In a continuation of my previous article on this topic, I had also approached Church schools to give me their perspective on this important issue.  I would like to thank the following people for their co-operation in answering my questions: Angela Coppini Charles (Service Manager for Curriculum Entitlement, Secretariat for Catholic Education), Heads of Department for PSCD, Mildred Bonnici and Edward Wright.

At what age does sex education start being taught?

One needs to keep in mind that the words sex and sexuality should not be used interchangeably. Sexuality is a concept that needs to be nourished from birth. The way, we as adults, relate to each other both verbally and non-verbally, encourages the baby to observe and start interpreting attitudes, values of sexuality even from very early on in childhood. Transfer of learning takes place mainly in the way in which we relate to each other.

As from the church schools’ perspective, all secondary schools follow a PSCD curriculum with a healthy Sexuality and Relationships Education (SRE) content embedded in it. We are also encouraged by an increasing number of primary schools that are doing their utmost to introduce the subject in Year 3 or 4. A well-attended in-service course in SRE for primary teachers organised by the PSCD Heads of Department last July clearly shows that teachers look for opportunities for addressing the needs of students even in younger ages. Pope Francis specifically writes about this in his apostolic exhortation Amoris Letitae- The Joy of Love, issued last March 2016, where he stresses that ‘…information has to come at a proper time and in a way suited to their age. It is not helpful to overwhelm them (children) with data without also helping them to develop a critical sense in dealing with the onslaught of new ideas and suggestions…’ (Amoris Laetitia, p.211).

In your experience is the curriculum adequately covering all the issues which children/ adolescents need to know?

We think the curriculum covers most important issues; however this needs to be coupled with teacher training both in content and in teaching approaches. Therefore, teachers of PSCD in Church schools have various opportunities for professional development organised by the heads of department for PSCD throughout the scholastic year. During such sessions important issues related to SRE are covered by experts in the field, thereby equipping teachers to become aware of any new issues which students bring up during lessons and moreover, how to address them. SRE is not about definite answers, since we are always discovering new issues. We always have to be open to understand how this will affect our contemporary life in relation to values. PSCD teachers meet regularly with their Head of Department throughout the scholastic year and are continuously receiving the necessary training to be of service to our students.

What is the feedback in your classes? Do students interest themselves, or are they bored? Is enough being done in this area?

This depends on the pedagogies that are being used in the classroom. To reach out to students it would superficial to just deliver a topic without understanding how the topic is relevant to the student’s needs. The general format of a PSCD lesson is one which encourages discussion guided by mutual respect for the voices of others and the values of respect and dignity towards the human person.

We regularly consult with teachers in order to offer training opportunities in SRE which respond to their needs, both in content and teaching approaches. The feedback we obtain from schools was positive and this year we are continuing our work with teachers in this respect.

Do you feel teenage pregnancies have increased over the years, despite the fact that there is sex education?

Definitely PSCD lessons are too few in number to make up for a culture, where media, parents, friends are constantly sending so many mixed messages to teenagers. Then again I would ask: what if the PSCD lessons are not taught at school? Having said this, can the number of teenage pregnancies in Malta be seen as a reflection of what is being taught in schools? We need to fight this mentality that we, as PSCD educators, are the only people to save our country from this challenge. Of course, we still believe that education plays an important role in reducing the number of possible teenage pregnancies. But we should always ask ourselves: Are we pulling the same rope and conveying the same message? Are all stakeholders on board the same boat?

Why do you think that many sexually active teenagers do not want to use contraceptives, what is holding them back? Are they aware of the risks of STDs?

The curriculum is an entitlement to all and PSCD teachers give all the necessary information and reply to any questions students ask. As much as we talk about abstinence, we tell them all they need to know about other artificial contraceptives, whether they are abortive or non-abortive. Teaching is accompanied with values and attitudes that govern our relationships with other people. Also we need to acknowledge how to take decisions related to sexuality and deal with their consequences. In the ‘here and now’ culture we are living in , youth are greatly influenced and gobbled in a hedonistic culture, where pleasure is the one thing that matters and consequences are not given the same relative importance. Media is presenting cognitive scripts with no consequences whatsoever such as ‘’ if you do not have sex, you are not an adult, you are not adequate…” Unfortunately, this hedonistic culture hinders the student from applying what s/he learnt at school when out with their peers. We are constantly surrounded by cultural values and those of others. All students are living this reality, no one can escape it.

It is often said that some teenager girls WANT to get pregnant, do you feel this is the case?

We do not believe that this attitude is representative of the majority, but few might experience such a phenomenon mainly influenced by peer pressure. As educators, we still need to understand the urgency of girls who want to get pregnant. During SRE lessons, students are taught about the consequences of such behaviour, to reflect on ideas they get from friends, and where such actions could lead to. We also delve into the responsibilities that a pregnant girl and her partner would be obliged, morally and legally, to fulfill.

Do you feel that parents should be involved more in this process?

Yes, parents should be always involved in the education and upbringing of their children. They are the primary educators and stakeholders in their children’s education and upbringing. For this reason we always offer as many opportunities as we possibly can to parents so they are always updated and informed as to how to educate their children, even in this most important dimension of their holistic development. This continuation in teaching between the home and the school reinforces a constant and parallel holistic education.

In most schools, seminars and meetings related to SRE are organised for parents and children in a climate where issues can be explored together. This ensures that that any good practices may be shared for the maximum benefit for all: students, parents and teachers.