Students’ and Parents’ Perceptions on the Implementation of Comprehensive Sexuality Education in One Public High School

Students’ and Parents’ Perceptions on the Implementation of Comprehensive Sexuality Education in One Public High School

Coleen M. Ordinado., Karyl Faye P. Porosa., Cielo U. Villasenor., Jhudelle V. Amizol., Lerie M. Leynes., Jamil A. Percy., John Lester A. Revellame

Department of Secondary Education Major in Social Studies Northern Quezon College Inc

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000760

Received: 08 October 2025; Accepted: 16 October 2025; Published: 29 October 2025

ABSTRACT

Adolescents in the Philippines continue to face pressing challenges such as teenage pregnancy, sexual violence, and sexually transmitted infections despite strong cultural and religious pro-abstinence norms. In response to this, the Department of Education mandated the implementation of Comprehensive Sexuality Education (CSE) into the curriculum, yet it remains understudied in terms of stakeholder perceptions. This study investigated the perceptions of two key stakeholders, students and parents, on the implementation of CSE in one public high school in Infanta, Quezon. Employing a phenomenological qualitative design, the researchers purposively selected thirty participants composed of fifteen students and fifteen parents and conducted in-depth interviews guided by a researcher-made protocol. Data were transcribed and analyzed thematically. Results revealed that students primarily viewed CSE as a source of knowledge, protection, and inclusivity, emphasizing its role in fostering awareness, responsible decision-making, and respect for diversity. Meanwhile, parents recognized CSE as a shared responsibility that supports values formation and prepares adolescents for real-life challenges. Both groups expressed a strong preference for educational reading materials that are accessible, culturally sensitive, and supported by teacher facilitation and parental guidance. The study highlights both opportunities and gaps in CSE implementation, including fragmented coverage across subjects and insufficient culturally relevant materials. It concludes that strengthening CSE requires not only well-developed instructional resources but also the active collaboration of schools, families, and communities. By amplifying the voices of students and parents, this research contributes context-specific insights that can inform policymakers, educators, and future researchers in advancing a more inclusive, responsive, and effective sexuality education program in the Philippines.

INTRODUCTION

Background Of the Study

Despite the significance of pro-abstinence beliefs in the country due to its religious stronghold, the Philippines continuously records an increase in teenage pregnancies (Yamat et al., 2023). In a study regarding the factors influencing the integration of CSE into educational systems in low-and middle-income countries, the authors emphasized that the magnitude of the problem is evidenced by sexual and reproductive health challenges such as high teenage pregnancies, early marriages, and sexually transmitted infections (Chavula et al., 2022). Results from growing number of researches recommend the need for Comprehensive Sexuality Education for students which aims to strengthen knowledge, attitudes and skills about gender, sexual and reproductive health, sexual citizenship, pleasure, violence, diversity and interpersonal relationships (Aguilar et al., 2024; Versloot-Swildens et al., 2024; Badriah et al., 2023; Mbizvo et al., 2023; Zhu et al., 2023; Mark & Wu 2022; Andres et al., 2021; Sa et al., 2021). According to a study about “delaying sexual onset: outcome of a CSE initiative for adolescents in public schools,” their implementation has been associated with improved knowledge in sexual and reproductive health and fewer risky practices that result in pregnancy and sexually transmitted infections (Ramírez-Villalobos et al., 2021). In response to this, the Department of Education (DepEd) institutionalized the implementation of CSE through DepEd Order No. 31, s. 2018 in the Philippines. This policy underscores the government’s commitment to enhancing the overall wellness of Filipino adolescents by addressing their physical, mental, emotional, social, and spiritual needs. It specifically aims to improve learning outcomes by reducing dropout rates and increasing completion rates, ensure access to age-appropriate health and sexuality education, and address the reproductive health concerns of adolescents who are vulnerable to risky behaviors. Moreover, it highlights the importance of equipping students with life skills for responsible decision-making and promoting values of inclusivity, gender equality, and respect.

Students and parents are key stakeholders in shaping the implementation of Comprehensive Sexuality Education into the curriculum. Their voices are integral to the potential of implementing appropriate school-based sexuality education. This is important because students and parents commonly have different views on the necessity of implementing CSE and what should be taught. Student perspectives were forefront in this research, as they are directly experiencing classrooms. The concept of student voice is built on the understanding that young people have unique and valuable perspectives, which should not only be heard but also responded to by adults, and that they should be given opportunities to actively shape their education. As emphasized by Vanner and Almanssori (2024), recognizing the value of student voice in influencing schools does not mean that students’ perspectives are the only or even the most important perspectives, but that those who seek to enhance education quality can benefit from consulting and listening to students. Furthermore, according to Noorman et al. (2023), understanding the experiences of parents provides insights into their ideals, challenges and needs and can guide targeted support to strengthen their role in the sexual education of their children and improve their children’s outcomes. It is therefore important to understand the perceptions of students and parents on the implementation of Comprehensive Sexuality Education, as these perspectives can provide valuable insights into the challenges faced in one public high school and inform strategies for addressing them. Furthermore, the limited number of local studies focusing on stakeholder perceptions underscores the significance of this research in contributing context-specific evidence that may guide schools, parents, and policymakers in strengthening the implementation of CSE in the Philippines.

Statement of the Problem

This study entitled “Students’ and Parents’ Perception on the Implementation of Comprehensive Sexuality Education in One Public High School” pursued to answer the following questions:

1. What are the students’ perceptions toward the implementation of Comprehensive Sexuality Education in one public high school?
2. What are the parents’ perceptions toward the implementation of Comprehensive Sexuality Education in one public high school?
3. Based on the findings of the study, what educational reading materials on Comprehensive Sexuality Education can be developed?

Conceptual Framework

The contents of the conceptual framework were as stated in the objectives from the Statement of the Problem. The researchers utilized the Input Process Output (IPO) model as it offered a simple, practical, and efficient way to analyze and document a transformation process (Feldman, 2025). The Input Process Output (IPO) model provided the general structure and guide for the direction of the study. By identifying and analyzing the variables of this study on the IPO model, this study came up with the conceptual framework, which was presented in Figure 1. The input consisted of the students’ and parents’ perceptions of the implementation of Comprehensive Sexuality Education, which were processed through data gathering procedures using the interview protocol guide, and the output of the study was the development of educational reading materials based on the preferred format of the students and parents from one public high school.

Scope and the Limitation

This study focused on the students’ and parents’ perceptions of the implementation of Comprehensive Sexuality Education in one public high school only. It did not include other public high schools within the area or other regions. The study was conducted specifically during the academic year 2025–2026, which limited the depth of analysis. The rigor of this study was dependent on the ability of the researchers to bracket their own biases and rely on their adherence and commitment to exploration as part of needs analysis validation. An inherent limitation of qualitative research with non-probability sampling was that the researchers could not generalize the data to a larger population. Furthermore, thematic analysis in qualitative research was a more subjective process than analysis in quantitative research, since, for example, different researchers could create different initial coding frameworks and identify different themes. For this reason, in thematic analysis, examination of validity was very important in order to produce a more rigorous analysis. This research was limited to the perceptions of the chosen participants; therefore, the results could not be used to make broad generalizations about the actual implementation of Comprehensive Sexuality Education into the curriculum.

Significance of the Study

This study attempted to explore the varying perspectives of students’ and parents’ regarding the implementation of Comprehensive Sexuality Education in one public high school. The result of this study was significant to the following:

Students – This study helped the students as CSE provided young people with the necessary information about their bodies and sexuality, reduced misinformation, shame, and anxiety, clarified and solidified positive attitudes and perceptions, increased communication, helped them reflect on social norms and cultural values, and improved their overall sexual agency and abilities to make safe and informed choices which were crucial to the development of their identity and morality as an individual.

Parents – Although students were the main targeted beneficiary, parents also benefited directly from Comprehensive Sexuality Education as it enabled them to effectively guide their child and also protect themselves from sexual risk. This study helped facilitate more in-depth consultations with parents to discuss the nature of CSE teaching and the content of Comprehensive Sexuality Education that was implemented in the curriculum.

School – This study helped schools as CSE provided age and developmentally appropriate methods that were responsive to the changing needs and capabilities of learners and addressed developmentally relevant topics in a timely, diversity-accommodating manner which engaged them in a continuing educational process that started at an early age and built new information upon previous learning in a spiral-curriculum approach.

