Quality sexual health education (SHE) provides students with the knowledge and skills to help them be healthy and avoid human immunodeficiency virus (HIV), sexually transmitted diseases (STD), and unintended pregnancy. A SHE curriculum includes medically accurate, developmentally appropriate, and culturally relevant content and skills that target key behavioral outcomes and promote healthy sexual development. The curriculum is age-appropriate and planned across grade levels to provide information about health risk behaviors and experiences. Sexual health education should be consistent with scientific research and best practices; reflect the diversity of student experiences and identities; and align with school, family, and community priorities.

1. Sexual & Hygienic Education
for Teenagers
Memoona Arshad
Group 11th, 7 Sem
ISM – IUK
Presented to: Mam Ainura

3. Introduction
 Quality sexual health education (SHE) provides
students with the knowledge and skills to help them be
healthy and avoid human immunodeficiency virus (HIV),
sexually transmitted diseases (STD), and unintended
pregnancy.
 A SHE curriculum includes medically accurate,
developmentally appropriate, and culturally relevant
content and skills that target key behavioral outcomes
and promote healthy sexual development.
 The curriculum is age-appropriate and planned across
grade levels to provide information about health risk
behaviors and experiences.
 Sexual health education should be consistent with
scientific research and best practices; reflect the
diversity of student experiences and identities; and align
with school, family, and community priorities.

4. Introduction (Contd..)
 Quality sexual health education programs share
many characteristics. These programs:
◦ Are taught by well-qualified and highly-trained
teachers and school staff
◦ Use strategies that are relevant and engaging for all
students
◦ Address the health needs of all students, including
the needs of lesbian, gay, bisexual, transgender, and
questioning youth
◦ Connect students to sexual health and other health
services at school or in the community
◦ Engage parents, families, and community partners in
school programs
◦ Foster positive relationships between adolescents
and important adults.

5. Benefits
 Promoting and implementing well-
designed SHE programs positively
impacts student health in a variety of
ways.
 In addition to providing knowledge and
skills to address sexual behavior, quality
SHE programs can be tailored to include
information on high-risk substance use,
suicide prevention, and how to keep
students from committing or being
victims of violence behaviors and
experiences that place youth at risk for
poor health and academic outcomes.

6. High-risk Substance Use
 High-risk substance use is any use by
adolescents of substances with a high
risk of adverse outcomes (i.e., injury,
criminal justice involvement, school
dropout, loss of life).
 This includes misuse of prescription
drugs, use of illicit drugs (i.e., cocaine,
heroin, methamphetamines, inhalants,
hallucinogens, or ecstasy), and use of
injection drugs (i.e., drugs that have a
high risk of infection of blood-borne
diseases such as HIV and hepatitis).

7. How to deliver Sexual & Hygienic
Education
 To successfully put quality education into
practice, schools need supportive policies,
appropriate content, trained staff, and
engaged parents and communities. Schools
can put these four elements in place to
support sexual and hygienic education.
◦ Implement policies that foster supportive
environments for SHE.
◦ Use health content that is medically accurate,
developmentally appropriate, culturally inclusive,
and grounded in science.
◦ Equip staff with the knowledge and skills needed
to deliver SHE.
◦ Engage parents and community partners.

8. Implement policies that foster
supportive environments for
SHE.
 Identify existing state, district, and
school policies on health education
and SHE for all students.
 Establish a skills-based health
education course requirement, which
includes SHE content, for all middle
and high school students.

9. Use health content that is medically accurate,
developmentally appropriate, culturally
inclusive, and grounded in science.
 Develop a SHE scope and sequence document†
that identifies behavioral and learning outcomes
for all middle and high school students.
 Develop or select a SHE curriculum—consistent
with the approved scope and sequence—that
includes instructional lessons, student activities,
resources, and assessment strategies. CDC’s
Health Education Curriculum Analysis Tool
(HECAT) is a great resource to develop, select,
and revise curricula.
 Promote the use of teaching tools and
resources—for example, pacing guides or
specific lesson plans—to continuously improve
SHE content and delivery.

