This review of evaluation studies found that including gender and power content in sexuality and HIV education curricula increases the likelihood that they will be effective. Electronic and hand searches identified rigorous sexuality and HIV education evaluations from developed and developing countries published between 1990 and 2012. Of the 22 interventions that met the inclusion criteria, 10 addressed gender or power and 12 did not. Sixteen of the 22 studies were from high-income countries (14 of them from the US) and six from low- or middle-income countries. Seven of the studies were girl or women only and 15 were mixed. Ten were school-based, five clinic-based, four community-based, two in multiple settings and one in a military recruit training base. Ten of the programmes demonstrated significant decreases in pregnancy, childbearing, STIs, or STIs and pregnancy combined. Twelve failed to show a significant, independent effect on any of these outcomes. Of the ten effective programmes, five enrolled both females and males and one of these found positive effects for both males and females, others found differential effects by sex, generally better outcomes for girls and women. The programmes that addressed gender or power were five times as likely to be effective as those that did not. Of the ten programmes that addressed gender or power, eight (80%) were associated with a significantly lower rate of STIs or unintended pregnancy. In contrast, of the 12 programmes thatdid not address gender or power, only two had such an association. The study considered other factors such as pedagogy, duration and theory underpinning the approach, but found few differences between the interventions. The study found that addressing gender and power should be considered a key characteristic of effective sexuality and HIV education programmes and specifically identifies some key qualities in programme design – paying explicit attention to gender or power in relationships, fostering critical thinking about how gender norms or power manifest and operate, fostering personal reflection and valuing oneself and recognising one’s own power.1
1. Haberland NA. The case for addressing gender and power in sexuality and HIV education: a comprehensive review of evaluation studies. International Perspectives on Sexual and Reproductive Health 2015;41(1):31-42. http://dx.doi.org/10.1363/4103115.