Society – This study helped the society as it included topics such as gender, diversity, relationships, empowerment, and consent into the curricula, rather than merely focusing on the biological aspects of reproduction. In particular, it strengthened psychosocial competence among young people which protected them from risky sexual behaviors which ultimately improved their well-being and overall quality of life in order for them to effectively participate in the society.

Future Researchers – The result of this study provided research information that was purposeful to their future research studies. It could also be cited as reference in their review of related literature (RRL).

Definition of Terms

The following terms were operationally and conceptually defined for better understanding as they will be applied in the research study:

Comprehensive Sexuality Education (CSE) – According to UNESCO (2018), Comprehensive Sexuality Education is defined as “a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality” (as cited by Navarro & Natividad, 2025). It is being suggested to be a universal move that can enhance and protect the well-being of young people across the globe. Another definition for Comprehensive Sexuality Education can be taken from UNESCO (2009), in which CSE promotes safe, reliable, non-judgmental, and effective sexuality education by using age and developmentally appropriate information, learning strategies, teaching methods, and materials (as cited by Jorvina et al., 2023).

Educational Reading Materials – Educational reading materials refer to systematically designed textual resources that aim to facilitate learning by providing accurate, relevant, and developmentally appropriate information on specific subjects. In the context of Comprehensive Sexuality Education, these materials serve as instructional tools that support the effective delivery of curriculum content, enhance student understanding, and promote informed decision-making.

Implementation – In context of this study, the operational definition of implementation is the application of the prescribed curriculum in the classroom by the teacher. Its conceptual definition is that implementation is a fulfillment of officially prepared course content and process to ensure the student gains targeted knowledge, skills, experience, and attitude (Chaudhary 2015, as cited by Karakus, 2021).

Parents – These were the purposely chosen parents of students that were enrolled for the school year 2025-2026 from one public high school.

Perceptions – It is defined by multiple disciplines, but in relation to this study, perception involves the way one sees the world making it a uniquely individualized experience. Thus, perception is the comprehension that can lead to a response. Its conceptual definition can be derived from Diana (2022), wherein perception is how a human can provide or define something depending on what they encounter through stimuli received by the five senses.

Students – These were the purposely chosen students that were enrolled for the school year 2025-2026 from one public high school.

REVIEW OF RELATED LITERATURE

In this chapter, the researchers found reliable representative details in the related literature and studies that addresses different concepts related to Comprehensive Sexuality Education both in international and local contexts. The discussions highlighted the effectiveness of CSE over abstinence-only programs, the role of UNESCO’s International Technical Guidance in promoting evidence-based curricula, and the importance of addressing sexuality, values, rights, and gender equality in education (Mullis, 2023; UNESCO, 2018; Carteciano, 2023). Local literature emphasized the implementation of RA 10354 and DepEd Order No. 31, s. 2018, which aimed to enhance adolescents’ overall wellness and ensure access to reproductive health education (Galvez et al., 2021; Jorvina et al., 2023). However, both foreign and local studies revealed persisting challenges such as inadequate resources, limited teacher training, cultural resistance, and religious opposition (Ballecer, 2023; Pineda, 2024; Navarro & Natividad, 2025). These literature and studies underscored the vitality of conducting this research to contribute to a deeper understanding of the implementation of CSE and to support efforts toward more inclusive and effective approaches.

Foreign Literature

Abstinence-only Sex Education vs. Comprehensive Sexuality Education

Sexuality education varies considerably from abstinence-only to Comprehensive Sexuality Education and can influence knowledge, attitudes, and behaviors about sexuality. As we know it, abstinence-only sex education taught predominately via formal classroom instruction has continuously been emphasized throughout history and in classrooms today. Data suggested that abstinence-only education was not an effective form of sex education compared to Comprehensive Sexuality Education (Mullis, 2023). Moreover, Betit and Kennedy (2022), proves that by strictly focusing on formal education curriculums, excluding parental roles, abstinence-only sex education have not been shown to reduce teen pregnancy or sexual activity and are not as informative as Comprehensive Sexuality Education.

Abstinence-only interventions promote delaying sex until marriage, however, it is unclear whether adolescents’ beliefs about abstinence predict their sexual behavior, including sexual risk behavior (Bhochhibhoya et al., 2024), whereas Comprehensive Sexual Education is curriculum-based teaching and learning of various dimensions of sexuality. By equipping young people with accurate information on sexual and reproductive health, CSE promotes healthier populations and fosters a more informed workforce, contributing positively to national economies (Sekhar et. al., 2024).

Foreign Study

‘Comprehensive’ in Comprehensive Sexuality Education

It is universally known that among the seventeen United Nations (UN) Sustainable Development Goals (SDGs), one focuses on improving the lives of people of all ages. To promote the enhancement of our holistic well-being, talks about Sexual and Reproductive Health (SRH) are also being considered.

Sixteen years have passed since the publication of the first International Technical Guidance on Sexuality Education which was released by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2009, designed to support governments in developing evidence-based sexuality education curricula and adapting it to local contexts. Revised in 2018, the UNESCO International Technical Guidance on Sexuality Education, as well as supportive tools from a range of stakeholders,’ and a growing body of research, have facilitated an emerging consensus on what constitutes comprehensive age- and developmentally-appropriate and gender sensitive sexuality education (Joint United Nations Programme on HIV/AIDS, 2021).

According to UNESCO (2018), CSE equip children and young people with knowledge, skills, attitudes, and values that will empower them to: realize their health, well-being, and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and, understand and ensure the protection of their rights throughout their lives (as cited by Carteciano, 2023).

‘Sexuality’ in Comprehensive Sexuality Education

Comprehensive Sexuality Education addressed sexuality, inherent rights, values, and gender equality and centered education on the needs of individual students. Rather than focusing primarily on risk aversion, CSE enhanced well-being by presenting a balanced view of sexuality (Francis 2010, as cited by Carteciano, 2023). It not only concerns reproductive health matters but also focuses on related issues about human rights.

According to UNESCO (2018), the creators of the International Technical Guidance on Sexuality Education had designed it to be implemented as a sexuality education program. It outlined sexual and reproductive health (SRH) concepts vital for all adolescents. These eight key concepts included relationships; values, rights, culture, and sexuality; understanding gender; violence and staying safe; skills for health and well-being; the human body and development; sexuality and sexual behavior; and sexual and reproductive health (as cited by Carteciano, 2023). The Philippine government strives to meet international standards by engaging in discussions on Sexual and Reproductive Health and Rights (SRHR) to safeguard the well-being of its citizens (Diamondstein, 2022). However, reports indicate that it has not fully met its responsibilities in improving access to SRH services (Ulep et al., 2021).

‘Education’ in Comprehensive Sexuality Education

Children and young people’s access to education on sexual and reproductive health are grounded in international human rights conventions that stress the right of every individual to education and to the highest attainable standard of health and well-being (Joint United Nations Programme on HIV/AIDS, 2021). According to UNESCO (2018), Sexuality education should start early, be age- and developmentally-appropriate and should follow an incremental approach. This helps learners internalize concepts, make informed decisions, understand sexuality and develop critical thinking skills that mature as they grow older (as cited in Joint United Nations Programme on HIV/AIDS, 2021).

Schools are an ideal place to strengthen adolescents’ knowledge and modify their behavior, guiding them to exercise responsible sexuality (Ramirez-Villalobos et. al., 2021). According to the International Planned Parenthood Federation (IPPF) as cited by Sekhar et. al. (2024), the development of educational materials for CSE must adhere to principles of good practice, which are categorized under four main headings: planning, delivery, assessment, and evaluation. Within the assessment and evaluation category, conducting pre- and post-test assessments is emphasized as a crucial practice. With this, sexual education initiatives for adolescents have been developed in schools but face challenges, such as: teachers’ inadequate knowledge of sexuality issues and limited skills for addressing these topics; occasional educational content that does not match students’ concerns and needs; as well as resistance from parents and educational authorities (Ramirez-Villalobos et. al., 2021). Given these problems, it is important to support the implementation of Comprehensive Sexuality Education and measure their results.