10. Equip staff with the knowledge
and skills needed to deliver SHE.
 Seek feedback from teachers, staff, students,
and administrators within the school about what
critical knowledge and skills are needed to
effectively deliver SHE.
 Identify a set of instructional competencies—the
essential knowledge and teaching skills—that
those delivering SHE should know and be able to
demonstrate during instruction.
 Use the identified instructional competencies to
design, implement, and evaluate teacher and
staff professional development and training.
These trainings can improve teachers’
knowledge and comfort with the subject matter
and use of effective teaching skills needed for
SHE.

11. Engage parents and community
partners.
 Create School Health Advisory Councils
(SHACs), or similar committees, that
regularly provide district-level guidance on
the school health program for students and
staff. Within SHE, a SHAC can make
valuable recommendations to strengthen
curriculum or professional development and
training opportunities for staff.
 Use strategies to actively engage families
and communities in school health programs,
explicitly gaining their feedback on SHE
curricula through participation on the SHACs.

12. Learning about healthy
relationships, your body and
sexuality.
 To understand what affects your
sexual health and development, it’s
important to understand the difference
between sex and sexuality.
 While these terms are sometimes
used interchangeably, sex is just one
part of a person’s sexuality.

13. What is Sex?
 Sex is the biological characteristics
that identify people as male or female
at birth. While most people are either
clearly male or female, some have the
biological characteristics of both males
and females.
 The term “sex” is often used to mean
“sexual activity”. However, we will use
the term "sex" here when talking about
males and females, and "sexual
activity" when talking about actions.

14. What is Sexuality?
 Sexuality is an important and central part of every human
being.
 A person’s sexuality includes everything from their biological
sex, gender identity and sexual orientation and identity, to
pregnancy and reproduction.
 While sexuality can include all of these dimensions, not all of
them are always experienced or expressed.
 Sexuality is influenced by the interaction of biological,
psychological, social, economic, political, cultural, ethical,
legal, historical, religious and spiritual factors.
 Sexuality is fluid. So while a person's sex at birth may be
male, they may grow up to feel that they are truly female (or
vice versa) and express their identity in that way as a
transgendered person. They may even seek to change their
physical characteristics to match their own innate concept of
their sexual identity.

15. What is Sexuality? (Contd..)
 Parents should teach their children about sexual health, not
just sex.
 Sexual health includes things like personal hygiene, healthy
relationships, sexuality and sexual consent.
 A person’s sexual health includes their physical, mental,
emotional and social well-being. Taking care of your sexual
health is an important part of your overall health and
wellness.
 Learning about sexual health means making sure you have
the knowledge, skills and ability to protect your health and the
health of others, now and later on.
 The Sexuality Wheel shows how broad the idea of sexuality
really is. Each part of the wheel represents one part of who
we are, and how these parts are all connected and influenced
by each other.

16. How do anyone teach child
about sexual and hygienic life?
 It's best to start openly discussing sex, sexuality
and the basics of sexual activity and reproduction
with your child from an early age, using age-
appropriate language and levels of detail.
 You want to establish an open and trusting
relationship with your child, so they know they can
come to you for advice and accurate answers to
their questions about sex and sexuality.

17. How do anyone teach child
about sexual and hygienic life?
(Contd..)
 Here are a few books that can help you open up a dialogue with
your child and further their sexual education at any age.
◦ Books for primary school-aged children:
 Said No! A Kid-to-kid Guide to Keeping Private Parts Private by Kimberly King.
 Who Has What? All About Girls’ Bodies and Boys’ Bodies by Robie H. Harris.
 Where Did I Come From? By Peter Mayle (also on video).
◦ Books for children undergoing puberty:
 The Boy’s Body Book by Kelli Dunham.
 The Period Book: Everything You Don’t Want to Ask (But Need to Know) by Karen
Gravelle.
 Growing Up: It's a Girl Thing by Mavis Jukes.
 What's Happening to My Body? For Girls - For Boys by Lynda Madaras.
◦ Books for teenagers:
 100 Questions You'd Never Ask Your Parents: Straight Answers to Teens'
Questions About Sex, Sexuality, and Health by Elisabeth Henderson and Nancy
Armstrong M.D.
 Changing Bodies, Changing Lives: A book for Teens on Sex and Relationships by
Ruth Bell.
 The New Teenage Body Book by Kathy McCoy and Dr. Charles Wibbelsman.

