Sex eductions role in at-risk youth's pregnancy and sexually transmitted infections prevention strategies: A grounded theory

The sexuality of young people is a subject of enormous concern with many studies focusing on the negative aspects of adolescent sexual behaviour. Yet there is limited evidence on sex educations role in at-risk youth's personal pregnancy and STI prevention strategies. This study explored how at-risk youth understand the information presented to them through sex education and how they apply this knowledge to navigating their sexual relationships. 26 participants who represented Brant County youth between the ages of 14 and 19 years were selected to provide their contributions to this research in a qualitative style interview. Data analysis was conducted utilizing the grounded theory principles of Corbin and Strauss (2008) with open coding, axial coding and selective coding occurring concurrently until theoretical saturation was achieved (Creswell, 2012). The results of the data analysis were constructed into the hierarchical tree diagram named The Model of Sexual Experience that outlines the themes that represent and interconnect the ideas expressed by the participants (Creswell, 2012). The model is then described through numerous participant quotes that support the generated theory. Findings indicate that young people acknowledge themselves as legitimate sexual beings, requiring a sense of sexual agency to actively make decisions that support their sexual well-being (Holland et al., 1998). Teenagers intend to use sex education to assist them in their goal of gaining sexual experience. However, young people find sex education leaves then with limited skills to successfully navigate sexual relationships, leading them to seek out alternative experiential learning opportunities from a myriad of social influences.