Key Stakeholders of Comprehensive Sexuality Education

CSE needs to be understood by different stakeholders, such as students and parents, in order to promote comfort and understanding of what can be a sensitive topic. In several countries, there are documented processes of engaging with these multiple stakeholders in the design of CSE that is locally appropriate, while still striving to reach international guidelines for comprehensive content, with promising results. Non-government organizations (NGO) and other development partners have been central in supporting these efforts, and in some countries have worked closely with government to design curricula and implement teacher training (Joint United Nations Programme on HIV/AIDS, 2021).

Nonetheless, CSE is subject to progress and setbacks in support, and in some contexts, has experienced significant opposition resulting in set-backs in its implementation. In countries experiencing setbacks, due to resistance from a small but sometimes influential opposition, extra efforts are needed to advocate for CSE, pointing to the evidence for its positive effects and countering misinformation that can fuel opposition (Joint United Nations Programme on HIV/AIDS, 2021). Together with program support and involvement of a vast array of stakeholders, will contribute to design, implementation, monitoring, and assessment of good quality sexuality education. Navarro and Natividad (2025) mentions that offering recommendations for how these stakeholders can contribute to making CSE more effective. In this context, many are seeking a clearer understanding of the status of school- based CSE. This will help to inform continued advocacy and resourcing efforts across the world, as governments and partners work towards the goal of ensuring all learners receive quality CSE (Joint United Nations Programme on HIV/AIDS, 2021).

Local Literature

Implementation of Comprehensive Sexuality Education

Section 11 of the Responsible Parenthood and Reproductive Health Act of 2012 states that “The State shall provide age- and development-appropriate responsible parenthood and reproductive health education to adolescents and school-age children which shall be taught by adequately trained teachers and educators in formal and non-formal educational system” (Implementing Rules and Regulations of Republic Act No. 10354, 2013 as cited by Galvez et. al., 2021). Additionally, according to Jorvina et al. (2023), the Department of Education (DepEd) is dedicated in delivering and safeguarding the right of Filipino learners towards good education and improved health so that the learners can finish basic education free from health concerns. DepEd, through its school system, acknowledges its roles and responsibilities in giving the learners their right to good health through its function as forerunner in the implementation of DepEd Order No. 31, s. 2018 otherwise known as the Comprehensive Sexuality Education.

Specifically, DepEd Order No. 31, s. 2018 aims to enhance the overall wellness of Filipino adolescents—physically, mentally, emotionally, socially, and spiritually; contribute to better learning outcomes through reduced dropout rates, higher completion rates, and improved quality of learning; ensure that adolescents have access to adequate and appropriate information and health care education; address reproductive health concerns among adolescents who are vulnerable to risky behaviors; and promote healthy and responsible sexual and social behavior. It also seeks to develop mature and responsible children and young adolescents imbued with desirable health values, provide teachers with resource materials for developing life skills such as decision-making and problem-solving, and enable teachers to integrate reproductive health concepts and messages across the curriculum wherever appropriate. The DepEd likewise commits to ensuring convergence in the implementation of Comprehensive Sexuality Education by working alongside other line agencies.

However, without a strong policy to guide implementation in schools, sexuality education is often left in the hands of Non-government Organizations (NGO) and Local Government Unit (LGU) e.g., Barangay Health Workers (BHW) and Department of Social Welfare and Development (DSWD) in the Philippine context, sometimes without a clear framework or consensus on how to organize and mobilize these efforts, meaning that many learners will miss out. While civil society organizations certainly play a valuable role in delivering sexuality education outside the classroom, this is a missed opportunity for reaching a significant proportion of learners within the structured delivery of their wider education by trained teachers, and risks leaving many without essential information and skills for their future.

Local Study

Challenges in the Implementation of the CSE

Despite the efforts that have been made by the government to implement this policy in the Philippines, there are still issues that need to be addressed. According to Ballecer (2023), the implementation of the CSE faces a lot of conflicts. These include the lack of materials needed in the implementation, especially when it comes to the facilities (Jardinez & Natividad, 2024), and they have also observed the lack of training and knowledge among the instructors concerning this policy in the curriculum. To fully maximize the implementation of the policy, these considerations for improvement must be taken into account. As we can observe, the main issue that the government should be focused on is to provide an adequate resource for implementing the CSE. Aside from that, appropriate training or meetings must be held to train educators with the needed knowledge and skills to handle such educational implementation.

Controversies in the Implementation of the CSE

No matter how beneficial a policy may be, opposition will always come into play. For instance, the RA 10354, or the Responsible Parenthood and Reproductive Health Act took eight long years before it was accepted and passed in 2012 (Tan 2018, as cited by Navarro & Natividad, 2025). The CSE programs and policies are established as protective measures to strengthen the well-being of young individuals in matters of sexual and reproductive health. However, Filipinos often fail to notice such a good intention due to their strict adherence to religions and cultural practices. It is evident that religious and traditional practices heavily influence the values and beliefs of the Filipino people (Pineda, 2024). These seem to be strong forces that can block the full potential and implementation of CSE.

Oppositions in the Implementation of the CSE

From a spiritual standpoint, the implementation of the CSE could raise concerns about its potential impact on adolescents’ ability to uphold values such as chastity, modesty, and morality, as emphasized in the Ten Commandments (Dioko 2010, as cited by Navarro & Natividad, 2025). Doctrinal sensitive issues surrounding the CSE programs and policies make it a taboo topic that must be discussed with sensitivity and privacy in this predominantly Roman Catholic country (Grunebaum, 2023). As a result, Catholic schools nationwide put no consideration in the integration of sex and sexuality information in their curricula, despite the ongoing conduct of Comprehensive Sexuality Education in public schools (Masilungan 2014, as cited by Navarro & Natividad, 2025). In this case, the students in Catholic schools may not be guaranteed with appropriate education on sexual and reproductive health, which could potentially lead to a lack of awareness or even misinformation and confused attitudes (Bautista, 2022) about these critical topics.

Another hindrance to the effective implementation of CSE is our culture. In his journal article titled “Culture and Comprehensive Sexuality Education in the Philippines”, Tan (2018) discussed how Filipino culture has influenced us with by spreading misinformation, associating reproductive anatomy with provocative vocabularies and promoting traditional beliefs and rituals regarding young people’s sexuality (as cited by Navarro & Natividad, 2025). Since our culture is deeply rooted in our way of life, Tan argued that it can be leveraged to better elevate the students’ learning experience through CSE. He suggested that CSE instructional materials should include culturally relevant and scientifically accurate content, deconstruct inappropriate sexual vocabularies, and shift public perception of CSE, emphasizing that it encompasses much more than just sex education – it also addresses sexuality.

Reconsidering the Intensification of the CSE in the Philippines

Ultimately, the purpose of implementing CSE programs and policies is to alleviate the concerns on public health in terms of teenage pregnancy, STIs, and gender-based abuses, a reconsideration on its intensification could inspire policymakers to reconstruct CSE (Gatchalian, 2024) to make sure that it is more relevant, healthy and effective for the younger generation. With the support and aid from parents and community, suggestions concerning CSE programs and policies can be made to better improve the existing curriculum, making instructions more inclusive, culturally tailored and appropriate for teens. These efforts can further enhance the learning environment for students making them feel secured in terms of their physical and emotional well-being, social connections, and cultural inclusivity (Caronan & Natividad, 2023). This collaborative and balanced approach to sexuality education in the Philippines can be a practical solution in making it appear less disruptive among resistant groups and more intensive in imparting sexual health knowledge among adolescents.

METHODOLOGY

This research studied the implementation of Comprehensive Sexuality Education in One Public High School by determining the students’ and parents’ perceptions. This chapter presents the research method and design, locale of the study, participants of the study, research instrument and validation, data gathering procedure, data analysis procedure, and ethical considerations.

Research Design

In this study, the researchers utilized the phenomenological research design. According to Mcleod (2023), phenomenology in qualitative research is characterized by a focus on understanding the meaning of lived experience from the perspective of the participants. And therefore, will rely on qualitative data that can illuminate the subjective experiences of the participants. Through this, the researchers sought to identify the varying perceptions of students’ and parents’ regarding the implementation of Comprehensive Sexuality Education in one public high school. Based on the survey results of the study, the researchers developed an educational reading material about Comprehensive Sexuality Education as its research output.

Research Locale

This study was conducted in one public high school located at the Municipality of Infanta, Quezon Province, Philippines. The researchers chose this school as the locale of the study as it offers the advantage of convenient access to a diverse range of participants allowing for in-depth understanding of specific contexts and experiences, thereby enhancing the richness of the data and making the recruitment and overall conduct of the research more feasible and efficient.

