lack of training and societal stigma. Parents of children with disabilities or those identifying as gender-diverse faced additional challenges requiring tailored resources and clinical support. Conclusion Effective sexuality requires proactive, inclusive and culturally grounded parental engagement. Addressing structural and emotional barriers through tailored interventions, healthcare collaboration and educational toolkits is essential. This review underscores the need for future research, policy and health promotion efforts to support parent-based sexuality communication, especially for marginalized and under-resourced caregivers.
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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 | 0.008 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.006 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| 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