A groundbreaking study conducted by researchers at the University of British Columbia Okanagan campus reveals a striking disparity in the sexual health education experienced by young adults identifying as 2SLGBTQIA+ compared to their cisgender, heterosexual counterparts. Despite receiving significantly less affirming and inclusive instruction during their formative high school years, these 2SLGBTQIA+ individuals exhibit notably higher levels of sexual health literacy. This paradoxical finding challenges longstanding assumptions about educational accessibility and highlights critical gaps in current sex education curricula.
The research, led by Phoebe Hodgson—a recent graduate specializing in gender, women, and sexuality studies with a psychology minor—investigated how young adults across a spectrum of gender identities and sexual orientations remember and internalize sexual health information from their secondary schooling. Supervised by Dr. Jessica Lougheed, an assistant professor of psychology and Michael Smith Health Research BC Scholar, the study delves into the complex interplay between educational content, identity, and self-education strategies.
Hodgson explains that while the team anticipated feelings of exclusion among 2SLGBTQIA+ young adults regarding their sexual education, the revelation that these participants outperformed their cisgender, heterosexual peers in sexual health knowledge was unforeseen. This outcome, however, is not cause for celebration but a critique of systemic failure—a reflection of marginalized students filling educational voids through self-directed learning.
Data indicated that 2SLGBTQIA+ respondents utilized digital platforms extensively to obtain sexual health information. Online resources such as social media, educational websites, and forums emerged as vital tools compensating for inadequate school-based instruction. Importantly, the study did not find significant differences among groups in learning from parents, peers, or mainstream media such as television and film, underscoring schools’ unique role in shaping foundational sexual health knowledge.
Sexual health literacy was assessed using a validated questionnaire, revealing that despite receiving scant inclusive education, 2SLGBTQIA+ young adults possess a more comprehensive understanding of sexual health topics. This suggests a remarkable resilience but simultaneously flags systemic inequities that place the onus on marginalized groups to acquire these essential skills independently.
When examining sexual health behaviors, the study noted that 2SLGBTQIA+ students reported somewhat higher adherence to safer sex practices than their heterosexual counterparts. Nevertheless, safer sex practices were generally low across all demographics, pointing to broader public health challenges beyond identity-specific experiences. This finding calls for urgent reevaluation of how sexual health education addresses not only inclusivity but also efficacy in promoting protective behaviors.
Hodgson emphasizes that increased reliance on the internet for sexual health information among 2SLGBTQIA+ youth should be perceived as a symptom of systemic failure rather than a solution. While digital resources serve as crucial stopgaps, they cannot substitute comprehensive, age-appropriate, and scientifically rigorous education delivered through school curricula designed to embrace all identities.
The study’s implications extend beyond educational reform, touching on public health and social justice domains. Hodgson situates the findings within a broader sociopolitical context marked by a resurgence of anti-queer and anti-trans rhetoric in North America. The lack of inclusive education in such a climate compounds marginalization and perpetuates health disparities.
Dr. Lougheed underscores the risks inherent in self-education among 2SLGBTQIA+ youth. Without institutional support, young people may encounter misinformation or content ill-suited to their developmental stage, potentially jeopardizing their health outcomes. This points to the vital importance of integrating comprehensive, evidence-based sexual health education that reflects diverse identities and experiences.
Committed to translating their research into actionable knowledge, the team has disseminated accessible materials such as posters, brochures, and infographics targeting educators, policymakers, and community organizations. Their engagement strategy aims to sustain dialogue and advocacy beyond academic circles, fostering inclusive educational policies and practices.
The full study, titled Sexual health literacy and access to inclusive education: Investigating disparities between cisgender heterosexual and 2SLGBTQIA+ young adults, is published in the Canadian Journal of Human Sexuality. The research was also showcased at UBC Vancouver’s Inaugural Conference for Critical Social Justice in Psychology, highlighting its relevance to ongoing critical discourse.
Looking ahead, the researchers plan a follow-up study aimed at uncovering the underlying reasons why young adults, irrespective of identity, do not consistently adopt safer sex practices. This future inquiry will seek to inform interventions that bolster not only knowledge but also behavioral outcomes in sexual health.
Phoebe Hodgson affirms the urgency of systemic change: “Nothing is going to change if we don’t address how school-based sex education overlooks queer youth. Sex is a taboo topic, but it shouldn’t be.” Their research underscores comprehensive sexual health education as a fundamental human right, essential to fostering equity, safety, and well-being across all communities.
Subject of Research: People
Article Title: Sexual health literacy and access to inclusive education: Investigating disparities between cisgender heterosexual and 2SLGBTQIA+ young adults
News Publication Date: 30-Sep-2025
Web References:
https://utppublishing.com/doi/10.3138/cjhs-2025-0037
Image Credits: UBCO photo
Keywords: Psychological science, Social psychology, Behavioral psychology, Personality psychology
