It is a Wednesday afternoon, and the ‘Moral Science’ class is about to begin. Miss Seema walks in and announces, “We are going to have a special class today for the girls, and all the boys can go play outside.” There were giggles, suppressed laughter on some faces, and genuine curiosity on others. It was a session on menstrual cycles and hygiene, only for the girls.

As we recollected a memory of not so diverse experience in India schools in the backdrop of a gut-wrenching rape case dominating the headlines in India, the topic of central discussion was in our group was: Why is there such a surge in sexual assault cases? It is due to increased reporting, or is there a real increase? Is the lack of sex education in India a reason? Is sex education about contraception and safe sex only?

As a group, we decided to discuss, debate, and write about our perspectives on this topic, which evokes very strong responses, for or against.

Our reflections

With our discussion and debate (some of us became devil’s advocates to oppose the concept), one thing was clear: comprehensive, age-appropriate sex education programs must be implemented at all education levels and should be mandated by the government. These should cover anatomy and physiological changes, consent, relationships, gender equality, and body image, and weave contemporary and related issues of digital safety and substance use. These should be delivered by trained educators; these could even be school teachers who are trained by master trainers (as seen in Udaan), in a non-judgmental, inclusive manner. An informed involvement of parents can improve trust and create safe spaces at home. Amplifying through public awareness campaigns and responsible media messaging can reduce misinformation and resistance.

We also agreed that there is a disparity in the availability of resources, and it is available least to those who need it the most. We need to focus on rural areas and factor in the cultural taboos and conservative viewpoints. We have adolescent health services in India, but better access, confidentiality, and non-stigmatizing care need to be ensured.

Moreover, sex education should be tailored as per age and incremental in nature so that it aligns with a student’s understanding and capacity to think independently. A culture that encourages questions and educators who are trained to respond with empathy, accuracy, and openness is necessary. It cannot be limited to menstrual hygiene, prevention of sexually transmitted infections, and unwanted pregnancy, as is normally perceived.

The Stigma and the Myths

The stigma surrounding sex education stems from deep-rooted misconceptions and pervasive myths ranging from the increased risky sexual behaviour at an early age due to exposure to sex education, to deviation from religious and cultural values, to even considering it only relevant for girls. As seen in the UNESCO report of 2022, India can definitely do better than many countries that are supposedly underdeveloped. Because the responsibility of sex education is decentralised in India, there are state-specific initiatives and resistance. The resistance is sometimes communicated by labelling the advocates of sex education as immodest or immoral. These myths prevent open discussion, hinder awareness, and contribute to a culture of silence and shame rather than equip the youth to make informed and healthy decisions.

The Real-World Consequences

The absence of comprehensive sex education has far-reaching consequences, not only for individuals but for the very fabric of society. Returning to what sparked this discussion in our group – sexual violence. Thousands become victims every year. Many adolescents, influenced by misinformation, social media, or peer behaviour, mimic what they see without understanding boundaries or consent. A lack of awareness makes it harder to recognize abuse, much less prevent or report it. Moreover, the lack of knowledge about one’s own body, contraception, menstruation, and sexually transmitted infections leads to poor reproductive health in the youth. These could lead to unplanned pregnancies, unsafe abortions, untreated STIs, menstrual taboos, and infertility, which are more prevalent in poor-performing states and the underprivileged populations.

Mental Health and Gender Issues

Without accurate information, many experience shame and guilt that later manifest as anxiety, depression, or low self-esteem. There are examples within India of modular adolescent education that can address the current approach, or lack of it, that perpetuates gender imbalance in decision-making. Lack of a comprehensive approach normalizes male dominance, deepens societal disparities, and restricts both men and women from forming respectful, equal partnerships. When sex education is only aimed at girls, boys are left uninformed, which reinforces harmful gender roles.

Conclusion: Sex education is more than a subject

Sex education is not a luxury, but it is a necessity. The feeling that it will corrupt values is not true; on the contrary, it builds them. It will not encourage recklessness; it prevents. It does not erode culture but engages mindfully. It provides tools to youth to protect themselves, respect others, and create a safer, healthier society for all. The question is no longer if we should. The question is, how and how soon can we start doing it right in our country?

Authors:

Meera Dawle: A medico, feminist, and mental health advocate who believes in serving humanity with compassion.

Nabiha Ali: A medico interested in learning about people and what shapes their personality, their thought process, and how it plays an important role in the bigger picture that builds our society.

Mohammed Jahak: A medical student interested in the intersection of medicine, ethics, and narrative writing, aiming to highlight the reflective dimension of medical education.

Muhammad Labba: An MBBS student who is interested in understanding how things work, both in medicine and beyond. Always open to new ideas and conversations.

Mohd. Ashhad: A medical student with an interest in medical humanities and narrative medicine. His work explores the human side of clinical medicine.

Fazna Mahmood: A postgraduate student who believes in compassionate care and community-based solutions. Committed to making healthcare more inclusive and accessible for all.

(All authors are from Yenepoya Medical College, Mangalore)

Acknowledgement: We gratefully acknowledge the mentorship provided by Dr. Madhavi Bhargava, Professor, Yenepoya Medical College.

Competing interests: None

Handling Editor: Neha Faruqui