Research Population and Sample

The researchers utilized a purposive type of non-probability sampling design to select the participants of the study because based on Andrade’s (2021) assertion, purposive sampling has advantages over other non-probability sampling methods. Andrade (2021) emphasized that purposive sampling is particularly valued for its clarity in respondent selection and its applicability in qualitative research, as it ensures that participants are chosen for their ability to provide rich, relevant, and diverse data. Moreover, the researchers implemented the purposive sampling design as it involves the deliberate process of selecting participants based on the predefined criteria or characteristics most relevant to the study’s focus which relies on the researchers’ judgement when choosing population members to participate in the study. With that being considered, the participants of the study involved 30 participants, composed of 15 students and 15 parents from a single public high school. The students were selected from each grade level (Grades 7 to 12) and had to be enrolled in the selected public high school. Meanwhile, the parent participants had a child enrolled in the selected public high school as a prerequisite to participate in the study. Furthermore, data saturation guided the total number of participants, meaning the number of participants therefore varied depending on when saturation was achieved.

Research Instrument

The researchers employed interview questionnaires as the primary data collecting method for the selected participants. These participants were surveyed through the researcher-made interview protocol guide, which was specifically designed to address the problem objectives of the study. This instrument was administered to both the selected participants and the pilot contributor to ensure consistency and reliability in the data gathered. Additionally, the researchers used the semi-structured interview and prioritized open questions that enabled the participants to articulate their experiences in their own words. The research instruments stated above served to reveal the perceptions of students’ and parents’ regarding the implementation of Comprehensive Sexuality Education in one public high school.

Data Gathering Procedures

Before anything else, a permission letter was given to the selected public high school. Upon their approval, letters were then sent to the pilot participants and the chosen students and parents along with the research title, statement of the problem, and the interview protocol guide before conducting the survey. The participants were given 24 hours to one week to review it before deciding to contribute to the study. After the participants’ confirmation, they were individually approached and given an explanation of the research and their rights, including the voluntary nature of participation and the ability to withdraw at any time without consequences. During the survey, the researchers personally interviewed the participants. The questionnaires were composed of twelve (12) separate questions for the students and parents, administered in both English and Filipino, which were essential for determining the participants’ perceptions regarding the implementation of CSE. The entirety of the interview, including its length, was recorded using the Voice Recorder application for accuracy and data integrity. Simultaneously, the principle of data saturation guided the interview process, meaning interviews continued until no new themes or insights emerged from the participants’ responses. This approach ensured that the data collected was rich, in-depth, and sufficient to support comprehensive and reliable data analysis.

Data Analysis

The interviews were transcribed in verbatim and were coded using the inductive approach. Inductive coding was applied to categorize the results from the survey where the codes emerged from the data itself. With the inductive coding approach, the codes that the researchers used were grounded in the actual language and perspectives of the participants. The categorized information was then linked together into cohesive, overarching themes. With this, thematic analysis was applied to analyze transcript data to uncover recurring patterns and themes that emerged from the interviews of the survey. This was advantageous in analyzing data for the reason that the aim of thematic analysis was to create a comprehensive record of the codings and themes that were raised in interviews or observations. This method was most applicable for the study since the researchers expected a large volume of qualitative data and needed this to distill it into manageable themes for deeper analysis of the students’ and parents’ perceptions on the implementation of Comprehensive Sexuality Education in one public high school.

Ethical Considerations

The Republic Act (RA) No. 10173 or also knows as “Data Privacy Act of 2012” (DPA of 2012), was signed into law creating the National Privacy Commission (NPC) to promote, regulate, and monitor data privacy compliance of both government agencies and private institutions to protect and safeguard the personal data of its citizenry (Castro, 2021). Therefore, ethical considerations were carefully addressed during the conduct of the study. The researchers in charge of supervising the survey established a transparent relationship with all the participants, maintaining a neutral and unbiased stance and avoiding any speech that could possibly disempower or demean the participants. The anonymity of the contributors was preserved by not revealing their names and identity in the data collection, analysis, and reporting of the study findings. Additionally, all data and information collected from the survey were handled and accessed only by the researchers in order to ensure confidentiality. Upon the completion and final printing of the hardbound copy of the research, all collected data, both digital and physical, were securely disposed of. Digital files were permanently deleted from storage devices, while any printed materials were shredded to prevent unauthorized access and ensure the protection of participants’ information in accordance with ethical research standards. Finally, in order to protect and preserve the institution’s integrity, the researchers chose not to disclose the name of the school. The perceptions of the participants did not reflect the reputation of the school and were not interpreted as representative of the institution as a whole.

Specialist Informant

The study was approved by Dr. Leo Neil R. Portales, a qualitative research specialist with an extensive educational background. He recently graduated from Laguna State Polytechnic University with a Doctor of Philosophy in Educational Leadership and Management, and he also completed his bachelor’s degree at the Philippine Normal University and his master’s degree at Northern Quezon College Inc. Currently, he is working as a Middle School Science teacher at Boulter Middle School in Tyler, Texas, USA, and before leaving the Philippines, he served as a Science Teacher III at Lubayat National High School in Real, Quezon. His years of experience in teaching provided valuable insights into the practical applications of the study’s themes, ensuring that the findings were both theoretically sound and grounded in real-world educational practice, while also adhering to ethical standards. Moreover, Dr. Portales suggested that the presentation of findings should highlight the lived experiences of participants through narrative and descriptive accounts, consistent with phenomenological research. He further recommended including respondent profiles to provide clearer context and authenticity, and advised that tables be used only as support while focusing primarily on interpretation and meaning-making. Through these insights, his guidance enhanced the credibility of the study and ensured that the analysis faithfully reflected participants’ voices while maintaining academic rigor.

PRESENTATION OF DATA COLLECTION AND THEMATIC ANALYSIS

This chapter presents the results of the interviews conducted with thirty (30) participants, consisting of fifteen (15) students and fifteen (15) parents. The data were transcribed, coded, and analyzed using thematic analysis as outlined in Chapter III. To maintain confidentiality, participants are identified numerically (e.g., Student 1, Parent 1). The presentation of findings follows the sequence of the research questions, with recurring themes and sub-themes identified through careful examination of participants’ responses. The results are organized thematically to capture both shared and differing perspectives of students’ and parents’ regarding the implementation of Comprehensive Sexuality Education in one public high school. Each theme is supported with verbatim quotations to strengthen authenticity and provide evidence for the analysis. Through this approach, the chapter highlights the participants’ insights, offering a deeper understanding of their perceptions. The succeeding sections detail the emerging themes and subthemes, presenting a comprehensive discussion of the findings based on the collected qualitative data.

Table 1: The Students’ Perception on The Implementation of Comprehensive Sexuality Education in One Public High School

Theme 1: Students’ Perception of CSE as a Pathway to Knowledge, Protection, and Inclusivity

The responses of the students consistently highlighted that Comprehensive Sexuality Education (CSE) was primarily understood as knowledge that extends from sexual activity to include gender identity, adolescent development, and self-awareness. Many associated CSE with learning about “appropriate sexual behavior” (Student 2), “sexual intercourse” (Student 14), and “the sexes of men and women” (Student 10), while others linked it to gender identity, as Student 7 described it as “knowledge or teaching about people’s sex or gender.” Students further emphasized that CSE was crucial in guiding them through adolescence, noting that it teaches awareness of one’s body, responsible decision-making, and preventive practices such as avoiding sexually transmitted infections (Student 9) and understanding emotional, physical, and social aspects of development (Student 13). This reflected the perception that CSE is not merely about sex but a broader educational tool for growth, health, and responsible behavior (Mbarushimana et al.,2023).

At the same time, students acknowledged that while CSE was integrated into the school curriculum, it was often scattered across different subjects such as Science, Health, and Edukasyon Sa Pagpapakatao (E.S.P.), making its scope somewhat limited. For example, students recalled learning about HIV and STIs in Health, reproductive systems in Science, and gender issues in ESP (Students 2, 7, 12). Although they appreciated receiving essential information such as safe practices and contraceptives (Student 1), many pointed out that the lessons were often basic, narrow, or incomplete, as Student 8 admitted they mainly focused on “the body systems” while Student 11 said they were “only taught the basics.” Despite these limitations, students strongly favored the inclusion of CSE in schools, highlighting its role in awareness, prevention, and guiding responsible decision-making (Singh et al. 2025). They explained that CSE can help them “avoid undesirable things” (Student 1), “understand the effects of early sexual activity” (Student 2), and “prevent harassment in schools” (Student 10), showing that they perceived it as highly relevant to both personal and social well-being.

