Comprehensive Sexuality Education

1. Context and background

St. Lucia is a CARICOM member island in the Caribbean. Since 1970, numerous regional initiatives have been implemented to promote healthy lifestyles among adolescents, particularly through the Health and Family Life Education subject (UNFPA, 2022). In 1994, the CARICOM Standing Committee of Education Ministers passed a resolution supporting the establishment of Health and Family Life Education. In 2003, the CARICOM Council for Human and Social Development decided to develop a Health and Family Life Education (HFLE) Regional Curriculum Framework to assist CARICOM member states in developing national curricula that place life skills at the centre of school-based health education initiatives. In 2004, the initial framework was completed. It has been subsequently revised. In 2022, the Health and Family Life Education (HFLE) Regional Curriculum Framework (ages 5-12) was revised and expanded to include the early childhood level of education (ages 3-4).

St. Lucia's youth population constitutes 34% of the population. Sexual risk-taking is a major cause for concern regarding the growth and development of young people in the Caribbean. Vulnerability to violence, including bullying, sexual assault, abuse, and exploitation persist; adolescent pregnancy rates remain high; and there is inadequate access to sexual and reproductive health (SRH) information and services, including for HIV and other STIs. Mental health, substance use and abuse, and self-harm have become widespread issues among adolescents in the Caribbean. Due to early initiation of shared sexual practices, inadequate, inconsistent or incorrect contraceptive use, and the practice of multiple partners, STIs and precocious births continue to be prevalent among young adolescents. These are made worse by the sexual taboos in Caribbean culture (UNFPA, 2022).

2. Terminology

‘Sexuality’ and ‘sexual health’ are the terms used in different guidance documents, such as the CARICOM Health and Family Life Education Regional Curriculum Framework.

3. Laws and policies

3.1. Relevant international/regional agreements to which the country Saint Lucia a signatory

INTERNATIONAL
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) Accession date: 1982	Acknowledges the need to guarantee sexuality education free from discrimination and stereotypes, conveying gender equality values.
Convention on the Rights of the Child (CRC) Ratification date: 1993	Commits to the right to access appropriate health-related information.
Convention on the Rights of Persons with Disabilities (CRPD) Ratification date: 2020	Commits to the highest attainable standard of health for persons with disabilities.
The 1994 International Conference on Population and Development (ICPD) Programme of Action Attended	Calls for sexuality education, counselling and support mechanisms for adolescents, and identifies essential topics.

3.2. Relevant national laws and policies mandating comprehensive sexuality education

The 1996 Strategy for Strengthening Health and Family Life Education in CARICOM Member States exists at the regional level.

The CARICOM Health and Family Life Education (HFLE) Regional Curriculum Framework has been introduced in primary and secondary schools. In 2020 , the Framework was revised at the regional level. According to the CARICOM Health and Family Life Education (HFLE) Regional Curriculum Framework, skills-based Health and Family Life Education is an approach to creating or maintaining positive attitudes toward health and well-being in children and young people. It seeks to promote the development of health knowledge and the necessary social and emotional competencies and behaviours needed for adult life. The Framework provides detailed information on outcomes, skills and regional standards so that members can contextualize it appropriately for their respective countries.

At the national level, Saint Lucia has policies to support comprehensive sexuality education (CSE). The 2000 Education Act, as amended in 2005, outlines the goal of encouraging and developing fundamental knowledge and skills in all individuals, including physical development, personal health and fitness, as well as fostering and understanding the principle of gender equality.

The Education Sector Development Plan 2015-2020 includes the priority of eliminating obstacles to learning, such as finances, nutrition and health, and the promotion of child-friendly schools.

The 2000 National Youth Policy recommended that the family life education curriculum develop a more holistic approach to personal relationships and sexual responsibility among students. It also recommended the establishment of adolescent SRH services that will create the appropriate environment for adolescents to access information, receive counselling on the use of contraceptives, and reinforce the concept of family planning and the implications of child-rearing and caring at an early age.

3.3. Curricula

Mandatory or optional

Sexuality education is not mandatory. However, certain components of sexuality education are addressed in the Health and Family Life Education curriculum, which is mandatory at the primary education level.

Model of delivery

Certain components of CSE topics are addressed within the Health and Family Life Education) curriculum, for ages 3-12. The curriculum is organized across grade levels using the spiral curriculum approach. According to the Health and Family Life Education Regional Curriculum Framework, Health and Family Life Education can be delivered as a stand-alone subject or integrated into separate subjects.

