Navigating the heteronormative discourse in sexuality education through applying emotional literacy

Conventional sex education that focuses mainly on the biology of the reproductive system, the use of contraception, and the negative outcomes of sexual behaviour – such as acquiring sexually transmitted infections – is extensively used in Austrian schools. However, topics such as sexual pleasure, sexual orientation, consent and emotional well-being, or the impact of online media on mental health are briefly if not at all included, thereby inadvertently distancing young people from the emotions involved in their developing sexuality. Applying emotional literacy in sexuality education can contribute to addressing rather than occluding young people’s emergent sexual and social identities, enabling individuals to more effectively understand and manage their emotions and develop empathy for themselves and others. However, reiterating conventional practices in sex education reinforces the values that heterosexuality and heterosexual behaviour are the norm, that sexual practices have an implicit risk involved, and that non-heterosexual sexualities are unimportant in sex education, or are at best ‘tolerated’. Consequently the dominant nature of heteronormative gender associations in the education system makes alternative sexual relations and practices marginalised, stigmatised or persecuted. It is crucial for sex educators, school and public health policy makers to realise that supporting the development of children’s emotional literacy in sexuality and its social context is key to building their sexual identity, nurturing respectful and ethical relationships early and to fostering their health and well-being throughout their lives. Moreover, enabling young people to participate in implementing comprehensive sexuality education would make their lessons more realistic and effective.

Publication History

Article published online:
26 May 2020