Finally, students viewed CSE not only as a means of protection but also as a foundation for inclusivity, advocacy, and community awareness. Many expressed their comfort in learning these lessons, provided they were taught with sensitivity and aligned with their readiness (Students 1, 2, 6, 14). They emphasized the importance of discussing issues such as abstinence, teenage pregnancy, and safe sexual practices (Students 6, 8, 11), while also recognizing that CSE should promote inclusivity, gender equality, and respect for diversity (Students 7, 10, 15). Some even saw CSE as a way to share knowledge with peers and advocate for broader awareness, as Student 4 said they could “teach it to others,” and Student 12 expressed willingness “to promote and advocate its implementation.” Collectively, these perspectives showed that students regarded CSE as a pathway not only to personal knowledge and protection but also to fostering inclusivity, respect, and advocacy within the school community.

Subtheme 1.1: Comprehensive Sexuality Education as Knowledge of Sexuality, Gender, and Adolescent Development

The responses of the students revealed a common theme that comprehensive sexuality education (CSE) is primarily understood as knowledge about sexuality, sexual behavior, and gender identity. Several participants directly associated CSE with sexual activity and relationships, such as Student 2 who said it involves “the study of appropriate sexual behavior, when it is acceptable to engage in sexual activity, and ensuring one’s safety when engaging in intercourse,” while Student 14 simply answered that it is about “sexual intercourse.” Similarly, Student 10 shared that it refers to “the sexes of men and women, or sexual intercourse between a man and a woman.” On the other hand, some students expanded the meaning of CSE to include identity and gender, as Student 7 noted that it is the “knowledge or teaching about people’s sex or gender,” and Student 11 explained it as “the study about ourselves, whether we are female, male, or whatever our gender may be.” These statements suggested that students viewed CSE as a broad education that combined both physical behavior and identity.

Student 2: Ahm, tagalugin ko nalang po. pumasok po sa aking isip tungkol po dito ay is yung tungkol sa sekswalidad yung para po yung pag aaral tungkol sa tamang sekswal, tamang kung kailan pwede makipag sekswal at yung kaligtasan mo kung ikaw’y makikipagtalik.

Student 2: Ahm, I will just say it in Tagalog. What came to my mind regarding this is about sexuality, the study of appropriate sexual behavior, when it is acceptable to engage in sexual activity, and ensuring one’s safety when engaging in intercourse.

Student 14: Ang pumapasok po sa isip ko about po sa Komprehensibong Edukasyong Pangsekswalidad ay yung pagkikipagtalik po.

Student 14: What comes to my mind about comprehensive sexuality education is sexual intercourse.

Student 10: Ang pumapasok sa isip ko po tungkol sa Komprehensibong Edukasyong pang sekswalidad ay para parang pong tungkol sa mga kasarian ng lalaki’t babae opo o kaya po pagtatalik ng lalaki at babae, ‘yung ganon po.

Student 10: What comes to my mind about comprehensive sexuality education is that it seems to be about the sexes of men and women, or sexual intercourse between a man and a woman, something like that.

Student 7: Sa tingin ko po, ito po yung kaalaman or pagtuturo sa kasarian or gender ng mga tao po.

Student 7: I think this is knowledge or teaching about people’s sex or gender.

Student 11: Ahm, ito po ‘yong parang…ito po ‘yong…ah kaalaman po o ‘yung  pag-aaral po tungkol sa…tungkol sa ating…ah sarili po. Sa kung tayo man ay babae, lalaki, or kung anuman po ‘yung gender natin. 

Student 11: This is the knowledge or the study about ourselves, whether we are female, male, or whatever our gender may be.

In addition to sexuality and gender, the participants emphasized the role of CSE in guiding adolescents to awareness and responsible behavior. For example, Student 6 mentioned that its purpose is “for the children’s knowledge, for their awareness about sexuality and their body parts,” while Student 9 stressed its importance in teaching students “how to take care of themselves… especially since many people are now contracting STIs.” Student 8 highlighted that CSE is “not only about sexual matters but also about adolescence,” including topics such as abstinence and body changes. Likewise, Student 13 explained that it involves “learning about the cognitive, emotional, physical, and social aspects of sexuality.” These responses showed that students recognized the developmental and preventive function of CSE, seeing it not just as information on sex but as guidance for health, self-care, and decision-making during adolescence.

Student 6: ‘Yung nasa isip ko po? Kase po ‘yung, iyun po ‘yung ipinapatupad po sana ng DepEd po ay nakita ko rin po iyun sa balita kaya po ang una po talagang pumapasok sa isip ko ay ‘yung pagpapatupad nito para po doon sa kaalaman ng mga bata, for their awareness po sa mga sexuality doon po sa mga body parts po nila, ‘yun po talaga. 

Student 6: What comes to my mind? It is because what the Department of Education is supposed to implement, I also saw in the news, so the first thing that really comes to mind is its implementation for the children’s knowledge, for their awareness about sexuality and their body parts.

Student 9: Parang… ang persepsyon ko po rito eh, parang ano, okay naman po, parang kapag mag-ano po kayo, magbibigay po kayo na parang tuturuan nyo po yung mga bata sa… about ano educa… edukasyon sa kung paano pangalagaan ang kanilang sarili ay sasabihin ko po’y, tama naman po ito at kailangan po talaga, tas dahil po marami naman na po nagkakaroon ng STI ngayon.

Student 9: My perception of this is that it is okay. For example, if you are going to teach children about education on how to take care of themselves, I would say that this is correct and really necessary, especially since many people are now contracting STIs.

Student 8: Yung una pong pumapasok sa isip ko is ano po, about po siya sa mga, hindi lang po sa sexual, kundi, adolescence din po. Kasi kapag po adolescence, is nagsisimula na po tayong mag-develop ‘yung katawan natin. And, furthermore po, ah naisip ko po sa edukasyon pang sekswalidad. And nandito po yung mga abstinence, mga terminologies na ginagamit po sa pagse-sex.

Student 8: The first thing that comes to my mind is that it is not only about sexual matters but also about adolescence. Because during adolescence, our bodies begin to develop. Furthermore, I think sexuality education includes topics such as abstinence and the terminologies used in sexual activity.

Student 13: Pwedeng English? Learning about the cognitive at emotional, physical social aspect. Ah sexuality.

Student 13: Learning about the cognitive, emotional, physical, and social aspects of sexuality.

Subtheme 1.2: Comprehensive Sexuality Education as an Integrated but Limited Part of the School Curriculum

Based on the responses of the students, a common theme is that comprehensive sexuality education (CSE) is taught in school, but it is mostly integrated into other subjects and sometimes limited in scope. Several participants mentioned that CSE is discussed in classes like PE, Health, Science, or Edukasyon Sa Pagpapakatao (E.S.P.). For instance, Student 2 explained that their teacher discussed HIV and STIs in Health class because “it is necessary for young people to know about it so they can avoid it and prevent it from spreading further,” while Student 6 recalled lessons on “a woman’s fertility, about her periods.” Similarly, Student 7 said that issues related to gender and the LGBTQ community were covered in their E.S.P. subject, and Student 12 emphasized that sexuality is “somewhat integrated into Science and E.S.P.” These accounts suggested that while students recognized the presence of CSE in their education, it is often scattered across different subjects rather than taught comprehensively in one cohesive program.

Student 2: Opo, na discuss po ito ngayon lang din ni ma’am cha sa PE and Health po namin at pinag aaralan po iyon kasi po dun sa may sakit po tayo dito sa infanta yung sa HIV po yung Sexually Transmitted Infection or STI pinag aaralan po iyon. iyun po ay kailangan po syang pag aralan po para malaman po ng mga Kabataan na iwasan po iyon para lalong hindi dumami.

Student 2: Yes, this was just discussed by Ma’am Cha in our PE and Health class, and we are studying it because here in Infanta, there are cases of HIV, which is a Sexually Transmitted Infection or STI. We study it because it is necessary for young people to know about it so they can avoid it and prevent it from spreading further.