18. Why personal Hygiene
Education matters?
 Keeping clean is an important part of
staying healthy. For example, the simple
act of washing hands before eating and
after using the toilet is a proven and
effective way of fighting off germs and
avoiding sickness.
 Being clean is also an important part of
confidence for teenagers. If your child’s
body and breath smell OK, their clothes
are clean, and they're on top of their
basic personal hygiene, it can help your
child feel comfortable with other people.

19. Helping your child manage
personal Hygiene
 You’ve got an important role to play in making sure your child
knows about how their body and hygiene needs are going to
change, and in getting your child ready to manage the
changes. The earlier you can start having these
conversations, the better – ideally, before your child hits
puberty.
 You can also be a great role model for your child by
demonstrating good personal hygiene habits. If your child
sees you showering, cleaning and washing your hands
regularly, they’ll learn that these habits are important.
 You can explain to your child that keeping their body clean,
especially their hands, is part of staying healthy. As an
example of what germs can do, you could remind them of the
last time a bout of ‘gastro’ or flu went through home or school.

20. Body Odour
 When children reach puberty, a new type of
sweat gland develops in their armpits and
genital areas.
 Skin bacteria feed on the sweat this type of
gland produces, and this can lead to body
odour (BO).
 If your child washes their body and changes
their clothes regularly, especially after
physical activity, it’ll help to reduce the build-
up of bacteria and avoid BO. Changing
underwear and other clothes worn next to the
skin is especially important.
 These clothes collect dead skin cells, sweat
and body fluids, which bacteria love to eat.
That’s why they get smelly.

21. Smelly Feet
 Smelly feet and shoes can also be a
problem for teenagers, whether
they’re sporty or not.
 Your child can avoid this issue by
giving their feet extra attention in the
shower, and making sure they’re
completely dry before putting shoes
on.

22. Periods
 Your child will need help to manage
their periods at first.
 For example, you might need to talk
with your child about how often to
change their pad, tampon or period-
proof underwear, and how to dispose
of or clean it hygienically.

23. Shaving
 When your child starts to develop
facial hair, you might need to give
them some advice about when to start
shaving and how to do it.
 You can encourage your child by
letting them choose a razor and
shaving cream.

24. Key Points
 Good hygiene is important for teenage
health and confidence.
 Basic hygiene is washing your hands,
cleaning your body and teeth, and
covering your mouth when coughing.
 Teenage hygiene also involves
periods, body odour, shaving and
more.
 You can be a great role model for
teenagers by having good personal
hygiene yourself.

26. How anyone get knowledge
about Sexual & Hygienic Health
 I’m giving you the answer according to
survey conducted by WHO.
 Table on the next slide shows the source
of their knowledge about puberty and
from whom they would prefer to know.
 40% of study group did not answer for
the question, from whom did you learn
about puberty and changes in puberty.
 28% had the knowledge from their
mother. 31.2% would to prefer mother to
be the source of information.

27. Tabular Form of Survey
Source of Knowledge
about Puberty
From whom they would
prefer to get Knowledge
Friends 5 4% 11 8.8%
Media 16 12.8% 8 6.4%
Mothers 35 28% 39 31.2%
Teachers 17 13.6% 14 11.2%
Doctors 2 1.6% 21 16.8%
About 40% of study group did not answer the question - from whom did you
learn about puberty and changes in puberty. About 28% had the knowledge
from their mother and 31.2% would prefer mother to be the source of
information

28. Knowledge about
menstruation
Subtypes Number Percentage
Why does menstrual
bleed happen?
Normal change 97 77.6%
Curse of god 6 4.8%
It is a disease 1 0.8%
Source of bleeding
Uterus 25 20%
Vagina 24 19.2%
Urinary bladder 5 4%
Absorbents used
during menstruation
Sanitary pads 105 84%
Old clothes 2 1.6%
Number of pads
changed per day
<2 29 23.2%
2-5 44 35.3%
As per need 39 31.2%