Comprehensiveness of content

In 2022, at the regional level ,the Health and Family Life Education (HFLE) Regional Curriculum Framework (ages 5-12) was revised and expanded to include the early childhood level of education (ages 3-4). The Health and Family Life Education (HFLE) Regional Curriculum Framework content is organized around four themes: self and interpersonal relationships; sexuality and sexual health; appropriate eating and fitness; and managing the environment. For each of these topics, standards and essential outcomes have been formulated. Health and Family Life Education content includes emotional and mental health, nutrition, alcohol and other drug use, SRH, managing the self, communicating effectively, and building positive relationships.

The Health and Family Life Education (HFLE) Regional Curriculum Framework (ages 3-12) establishes the key ideas, regional standards, descriptors and key outcomes for each of the themes.

For the Self and Interpersonal Relationships theme, the regional standards examine the nature of self, family, school and community in order to: build strong, healthy relationships; develop knowledge and skills to respond to risky situations that threaten their health and well-being; and respect the rich diversity that exists among Caribbean peoples as a valuable resource for sustainable development of the region within the framework of democratic and ethical values.

For the Sexuality and Sexual Health theme, regional standards are: to demonstrate an understanding of the concept of human sexuality as an integral part of the total person that finds expression throughout the life cycle; analyse the influence of socio-cultural and economic factors, as well as personal beliefs on the expression of sexuality; build capacity to recognize the basic criteria and conditions for optimal reproductive health; develop action competence and build capacity to recognize the basic criteria and conditions for optimal reproductive health; reduce vulnerability to acquired problems such as the spread of HIV & AIDS, cervical cancer, STIs and adolescent pregnancy; and utilize knowledge and skills to access age-appropriate sources of health information, products and services related to sexuality and sexual health.

Additional regional standards are established for the themes of Appropriate Eating and Fitness, and Managing the Environment.

The Teacher’s Guide for Secondary Education provides guidance for secondary education. The themes on sexuality and sexual health in the Guide include units covering: gender roles, coping with puberty, sexuality, reproductive health, sexual choices, sexual abuse, HIV & AIDS, STIs, cervical cancer, risky behaviours that can lead to HIV and other STIs, and abstinence.

Learning resources

Health and Family Life Education Teacher Guides textbooks are developed for grades K to secondary education. The teacher guides set out objectives and standards for teaching and identify the desired knowledge, skills and behavioural outcomes for students.

The regional Health and Family Life Education (HFLE) Regional Curriculum Framework (ages 3-12) sets guided development age-appropriate standards and core outcomes for each of the four themes: Self and Interpersonal Relationships; Sexuality and Sexual Health; Appropriate Eating and Fitness, and Managing the Environment. It also includes an Appendix that sets out the regional standards and teaching topics for each education level.

The Health and Family Life Education curriculum guides (for kindergarten to Grade 6) include broad objectives, content guides, specific learning outcomes and activities.

The Teacher’s Guide for Secondary Education suggests topics, units, and activities for each theme according to the education level.

3.4. Teachers

The Health and Family Life Education (HFLE) Regional Curriculum Framework, provides teaching and learning strategies. The Saint Lucia Curriculum Framework for Life-skills Health and Family Life Education provides general guidelines for teaching.

The Training and Development Policy for the Saint Lucia Public Service (2019) establishes that the Government is committed to the continuous development of its employees. It provides opportunities for capacity building for the effective delivery of mandated public services, to be accomplished through programmes designed to educate and train government employees for entry into the service, including opportunities for promotion.

The 2005 A Harmonized Policy Framework for Teacher Education in the Caribbean proposes that all teachers’ initial education include Contemporary Social Issues as a subject as part of their core courses.

3.5. Schools

According to the CARICOM Health and Family Life Education (HFLE) Regional Curriculum Framework, teachers and other resource people involved in the delivery of Health and Family Life Education should make appropriate referrals to service providers based on the needs of the student, and monitor progress.

4. Governance

4.1 Responsible ministries

The Department of Education, Innovation, Science, Technology and Vocational Training is responsible for establishing curricular guidelines for the St. Lucian education system, including Health and Family Life Education or the incorporation of sexuality education into the national curriculum.

4.2. Level of responsibility/decentralization and autonomy

According to the Curriculum Framework for Life-skills Health and Family Life Education the curriculum framework's implementation must be informed by the specific characteristics of learners.