Student 6: Mayroon pong ano, mga natatackle po doon po sa iba pong subject na parang ganun na po, tinatackle po katulad na po doon sa, ano na ngang tawag dito ah… ‘yung pong sa pag ano na nga ‘yun, ‘yung pag  pag pi fertile po ng babae, ‘yung tungkol sa kanyang periods then same din naman po sa lalaki. Tapos mayroon din pong natatackle din po sa mga sexuality po, specially po doon sa Araling Panlipunan po naming nung Junior Highschool, ‘yun lang po. 

Student 6: There are some topics like that which are tackled in other subjects, such as the one about a woman’s fertility, about her periods, and it is the same for men as well. There are also topics about sexuality, especially in our Araling Panlipunan class back in Junior High School. That is all.

Student 7: Opo, naituturo naman po, dahil po dibaga nga po sa subject na ESP nung grade 10, simula po grade 7 hanggang grade 10 possible po na tinuturo na po yung katulad po nung sa LGBTQ. 

Student 7: Yes, it is taught, because in the subject E.S.P. in Grade 10, and possibly from Grade 7 to Grade 10, topics like those about the LGBTQ are already being taught.

Student 12: Uhm, During my junior high school po, napag-aralan po namin yung tungkol sa sexuality, tas kung paano po yun nagwo-work, kasi mga gender, ganaganay-on, napag-aralan naman po namin. So, na-implement po siya dito sa Langgas. Uhm, meron naman po, parang po siya’y nakaano sa Science at ESP po, dati po ESP.

Student 12: Uhm, during my junior high school, we studied about sexuality and how it works, including genders and things like that, so we did learn about it. So, it is implemented here in Langgas. Uhm, there is such a topic, and it is somewhat integrated into Science and E.S.P., which used to cover it.

At the same time, students acknowledged that their schools provided at least the essential knowledge needed for awareness, though often in a basic or preventive form. Student 1 shared that they were taught “to be safe [in sexual intercourse], such as using contraceptives,” while Student 9 recalled learning about “viruses or infections that can be contracted when having sexual intercourse with a partner” and the importance of the barrier method. Student 8, however, pointed out a limitation, saying that “the only topics included were the body systems, especially the female reproductive system and the male reproductive system,” indicating that the coverage was narrow and did not fully encompass the broader aspects of sexuality. Similarly, Student 11 admitted that as a Grade 8 student, they were “only taught the basics.” Overall, the theme highlighted that while schools did cover relevant and necessary topics related to sexuality education, these lessons remained fragmented, limited in depth, and sometimes dependent on the subject where they were integrated.

Student 1: Ahh para po sakin natuturo naman po ng paaralan yung… sa ano sa comprehensive education dahil para pong tinutulungan po kaming……. parang tinuturuan kami dito na maging safe sa pakikipag ano, kagaya ng pag gamit ng mga contraceptives sa sexuality para hindi ma ano.

Student 1: Ahh, for me, the school does teach… comprehensive education because it’s like they help us… it’s like they teach us here to be safe [in sexual intercourse], such as using contraceptives in relation to sexuality so that nothing bad happens.

Student 9: Uhm, Opo, para po sa akin ay naituturo po iyun, dahil po ngayon po nung nakaraang lesson po namin, nakaraang week lang po, ang pinag-aaral din po namin tungkol po sa mga… sa mga viruses po or mga infection po na nakukuha kapag nakikipagtalikan sa isang… ano ah, sa isang kasama. Kaya po, opo, natuturuan po kami at nasasabihin na… pwede pong bawal namin munang gawin or sa kapag mas tumanda na po kami ay mag-barrier method po kami.

Student 9: Uhm, yes, for me it is taught, because in our recent lesson just last week, we also studied about viruses or infections that can be contracted when having sexual intercourse with a partner. That is why, yes, we are taught and told that we should avoid doing it for now, or when we are older, we should use the barrier method.

Student 8: Ah dito po, based on, ahh napag-aralan po namin ng grade 10. Ahh ang sinasama lang po kasi is ‘yung mga, ano pong tawag yun sa mga system-system natin? Opo yung mga ano, lalo na po ‘yung, syempre, kasama po ‘yung ating ah female reproductive system, tsaka po ‘yung male. So, ‘yun lang po talaga yung napapasama about sa sexual education natin. And, tapos po, halos lahat naman po is, hindi po sila nag-popromote po nung sexual education. Kasi may mga factors daw po na nakaka-affect sa bata.

Student 8: Here, based on what we studied in Grade 10, the only topics included are the body systems, especially the female reproductive system and the male reproductive system. So that is really the only part included about our sexual education. Also, almost everyone does not promote sexual education because they say there are factors that can affect the child.

Student 11: Sa palagay ko po ay…parang basic laang po kasi ang naiituro pa sa amin as grade 8 student, pero siguro naman po ay nagkakaroon na rin po kami ng kaunting kaalaman.

Student 11: I think that as Grade 8 students, we are only taught the basics, but I guess we are still able to gain a bit of knowledge.

Subtheme 1.3: Favoring CSE for Awareness, Protection, and Responsible Decision-Making

A clear theme that emerged from the responses of the students was their strong support for the implementation of comprehensive sexuality education (CSE) in public schools because they viewed it as a tool for awareness, prevention, and guidance in responsible behavior. Many students highlighted that CSE could help them avoid negative consequences of early or unsafe sexual activity. For instance, Student 1 said they were in favor “because it can help us avoid undesirable things that might happen if we engage in sexual activities,” while Student 2 stressed that it will teach them about “the effects… if it is done at an early age, and whether there are consequences if it is done too soon.” Similarly, Student 11 emphasized that CSE is important as it could “help us avoid the harmful effects of engaging in sex at an early age.” These responses showed that students saw CSE as not just theoretical knowledge, but as practical guidance for protecting their health and future.

Student 1: Ah, for me po parang pabor po ako sa pagututuro nito kasi parang maiiwasan na natin yung mga hindi magandang mangyayari kung gagawa man tayo sexual or makikipag sexual interaction.

Student 1: Ah, for me, I am in favor of teaching this because it can help us avoid undesirable things that might happen if we engage in sexual activities or interactions.

Student 2: Opo, para malaman po kung ano bang epekto kung gagawin agad agad sa maagang panahon at kung may epekto ba iyon kung ginawa agad. 

Student 2: Yes, so that we may know what the effects would be if it is done at an early age, and whether there are consequences if it is done too soon.

Student 11: Opo. Kasi po, ano po ah, mas..mas makakaiwas po tayo sa ano po.. sa  masamang dulot po ng maagang pakikipag sex. 

Student 11: Yes, because it can help us avoid the harmful effects of engaging in sex at an early age.

At the same time, participants also associated CSE with raising broader awareness and shaping positive values among young people. Student 3 explained that it will provide “knowledge about… the proper way of taking care of our body,” while Student 6 pointed out that since “we are already in the modern 21st century, I think it is time for us to be aware and open-minded about these kinds of topics.” Student 8 similarly argued that high school is the right stage for CSE, because “as high school students or teenagers, we often think of sex as just something funny. But if sexual education is implemented, we will truly understand the concept of sex.” Others connected it to preventing social issues, with Student 10 noting that it could help “prevent sexual harassment in schools,” and Student 15 stressing that it will promote values such as “maintaining equality, even if someone follows a different sexuality.” Taken together, the responses showed that students favored the implementation of CSE not only for self-protection but also for fostering responsible decision-making, inclusivity, and a deeper awareness of sexuality in society.

Student 3: Opo, dahil para po mas… mag… magkaroon pa ng kaalaman yung mga kabataan po gaya ko po tungkol po dito sa educa… education…tungkol po sa ano ah sekswalidad. Yung pong sa ano halimbawa po yung kaalaman po tungkol po sa yung pag yung sabi mo po kanina yung pag-aalaga po ng ano tamang ano po sa ating pangangatawan.

Student 3: Yes, because it will help the youth, like me, to gain more knowledge about education regarding sexuality. For example, knowledge about, as you mentioned earlier, the proper way of taking care of our body.

Student 6:  Ahmm… para po sa akin ay ako po’y approved din po since hindi naman po ‘yun ipapatupad ng DepEd kung wala pong advantages or benefits na makukuha ‘yung mga estudyante and nasa modern na nga po tayo 21^st century, so I think it’s time for us narin po na maging aware and open minded po sa mga ganoong klaseng topic po. 

