Objective: To investigate the experience, attitude and practice of sexuality education for teachers, so as to provide evidence for promoting sexuality education training for teachers and teaching ability improvement. Methods: From September to October 2021, 2 146 valid data of kindergarten and primary and secondary school teachers across the country were collected. Associateds factors of teachers sexuality education behavior were explored by Logistic regression analysis. Results: Family and school based sexuality education experiences were insufficient among teachers (22.51%, 46.55%), and the proportions of female teachers who had received sexuality education (20.44%, 41.67%) were significantly higher than that of male teachers (2.05%, 4.90%). Currently, 47.53 % of the kindergartens and primary and secondary schools from participating teachers didn t carry out sex education, which mainly focused in the field of reproductive health and physical development. Kindergartens and primary and secondary schools often integrated sex education into other disciplines (64.48%, 47.83%). Teachers acceptance of family and school based sexuality education, students willingness to communicate on sexual topics with teachers, teachers confidence in answering sexual questions were positively correlated with teachers teaching activities of sexuality education ( OR=1.59, 1.37, 1.67, 1.67, P < 0.01 ). Conclusions Teachers teaching ability of sexuality education is insufficient, and school based sexuality education couldn t meet students developmental needs. Providing sexuality education training to teachers and enhancing their confidence in answering sexual questions are helpful to facilitate sexuality education teaching activities.

Objective: To understand the current situation of school based sexuality education, attitudes and evaluations of teachers and students toward sexuality education, so as to provide evidence for promoting the development of school based sexuality education. Methods: From September to October 2021, 2 140 valid data from students in basic education and 2 146 from kindergarten and primary and secondary school teachers were collected by online questionnaire. The data were described and statistically analyzed, and the influencing factors of teachers willingness to teach sexuality education courses were explored by logistic regression analysis. Results: About 52.06% of the students had not received sexuality education in school, and 47.53% of the teachers did not carry out sexuality education in the school. Sexuality education in schools mainly focuses on reproductive health and physical development. About 48.93% of the teachers thought that the implementation of sexuality education in schools was not good, and the proportion of high school students who thought sexuality education in schools were "very bad" (32.87%) or "not very good" ( 21.23 %) was the highest. The teachers who undertook sexuality education were mainly mental health teachers (55.51% reported by teachers, 43.96% reported by students). About 71.02% of teachers believe that the best way to carry out sexuality education classes was to set up sexuality education curriculum. Students and teachers reported the need for sexuality education, and more than 50% of primary school students and high school students thought that sexuality education were "very needed" and "somewhat needed". About 51.77 % of teachers considered sexuality education "very urgent". All increased recognition of sexuality education, confidence in answering sex questions, external support for sexuality education, and acceptance of sexuality education training increased the likelihood of teachers teaching sexuality education ( OR =1.02, 1.95, 1.03, 3.53, P <0.05). Conclusion The current situation of school based sexuality education is not optimistic, the gap between sexuality education and students needs is wide, and the abilities of sexuality education teachers are insufficient.

Objective: To establish the Professional Standards for Sexuality Education Teachers in Kindergarten in China, so as to provide a basis for strengthening the construction of the sexuality education teacher team in kindergartens and promoting the smooth implementation of sexuality education in kindergartens. Methods: According to the Professional Standards for Kindergarten Teachers (Trial), combined with the existing research and practice results in the field of sexuality education at home and abroad and the development status of kindergarten sexuality education in China, the indicators and specific contents of Professional Standards for Sexuality Education Teachers in Kindergarten in China were selected. In September 2021, two rounds of Delphi expert consultation method were adopted to collect suggestions on professional standards from 34 experts in the field of sexuality education in China, and modifications were made according to the importance scores assessed by experts and specific suggestions until expert opinions converged. Then, the analytic hierarchy process (AHP) was used to assign weights to each indicator at each level, based on the relative importance between each two indicators at the same level as assessed by experts. Results: The Professional Standards for Sexuality Education Teachers in Kindergarten in China were initially established, including 3 primary indexes (professional concept, professional ability and professional knowledge), 7 secondary indexes and 27 tertiary indexes. The recovery rate of the two rounds of consultation documents was 100%, indicating that the experts were highly motivated. The authority coefficient of 2 rounds of expert consultation were both greater than 0.70, proving that the consultation results were reliable. The index weights of the three dimensions of professional concept, professional knowledge and professional ability were 0.44, 0.32 and 0.25, respectively. Conclusion The content of the Professional Standards for Sexuality Education Teachers in Kindergarten in China is complete, and the minimum qualified standard for kindergarten teachers engaged in sexuality education is determined.

Abstract In recent years, the legal status of school based sexuality education in China is becoming more and more clearly defined, so that the content is becoming more and more comprehensive. It will be improved and optimized under the guidance and support of newly launched policies. At the initial stage of development, school based sexuality education will face certain challenges, including the need of raising national awareness of sexuality education and establishing correct sexual values, researches and development of supporting teaching resources on school based sexuality education, including curriculum of teaching material of sexuality education, teacher training, and teaching effectiveness assessment. This paper will analyze the challenges of school based sexuality education in China, in order to explore the most suitable ways of implementing school based sexuality education in China.

Abstract In recent years, school-based sexuality education was attached with great importance by more and more countries and educators. However, in China, the implementation and promotion of school-based sexuality education is still facing a number of challenges, including course/class hours, teaching materials, training of teachers as well as the collaboration among schools, families and communities, etc. This paper aims to learn from advanced experience of sexuality education in Macau, in order to promote the development of school-based sexuality education in Mainland China.

Abstract School-based sexuality education continues to face problems and challenges, such as schools are unable to carry out their main role in regards to the provision of sexuality education, a shortage of teachers specialized in teaching this subject and the absence of a separate and dedicated curriculum that focuses on comprehensive sexuality education teaching content. In order to promote school-based sexuality education, it is necessary to promote a comprehensive curriculum that enhances content relevance, while continuously improving and optimizing national policies on sexuality education by focusing on more accurate policy making, refining implementation methods, and strengthening the synergistic effect of school-based sexuality education policies.

Objective: To understand the current situation of sexual knowledge, attitudes and behaviors of young children in kindergarten, based on the framework of comprehensive sexuality education. Methods: Totally 354 children between the ages of 3-6 from two kindergartens in Changping District, Beijing, participated in one-to-one interviews. There were 164 girls and 190 boys. Results: In the dimension of physical development, no child knew the scientific name of reproductive organs. In the dimension of social emotion, 44.07% of children could express love to their friends, and 40.68% of children could express their refusal when they were unwilling. In the dimension of sexual health, well-being and sexual rights，81.92% of children knew that they couldn t touch other people s genitals, and 54.80% of children could at least name one way to protect themselves when facing sexual abuse. In the dimension of gender equality, 33.62% and 28.53%of children had gender stereotypes in toy selection and career choice, 66.38% of children thought that boys are as smart as girls. In the dimension of pregnancy and birth，78.53% of children knew where babies come from and 26.27% of children think parenthood doesn t directly lead to happiness. Sexual knowledge, attitudes and behaviors of children had statistically significant difference in different grades（P<0.05). Conclusion Children already have good understanding about pregnancy, childbirth and prevention of sexual abuse. In the future, sexuality education in school and family need to promote physical cognition and gender equality education.