Abstract School-based sexuality education plays a vital role in the healthy development of children and adolescents. At present, China has issued a series of laws, regulations and policy documents to support school-based sexuality education, but the development of school-based sexuality education in China still faces challenges such as negative attittude, lack of class hours, professional teachers, teaching materials, as well as effect evaluation and sensitive nature. Experience in school-based education in many countries demonstrated that the research and development of localized comprehensive sexuality education guidance on school-based education is effective in promoting school-based sexuality education. In 2018, with the support of UNESCO and UNFPA, Lab of Comprehensive Sexuality Education for Children of Beijing Normal University, inititated the "Research and Development of Comprehensive Sexuality Education Guidance" project, aiming to develop a local "Comprehensive Sexuality Education Guidance",and to support and promote the school-based sexuality education in China.

Abstract From 1949 to 2020, school-based sexuality education in China gradually established its legal status and received more policy support. During these 70 years of development, the attitudes of Chinese government departments towards school-based sexuality education, the direction of policy advocacy, school age of sexuality education and the development of local sexuality education have changed substantially. This editorial describes characteristics of the development of school-based sexuality education policy in China, aiming to depict development paths of school-based sexuality education policy in China so far, and provides inspiration for more policy support for schoolbased sexuality education in China.

Abstract From 1949 to 2020, research in the field of school-based sexuality education in China witnessed substantial development with the support of relevant policies. With the continued investment of social resources, school-based sexuality education has gradually been accepted and recognized by the public. During those 70 years of development, government departments, academic institutions, and social organizations were all exploring and looking for localized programs suitable for the development of school-based sexuality education in China. This paper overviewed characteristics of the development of school-based sexuality education research as well as of social resource support in China, in order to outline the development context of school-based sexuality education research, and to bring inspiration to the future development of school-based sexuality education research in China.

Abstract At present, there is no full time position in basic education stage for sexuality education teachers in China. The background of teachers undertaking sexuality education is complicated, and each has its own advantages and disadvantages. Among them, mental health education professionals seem to be more suitable for sexuality education. At the same time, the sexuality education literacy of existing teachers is imbalanced, which is highlighted by the fact that their knowledge of sexuality education is insufficient and the use of sexuality education ability needs to be improved. Furthermore, while the willingness to provide sexuality education has grown, there is still a lack of understanding about sexuality education. In addition, teachers in basic education stage face great difficulties in providing sexuality education. Teachers generally lack an appropriate training and evaluation system, their awareness of the importance of self improvement is poor, and they lack the motivation to undertake professional development. Therefore, efforts might start from the pre service and in service training and social training of teachers in the basic education stage for effevtive professional development to help the growth of sexuality education teachers.

Objective: To analyze the influence of sexuality education on primary school students’ attitude towards homosexuality, and provide practical teaching evidence of intervening campus bullying based on sexual orientation. Methods: A primary school offering school-based sexuality education curriculums in Beijing was selected as an experimental school, another school with similar location, nature and scale, quality of teachers and teaching environment was selected as a control school. The graduates in experimental school received 6 years of sexuality education in grade 1 to grade 6 of primary school. A survey was conducted in Jun. 2018 among all the graduates in grade 6 of the two schools through an attitude scale on homosexuality adopting cluster sampling. Results: The scores of attitude towards homosexuality in experimental school and control school were (42.85±15.46) and (60.17±12.54) respectively, with significantly statistical difference(t=-9.47, P<0.01). There were interaction effects on attitudes of primary school students towards homosexuality between gender and experience of sexuality education (P<0.05). There was no significant difference in attitude towards homosexuality between male and female students in control school(t=0.58, P>0.05), but in experimental school, the attitude scores of male and female students respectively were (47.64±14.31) and (38.13±15.19), with significantly statistical difference(t=3.47, P<0.01). There was no significant difference in attitude towards different sexual orientation between experimental school students and control school students(t=0.10，1.53，P>0.05). Conclusion Sexuality education curriculum can help improve attitude towards homosexuality of primary school students, which has better intervention effects on female students than male students, attitudinal difference in gay and lesbian has not formed in primary school students.

Objective: To provide empirical evidence on the effectiveness of comprehensive sexuality education (CSE) on sexual knowledge and sexual attitudes improvement among college students. Methods: Sexual knowledge and attitudes questionnaire survey was implemented among college students in Beijing, who later received the CSE for a full semester. Sexual knowledge and attitude were evaluated after intervention and were compared with control students. Results: The average score of sexual knowledge was low among college students in Beijing. Most students held neutral attitudes towards "AIDS community" and "masturbation behavior" and positive attitudes towards "LGBT"(58.85%, 68.75%, 61.98%). Compared with the control group, after one semester of CSE curriculum intervention, the average scores of the five dimensions on sexual knowledge in the intervention group was significantly improved(11.79±1.16, 9.36±1.23, 4.84±0.88, 4.91±1.00, 5.35±1.03)(t=11.25, 15.74, 10.37, 5.59, 8.17, P<0.01), and the attitudes towards "sexual minorities", "AIDS communities" and "masturbation behavior" were also significantly improved(30.59±3.91, 17.70±3.41, 10.12±2.17)(t=5.16, 5.83, 2.97, P<0.01). Conclusion College students’ knowledge of sexuality is not optimistic. The attention to proper sexual attitudes is in great need. Systematic and comprehensive sexuality education curriculum could improve college students’ sexual knowledge and attitudes.

Objective: To explore the influence of comprehensive sexuality education (CSE) course based on International Technical Guidance onthe sexual psychological health of middle school students during puberty, and to provide a reference for mental health promotion. Methods: This study used Adolescent Sexual Psychological Health Questionnaire as measuring tool and self-made textbook on sexuality education entitled Love and Life: Junior High School Students’ Sexual Health Education Textbook as intervention. Measurements were set before and after the first semester together with the end of the second semester, respectively were pretest, intermediate test and posttest. Results: The sexual psychological health of middle school students was in the medium level, and girls(3.51±0.40) were generally better than boys(3.44±0.37)(t=3.62, P<0.05). According to one-way analysis of variance, the main effect of three dimensions of sexual health-sexual cognition(3.31±0.81, 3.68±0.80, 4.37±0.61), sexual values(3.43±0.51, 3.55±0.54, 3.85±0.58) and sexual adaptation(3.63±0.41, 3.85±0.49, 4.09±0.58) and the total score(3.51±0.39, 3.74±0.46, 4.10±0.47) before, during and after the acceptance of comprehensive sexuality education was significant(F=252.18, 281.68, 113.54, 114.60, P<0.05). Conclusion Comprehensive sexuality education course has a significant effect on improving sexual psychological health among junior high school students.

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.