Student 6: Ahm… for me, I also approve, since the Department of Education would not implement it if there were no advantages or benefits that students could gain. And because we are already in the modern 21st century, I think it is time for us to be aware and open-minded about these kinds of topics.

Student 8: Ah, kung ako po ang tatanungin, yes. Pabor naman po ako kung if, ‘yung ano po, is makakatulong din po sa mga kabataan natin, siyempre. And, I recommend po na sa ano lang po ito ipapa ano ipapatupad sa mga high schools, sa mga high school, mga public schools. Huwag lang huwag na muna po sa mga elementary schools. Kasi, pag elementary po, is parang wala pa po silang, ano dUn, kaalaman lang sa mga sexual educations natin. And, furthermore po, ah, syempre, ah, sa age po namin ngayon, mga high school, ano, mga teenagers na po, ah akala po namin sa sex is katatawanan lang. So, based po dito sa kapag pinatupad po itong sexual education, naiintindihan po talaga namin ‘yung, ano po, konsepto nung pagsisex and and and ‘yung iba pong mga factors na pwedeng makaapekto doon.

Student 8: Ah, if you were to ask me, yes, I am in favor, as long as it can truly help our youth, of course. I recommend that this be implemented only in high schools, particularly in public high schools, but not yet in elementary schools. Because in elementary, the students do not yet have sufficient knowledge about sexual education. Furthermore, at our current age, as high school students or teenagers, we often think of sex as just something funny. But if sexual education is implemented, we will truly understand the concept of sex and the other factors that may affect it.

Student 10: Opo, para maiwasan po ang mga sexual harassment na nangyayari sa paaralan.

Student 10: Yes, so that sexual harassment in schools can be prevented.

Student 15: Opo, kasi kapag… San na po? kasi kung isasagawa po ang komprehensibong edukasyon pangsekswalidad sa school namin… la, mas lalo pong magiging aware ang mga… mga estudyante ahh, kahit sinong nandito sa paaralan na ang mga kahalagahan ng ahh, halimbawa na lang po sa mga… tawag dito? Mga…Mga panuntunan po sa…  halimbawa pananatili ng pagiging pagkakapantay-pantay kahit na ibang kanyang sinusunod na sekswali… sekswalidad.

Student 15: Yes, because if comprehensive sexuality education is implemented in our school, the students, and really anyone in the school, will become more aware of its importance. For example, the importance of rules such as maintaining equality, even if someone follows a different sexuality.

Subtheme 1.4: Readiness and Relevance as Factors of Comfort in CSE

A central theme that emerged from the students’ responses was that most of them felt comfortable with the school teaching topics related to comprehensive sexuality education (CSE), as they viewed it as necessary for awareness, self-protection, and preparedness in real-life situations. Many students emphasized that learning about sexuality will give them important knowledge for personal growth and safety. For example, Student 9 stated, “Yes, I am comfortable. Because that really should be taught so that I can learn more, especially about the things I should not do as I grow older, and also to avoid illnesses.” Similarly, Student 10 explained that CSE is important “so that you can keep yourself safe and so that no one will bully or harass you,” while Student 12 highlighted its practical value, saying that what they learned could “surely [be] applied in real-life situations.” Other students also associated comfort with the belief that the lessons would promote understanding and awareness, such as Student 13 who said that CSE “will also help us know and become more aware of what it is about.” These responses showed that students welcomed CSE as a relevant and beneficial part of their education.

Student 9: Opo, komportable naman po ako. Kasi po… dapat lang naman po talagang i-ano iyan kasi para po mas marami po akong nalalaman at mga mas marami po akong mga hindi po dapat gawin sa paglaki ko at ano, para po makaiwas sa mga sakit.

Student 9: Yes, I am comfortable. Because that really should be taught so that I can learn more, especially about the things I should not do as I grow older, and also to avoid illnesses.

Student 10: Opo, para po maging safe ang iyong sarili at walang nang bubully sa iyo o kaya po nang babastos. 

Student 10: Yes, so that you can keep yourself safe and so that no one will bully or harass you.

Student 12: Actually po, para sa akin po talaga ay okay naman po siya, comfortable naman po. Kasi as a student po kailangan din po natin yun sa atin. Tas yung matututunan ko naman po for sure magagamit ko in real life situation.

Student 12: Actually, for me it is okay, and I feel comfortable with it. Because as a student, we also need it. And what I will learn from it, I can surely apply in real-life situations.

Student 13: Opo. Ano ah ito po ‘yung sa ano ah ako po’y magiging komportable sa ano ah edukasyong pang sekswalidad para po malaman din naming kung ano yung… ito po ba iyung… ang tinutukoy po dito ay sa mga… Para siguro din aware kami don sa ano nung edukasyong pang sekswalidad.  

Student 13: Yes. I would be comfortable with sexuality education because it will also help us know and become more aware of what it is about.

However, the theme also revealed that students’ comfort levels depended on how the lessons were presented and their perceived readiness for the topics. Student 1 admitted, “I feel comfortable, but when it comes to showing videos like that, I do not feel comfortable because it seems like we are not yet ready for those kinds of things.” Student 2 also initially struggled, saying, “I do not really feel comfortable because it seems like what we are studying is more for adults. But when I see that it is truly important for us, I listen, and as time goes by, I gradually become more comfortable with it.” Meanwhile, others expressed that being older or more mature contributed to their openness, such as Student 6 who explained, “At my age, I think I am already at a stage where I have some perspective on reality, so I feel comfortable discussing those kinds of topics.” In this sense, comfort was not absolute but was shaped by the delivery of CSE, the age of the learners, and the assurance that the lessons served their welfare, as Student 14 emphasized that they would be comfortable “as long as what they teach is really for our welfare.” Overall, the theme highlighted that students were generally supportive and comfortable with CSE, but their comfort was mediated by readiness, maturity, and sensitivity in how the topics were taught.

Student 1: Comfortable po ako pero in ano po, parang kapag tinuturo na yung papapanood yung mga ganon parang hindi po ako comfortable kasi parang hindi pa po kami ready sa mga ganung gawain. 

Student 1: I feel comfortable, but when it comes to showing videos like that, I do not feel comfortable because it seems like we are not yet ready for those kinds of things.

Student 2: Actually, hindi po talaga ako nagiging komportable kasi po parang pang adult po yung pinag aaralan pero pag nakikita ko po na mahalaga po talaga para samin kaya po ang ginagawa ko ay nakikinig po ako at habang tumatagal po ay nagiging komportable na po sakin.  

Student 2: Actually, I do not really feel comfortable because it seems like what we are studying is more for adults. But when I see that it is truly important for us, I listen, and as time goes by, I gradually become more comfortable with it.

Student 6: Opo! Magiging komportable po ako as a student syempre po, ngayon po at my age po siguro po nandito na rin po ako sa stage na where in may ano na po, parang may view na ako po sa reality po, kaya parang comfortable na rin po na, na matackle, ‘yung ganoong klaseng mga topic po for me po as a student, magiging comfortable po ako. 

Student 6: Yes! I would feel comfortable as a student. At my age, I think I am already at a stage where I have some perspective on reality, so I feel comfortable discussing those kinds of topics. For me as a student, I would be comfortable.

Student 14: Opo, magiging komportable naman po ako kung sa kaano ka… Kapakanan po naman namin yung naiituro nila is opo, hm… kase po para po maging aware kami na kung ano yung dapat ginagawa pag nakikipagtalik. 

Student 14: Yes, I would feel comfortable as long as what they teach is really for our welfare, because it helps us become aware of what should be done when engaging in sexual activity.

Subtheme 1.5: Comprehensive Sexuality Education for Protection, Prevention, and Inclusivity

The students’ responses revealed that the most important topics within sexuality education centered on sexual health, prevention, and safety. Many emphasized the importance of learning about contraceptives, abstinence, and the consequences of early sexual activity. For instance, Student 1 shared that “if we engage in sexual activity, we should use contraceptives,” while Student 8 stressed that “abstinence should really be included… because that is what young people today need in order to avoid teenage pregnancy.” Similarly, Student 6 emphasized the need to discuss teenage pregnancy and fertility, noting from experience that “one of our classmates… got pregnant at an early age,” which made learning prevention strategies necessary. Others highlighted the importance of discussing the right timing for sexual activity, with Student 9 pointing out that it should only be done “at 18 and above,” while Student 11 underscored the “negative effects of engaging in sex at an early age.” Taken together, these responses showed that students viewed sexual health education as essential for protection and prevention.

