So why is there so much disagreement in sex education?

Despite the similarities in some of the things that supporters of abstinence-based and comprehensive approaches believe about sex education and what it can achieve in terms of young people's sexual health, it is probably overly optimistic to think that it is possible to build consensus on a single approach. This is because these superficial similarities mask profound differences in the values and attitudes which inform the views of supporters of abstinence-based and comprehensive sex education.

Many supporters of abstinence-based sex education have a background in or connection to Christian organisations that have strong views about sex and sexuality. Not only do they often believe that sex should only take place in the context of marriage, but some are also opposed to same-sex relationships and abortion 10. As a result of the strong faith basis for their beliefs about sex, supporters of abstinence education see the main objective as being to equip (and encourage) young people to refuse or avoid sex altogether, and they may exclude from their programmes any other information that they believe conflicts with this view. This may result in an abstinence-only course failing to include basic information about what activities transmit HIV and how such transmission can be avoided.

As a result of the strong faith basis for their beliefs about sex, supporters of abstinence education see the main objective as being to equip (and encourage) young people to refuse or avoid sex.

Even where supporters of abstinence-based sex education disavow a strong religious basis for their beliefs about what young people should be taught, they often highlight issues about fidelity to one partner, and reject provision of information about steps young people can take to protect themselves against disease and unintended pregnancy because they argue that to do so sends a mixed message 11.

In contrast, most supporters of comprehensive sex education regard having sex and issues to do with sexuality as matters of personal choice that should not be dictated by religious or political dogmas. Working from an understanding of human rights, which means that people are entitled to access information about matters that affect them and the decisions that they make, they see sex education as being about providing young people with the means by which they can protect themselves against abuse and exploitation as well as unintended pregnancies, sexually transmitted diseases and HIV/AIDS 12 13 14 15. They argue that without access to information about all aspects of sex and sexuality making these decisions freely is impossible 16. While they think that is important that sex education is sensitive to faith issues, they assert that it should not be based on any set of specific religious values 17 18.

These fundamentally different views about sex and sexuality mean that supporters of abstinence-based and comprehensive approaches to sex education see the 'problem' of what to do about young people and sex quite differently and therefore reach quite different conclusions about the 'solution'. If, as supporters of comprehensive sex education tend to believe, the underlying premise of sexual health interventions is to meet social and utilitarian ideals then the solutions that are proposed are more likely to include earlier and more comprehensive sex education, more liberal abortion laws and freely available contraception. By contrast if, as supporters of abstinence-based approaches feel, the underlying motive has a strong religious dimension then the solutions are more likely to revolve around abstinence campaigns and be characterised by reluctance to promote contraception 19.