29. Knowledge about
menstruation
Subtypes Number Percentage
Disposal of
absorbent
Dustbin 107 85%
Burn/Burry 9 7.2%
Flush in toilet 2 1.6%
Wash and reuse 1 0.8%
Cleaning genital
area
<3 41 32.8%
>3 51 40.8%
Only during bath 8 6.4%
During micturition 5 4.00%
Agent used for
cleaning
Soap and water 59 47.2%
Dettol 31 24.8%
Only water 25 20.0%

30. Knowledge about Menstruation &
Hygienic Practices
 Table on the next slide shows the
knowledge about menstruation and
hygiene practices during menstruation.
 A score system was formulated for
menstrual hygeine considering five
factors - use of sanitary pads, change of
pads 2–5 times a day, disposing pads in
dust bin, cleaning genital area more than
3 times and using soap water to clean
genital area.
 Score of 4 and above was considered
high level of knowledge about menstrual

32. Menstrual Hygiene for Boys
 Bathe twice or atleast once a day.
 Pay special attention to underarms
and between the legs.
 The underclothes should be made of
absorbant, soft and porous material.
Nylon or terelene does not absorb the
perspiration effectively and may lead
to fungus infection of skin.

33. Menstrual Hygiene of Girls
 Sanitary napkins or tampons should be used for
absorbing menstrual flow
 Sanitary napkins should be changed frequently
depending upon the menstrual flow.
 Wash the genitals with soap and water before
using a fresh napkin.
 Used sanitary napkin should be put in a paper
envelope or plastic bag and thrown in the
dustbin. It should not be flushed in the toilet.
 Soft cotton cloth folded to make a pad can be
used in place of sanitary napkin. These are
cleaned with soap and hot water and dried for
reuse.
 There is no harm in cooking, taking bath,
washing hair, playing sports, or swimming.

35. Common Rules
 Wash hands with soap and water after using the toilet and also before and after handling the
food.
 Do not eat road side food, food kept open and food dropped on floor. Use boiled water for
drinking.
 Brush the teeth twice a day. Clean the mouth after every meal. Make a habit of brushing the
teeth with a mixture of bakeing soda and salt powder (equal amount) at night before retiring. It
removes acidity of food and prevents before retiring. It removes acidity of food and prevents
decay of teeth.
 Do not use tooth brush, towel, razor or clothes belonging to others.
 Hold handkerchief while coughing and sneezing.
 Trim the nails every week.
 Do not spit, vomit or urinate on the road side.
 Do not throw garbage on the street.
 Do not use Kajal/Surma until they are sterilized.
 Hold the book 12 to 16 inches away from your eyes while reding.
 Do not put bob-pin or stick in your ear. Cotton wich may be used or cleaning.
 Do not kiss children mouth to mouth.
 Do not allow insect or dust settle on the food, keep the food covered.
 Do not put your finger in ear, nose, mouth or eyes.
 Make a habit of going to toilet daily and regularly at a particular time.
 Keep your home and surroundings clean.
 Do not have sexual relations outside the marriage since there is risk of pregnancy, STD-HIV
infection.

36. Exercise
 The adolescents are highly impressed by seeing the
muscles of body buildres and hence they resort to
bullworker, push ups, sit ups and weight lifting. The real
aim of exercise is physical fitness, which is not fulfilled
by these excerises. Physical fitness depends upon the
following:
 Cardio respiratory efficiency
◦ This is most important. The heart and the lungs should
function at their best. Running, fast walking are the
exercises for cardio-respiratory efficiency.
 Flexibility of joints
◦ Yoga postures are the best to serve the purpose.
 Endurance and power of the muscles
◦ These are required for manual workers for doing repetitive
jobs and for pushing or pulling of heavy objects like rice
bags.

37. References
 What Works: Sexual Health Education |
Adolescent and School Health | CDC
 Sexual education for children - Fraser
Health Authority
 Personal hygiene for pre-teens & teens |
Raising Children Network
 Knowledge about menstrual hygiene,
sexual health, and contraception in
educated late adolescent age girls -
PMC (nih.gov)
 Sex Education To Adolescents - Health
And Hygiene (healthlibrary.com)