Changes in government can put support for CSE at risk due to politicians’ varying stances on the topic. Advocates may consider vouching for the creation of a “permanent” CSE team within the relevant ministry. While a fixed team cannot be entirely immune to political shifts, its initial existence can at least strengthen CSE efforts’ sustainability and reinforce continuity between different CSE initiatives.
Coverage
CSE programming is not reaching many adolescents and youth, even in regions with supportive policies. In addition to uneven access among very young adolescents (VYAs), young people who occupy marginalized groups also have challenges accessing CSE. Specific subgroups—like married adolescents—need to be explicitly included in outreach strategies.
Check out this High Impact Practice Brief on effective community group engagement!
Digital media and especially mobile phones have taken off as novel means of building connections. Online platforms can provide personalized experiences to users whose needs aren’t adequately addressed by other, generalized programs. There are risks and problems that come with using digital communications: Vulnerable groups may not have reliable access to the required technology, and there are privacy and confidentiality considerations associated with online platforms. Still, there is promising evidence that digital CSE is not only effective in disseminating information, but also that it leads to concrete, significant positive behavior changes. Program planners should weigh the advantages, disadvantages, and uncertainties of integrating technology early on in the development process.
Curricula
Over 40% of UNESCO’s surveyed countries reported that the topics of gender, pregnancy, relationships, and violence are not officially incorporated into CSE curricula. UNESCO has a suggested list of key concepts to cover at varying stages of life, and Knowledge SUCCESS has a toolkit introducing adaptable teaching materials.
Practical tips to prepare curricula that are inclusive and informed by evidence:
- Carefully assess the resources (human, time, and financial) available to develop and implement curricula. Here are some resources for adaptable curricula that are relatively accessible.
- Pay attention to what young people in your setting may be learning elsewhere. Curricula should address misinformation and present a non-judgmental view of sexuality, sexual practices between consenting partners, and gender identities and expressions.
- Include interactive, participatory activities where appropriate. The experiential model of learning draws from the idea that we learn best when we first personally experience something, then have the opportunity to reflect on it afterwards.
- Coordinate with and connect program participants to other supports, like extra-curricular, community, or health facility-based partners. Partnerships with identity-specific community groups in particular can help young people from marginalized groups link up with the support that is most relevant to them. CSE programs should also promote the availability and accessibility of adolescent-responsive health services, contraceptive distribution locations and mechanisms, and reliable follow-ups, referrals, and individual counseling. Social marketing and voucher partnerships can address financial barriers to services and products.
- Instead of simply creating one-off interventions, consider how curricula components will fit together to address CSE over the course of several years. CSE programs must continue to reinforce and elaborate on key concepts across a young person’s life course. Revisiting valuable principles and deepening students’ understanding over time is the recommended “spiral curriculum” approach.