Sexuality and relationships education in the Greek primary schools—see no evil, hear no evil, speak no evil

Abstract

Although sexuality and relationships education is recommended as one of the targets of school health education projects in Greece, implementation seems to be problematic. This article discusses findings from a survey on Greek primary school teachers, particularly their opinion on the suitability of primary schools for sexuality education, whether sexuality‐related issues are topics for discussion in their classes at present and respondents' perceptions on obstacles that inhibit teaching this subject. The results indicate that most teachers subscribe to the suitability of primary schools for developing sexuality education programs. Moreover, it seems that such teaching is part of a hidden curriculum at the moment since particular students' behaviors and/or questions prompt teachers to discuss sexuality matters in the classroom. Teachers report obstacles to be found in the organization and structure of the school system such as a lack of training and appropriate material but also in the broader social environment outside the school. Lack of communication between school and family is stressed. The findings also suggest that, for the development and delivery of sexuality education, a clearer course of action is needed from the Ministry of Education.

Notes

1. According to a number of press articles from Flash News Agency and Macedonian Press Agent, Greece has one of the highest abortion rates in the world and the highest among the countries of European Union. The annual number of terminated pregnancies typically exceeds 200,000, which is more than twice the number of births. In 2002 there were over 250,000 abortions. At the 17th Northern‐Greece Medical Association Conference at the University of Thessaloniki in 2002, it was announced that about 40,000 abortions every year concern girls younger than 16 years old (i.e. one in every five high school girls) (Tzima—Tzitzika, 2002). For articles on abortion rates in Greece, see Flash News Agency (12 April 2002, http://www.care.flash.gr/mag/topic/?id = 5141; 21 November 2001, http://greece.flash.gr/soon/2001/11/21/1361id/; and 12 April 2002, http://care.flash.gr/mag/topic/?id = 5141). For an online article about abortion rates in Greece, see Macedonian Press Agent (10 November 2003, http://www.mpa.gr/article.html?doc_id = 414267).

2. In its 1999 report the UN Convention on the Elimination of all forms of Discrimination Against Women recommended that (condom‐based) sex education, as part of the school curriculum, should be introduced by the Greek Government.

Additionally, Tountas, the president of the Institute for Social and Preventive Medicine, states:

• The picture Greece presents is one of an uncivilized country in matters concerning prevention. One solution to the problem is the education of young people, who must establish proper sexual behavior. This issue must enter the schools; it must become part of the daily life of our young people in order for them to overcome the taboos surrounding it. (Greek Helsinki Monitor Press Release, 19 November 2001, http://www.greekhelsinki.gr).

3. In Greece, children enroll in primary school at the age of six. Attendance is compulsory. Education is free including the provision of books. During the six years of primary school, children weekly attend 25 hours (first and second grades), 26 hours (third grade) and 29 hours (fourth, fifth and sixth grades). The subjects taught are language, mathematics, religion, history, environmental studies, science, social and political science, geography, English, physical education, art and music. Educators who are interested to work on a health education project in addition to the curricula subjects have to select a topic from seven general categories: nutrition; cardiovascular diseases—physical exercise; consumers' education; road and vehicle education—prevention of road accidents; dental hygiene; addictions—mental health; and sexuality and relationships education. The choice of the particular category and subject depend mainly on the teachers. When a topic is selected the teacher has to find (or design authentic) material for the health issue under consideration. The working techniques range from passive methods of lecturing, through video and slide projection, to active teaching and learning methods such as surveys, interviews and questionnaire development, as well as techniques based on activities such as drama, theatrical play, art expression, drawing and picture‐taking.

What seems the most critical issue for the implementation of a health education project is time! An option recently made mandatory (2005) is to work on a health project within the ‘flexible zone’. The ‘flexible zone’ is based on active learning and is implemented weekly. According to the Pedagogical Institute, the ‘flexible zone’ provides students and teachers with the opportunity to decide on a subject of interest for them regarding environment, health, intercultural education or any other issue that they find interesting. For the first three grades of primary school, teachers can devote up to four hours to the ‘flexible zone’; for the last three grades, the ‘flexible zone’ is two teaching hours (usually a continuous two‐hour session). See online (http://www.pi‐schools.gr/programs/EuZin/EuZin.htm, http://www.pi‐schools.gr/programs/EuZin/odigos_eveliktis.htm).

4. An institute responsible for the development and implementation of new curricula and materials in the elementary and secondary sectors (www.pi‐schools.gr/download/programs/depps/31deppsaps_AgogiYgia.pdf).

5. ‘Maraslio Didaskalio’ is an independent department of the Faculty of Primary Education, University of Athens. The objective of the department is to offer further education and specialization to primary school teachers. Teachers with a permanent teaching position and working experience of over five years are eligible to take entrance examinations. While studying in ‘Maraslio’, teachers receive full payment for two years but they are free from their teaching obligations. However, they are obliged to attend the courses offered by the program (http://www.cc.uoa.gr/maraslio/).