Health - Sexology. New learning axes for sex education in middle and high schools

" Information and education on sexuality are provided in primary, secondary and high schools at a rate of at least three sessions per year and in homogeneous age groups ," is noted in the law of July 4, 2001, which had opened a chapter devoted to " Health and sexuality education ." This teaching aimed to " contribute to learning the respect due to the human body and (to raise awareness) of sexist or sexual violence as well as female genital mutilation ," the Education Code subsequently supplemented.

But as the Ministry of Education readily admits on the official website of the French administration, " this provision was not always applied ." It adds: " it is now governed by a national program that was adopted by the Higher Council of Education on January 30, 2025. " With implementation planned for the start of the 2025 school year.

The topics covered in secondary education (middle and high school) include " biological concepts of anatomy and reproduction, risk prevention, and concepts related to human rights ." This always includes " at least " three specific sessions spread out over the year.

Illustration in college with, in particular, dedicated focuses:

• at puberty: knowing it, understanding it and understanding the changes in your body;
• the importance of “ differentiating between sex, gender and sexual orientation ” and “ respecting their diversity ”;
• to the notions of consent, refusal and even desire, “ which cannot always be satisfied ”;
• to cyberbullying.

In high school, learning includes information related to students ' "health, rights, and responsible behavior or relationships." In practice, this includes an opening onto:

• the concepts of biology, in particular with the aim of understanding " the biological differences between women and men " and the fact that these " do not alone determine the expressions, behaviors and roles attributed to the 'masculine' and 'feminine' genders ";
• the recognition of “ codes during the different stages of a meeting and a relationship (approach, declaration, physical contact, sexual relationship, commitment, breakup) ” and “ awareness of the emotions at play and the different factors which influence the representations and expectations of each person ”;
• an in-depth look at the social media section, with a definition of the terms "show oneself", "expose oneself", "exhibit oneself": through specific examples. It is also about questioning the boundaries between the intimate, the private and the public;
• the sexual health dimension, which encompasses “ physical, emotional, mental and social well-being ”.

Beyond that, this sexuality education serves as a "complement to the students' emotional and relational lives ." The challenge also remains to develop their critical thinking and raise awareness about gender equality and the fight against harassment and sexual violence. This is implemented in a way that combines both " knowledge " and " reflection ."