Thesis title: Educazione alle Sessualità: Opinioni, atteggiamenti, esigenze educative e formative
From the ongoing debate on the dualism between sexual repression and freedom, a sociocultural context emerges that – in any case – shapes the sexuality of every individual. Although attempts have long been made to introduce formal Sexualities Education (SE) in Italian schools, it continues to face significant challenges. In the literature and in the international context, SE is defined as a lifelong learning process, beginning in early childhood, which aims to support the development of healthy sexuality by addressing its various dimensions – social, cultural, personal, relational, moral, and anatomical – as well as related knowledge, skills, and positive attitudes. Providing such education necessarily requires specific training for those involved in education and care daily, enabling the shared educational responsibility that underpins SE; for instance, by acknowledging the crucial educational roles of family, school, and training contexts.
The doctoral research first analyzed the Italian context from a legislative perspective, reviewing all bills proposed since the first attempt to introduce SE in schools (1975) up to the present day, and from an academic perspective, mapping the SE-related training opportunities currently offered within educational degree programs. The first two review studies identified a total of 48 bills and a rather limited educational offer; specifically, 11 courses, most of which are optional. Considering the need to educate – also – adults to become responsible and aware regarding sexuality, the doctoral research aims to explore SE by considering the perspectives of individuals often excluded from a comprehensive understanding of the topic. The research aims to identify the experiences, needs, opinions, and attitudes of adolescents, parents, high school teachers, and future educators and teachers in training at Italian universities, to design educational programs that respect both international recommendations and the specific application context.
Accordingly, three empirical studies were conducted using a mixed-methods analysis approach, along with a systematic review, covering the family context (adolescents and parents), the school context (high school teachers), and the higher education context (future educators and teachers in training at Italian universities). Across these studies, a shared positive agreement emerges regarding the importance of SE and a widespread willingness to engage with it in the future: adolescents would like to receive such education, while parents, in-service teachers, and trainee educators express the need to enhance their personal, parental, and professional competences. Finally, according to all groups involved, SE should adopt a scientific and interdisciplinary approach, address multiple spheres of sexuality, and foster a network of support and collaboration between families and schools.
Considering these findings, the research suggests that the Italian context is open to the future implementation of SE and SE training. From this perspective, the educational project FESTɜ – Formazione e Educazione alle Sessualità per Tuttɜ (Training and Sexualities Education for All) was developed, combining a top-down and a bottom-up approach to simultaneously respect international recommendations, existing practices, and the specific Italian context. The project does not aim to provide a perfect formula, but rather to offer a flexible and cross-cutting foundation for future introductions of SE.