Student 1: Sakin po. Parang sakin po is kailangan po nating matutunan ay yung kung gagawa man tayo ng sexuality para pong ano, ay gumamit tayo ng contraceptives

Student 1: For me, what we need to learn is that if we engage in sexual activity, we should use contraceptives.

Student 8: Para po sa akin is ‘yung ano po talaga eh, pag inisip ko po sa sexual education, kasama po dito yung abstinence natin. Kasi, ‘yung sa abstinence po, based on napag-aralan po namin ulit ng grade 10, is ‘yun po yung pagpipigil ng urge natin para sa isang bagay, iyun. So, ‘yun po talaga dapat yung kasama dito sa sexual education natin. Hindi lang po‘yung mga contraceptives, kasi kasama po ‘yun, mga contraceptives, mga gamot po na pwede i-take kapag po ayaw mabuntis, mga ganun. Pero ang dapat po na-touch na po talaga, ang naiisip ko is, kailangan po talaga is, meron po silang preference dito about abstinence. Kasi, yun po talaga ‘yung kailangan ng mga kabataan ngayon para maiwasan po ‘yung teenage pregnancy natin.

Student 8: For me, when I think about sexual education, abstinence should really be included. Based on what we studied again in Grade 10, abstinence is the act of controlling our urges toward something. So that is what should truly be part of sexual education, not only contraceptives. Contraceptives and medicines that can be taken to avoid pregnancy are also included, but what I think really needs to be emphasized is abstinence. Because that is what young people today need in order to avoid teenage pregnancy.

Student 6: Ano pong klaseng paksa? For example po, topic po doon sa? Sa mga nasa age ko po? Pwede po ditong I example ‘yung  mga te-teenage pregnancy? Ahm, ‘yun nga po sa based on my observations po, atsaka doon po sa kaklase namin na, ano na, na preggy po ng maaga is siguro po, ‘yun po yung mahahalagang matutunan namin is ‘yung, iyun nga po parang ano, okay lang pong banggitin ko? ‘Yung kunwari po ‘yung process ng pag fertile nga po and ‘yung paano po maiiwasam or kahit na po hindi maiwasan basta mapraktis mo po ‘yung tamang process kung saan magiging safe ka po as a student. 

Student 6: What kind of topic? For example, a topic for people my age? Teenage pregnancy could be an example. Based on my observations, and also with one of our classmates who got pregnant at an early age, I think one of the most important things we should learn is the process of fertility and how to avoid it, or if it cannot be avoided, at least how to practice it properly so that we can stay safe as students.

Student 9: Para po sa akin, ang topic po dapat ay parang…parang tamang edad po or dapat na edad na kailanga na kailangan para bago makapagtalik kasi minsan po may mga parang mga 16 lang po, 16 pababa na nagtatalik na po, so dapat po para mga 18 pataas na po yun.

Student 9: For me, the topic should be about the proper or appropriate age before engaging in sexual intercourse. Because sometimes there are those as young as 16 or below who are already engaging in it, so it should really be at 18 and above.

Student 11: ‘Yong mga pwede po nating makuhang masasamang dulot sa maaga pong pakikipag sex po. Kasi po roon pa laang po ay magkakaroon na po tayo ng idea na mahirap po ‘yung magiging resulta at masama po sa atin. 

Student 11: The possible negative effects of engaging in sex at an early age. Because through that, we can already gain an idea that the outcomes can be difficult and harmful for us.

At the same time, the participants also linked comprehensive sexuality education to developing awareness of rights, inclusivity, and respect. Student 5 stressed the importance of knowing “our rights as teenagers in relation to sexuality,” while Student 7 believed that discussing the LGBTQ community was essential “to broaden understanding and allow its members to live more freely.” Others connected sexuality education to values of equality and respect, with Student 15 stating that “the most important topic is gender equality and addressing gender bias,” and Student 10 emphasizing the need to address bullying to prevent “hurtful words that could affect other people’s feelings.” Student 12 also pointed to the need for lessons on “gender integration and a person’s sexuality,” to avoid confusion and misunderstanding. Overall, the theme demonstrated that students considered sexuality education not only as a means of avoiding risks but also as a guide for building respect, inclusivity, and responsible decision-making in relationships and society.

Student 5: Ano po ah, yung rights po namin bilang teenager about dito sa sekswalidad.

Student 5: It is about our rights as teenagers in relation to sexuality.

Student 7: Yun nga po yung, halos nga po ngayon din ay sa LGBTQ din po, mas dumadami po sila, aydi yun po nasa mismo pong topic ng LGBTQ para po maging malawak na din po or malaya yung namumuhay na member ng LGBTQ.

Student 7: About the LGBTQ community, since their numbers are increasing. So, the topic of LGBTQ should be included as well, in order to broaden understanding and allow its members to live more freely.

Student 15: Siguro po ay yung… ano… gender equality at saka yung gender bias. Kasi kung malalaman natin ang kahalagahan ng… hindi pagiging bias… pagkunwari na lang po ay pag naging… tumaas ang posisyon tas ikaw yung… nag iinterview mga…para po sa mga trabaho, hindi ka po… magiging aware ka po na hindi po kailangan yung… ahh pagkakaiba-iba ng sexuality sa pagpili ng magiging trabahador, katulad na lang po ng… halimbawa po ay sa mga… ahh factory, meron pong iba sa kanila gusto po nila’y ahh puro babae lang tas pag meron pong nag…nagpa-interview sa kanila na lalaki, parang hindi po nila tinatanggap. 

Student 15: I think the most important topic is gender equality and addressing gender bias. If we understand the value of not being biased, for example in job interviews, we will become aware that differences in sexuality should not affect the hiring process. For instance, in some factories, they prefer only female workers and do not accept male applicants, which shows bias.

Student 10: Ito po’y tungkol sa mga social, social po para po mas malawak pa po na ikaw ay makipag makipagkaibigan o makipag-communicate sa isa’t isa at para po makisalamuha. Iyong pong bawal mambully para po maiwasan ang mga may para po maiwasan ang pagsasalita ng masasakit na salita para po hindi maka-apekto sa damdamin ng iba.

Student 10: This is about social aspects, so that you can further widen your circle of friends, communicate with one another, and interact. It also emphasizes that bullying should not be allowed, in order to avoid hurtful words that could affect other people’s feelings.

Student 12: Para sa akin po, yung parang dun po sa gender integration, tas po gender, yung parang yung gender… confusion, tas po yun din sa sexuality ng isang tao. Kasi po para dun eh, marami po nalilito, maraming hindi naiintindihan yun, patungkol sa anong iyun. 

Student 12: For me, it should be about gender integration and a person’s sexuality. Because many people get confused and do not fully understand those aspects.

Subtheme 1.6: CSE as a Means of Knowledge, Safety, and Advocacy for Students

From the responses of the participants, a key theme that emerged was that the implementation of Comprehensive Sexuality Education (CSE) was seen as a way to gain knowledge that would guide students toward safety and responsible choices. Several students emphasized that CSE will help them understand “how [sex] is done in the proper way and how it should be prevented or not done” (Student 1). Others highlighted its role in protection, as Student 2 shared that they would help students “avoid [sex], not do it for now, and then understand its negative effects… so that I can keep myself safe,” while Student 10 stressed that CSE would help them “stay safe and not think about things that could be harmful.” Many also pointed out that CSE will allow them to take better care of themselves, with Student 9 explaining that it will guide them “learn more about how to take care of myself and when I should or should not engage in sexual intercourse,” and Student 11 adding that it will teach them “to be more careful with ourselves.” These insights reflected how students perceived CSE as a protective and informative tool for their well-being.

Student 1: Para po sakin, parang, para aware po ako kung paano ginagawa in proper way po at kung paano po dapat pigilan kung paano po dapat hindi gawin.

Student 1: For me, it’s so that I can be aware of how it is done in the proper way and how it should be prevented or not done.

Student 2: Malalaman ko po na iwasan ko po iyon, wag ko po muna syang gawin and then yung masamang epekto po non tapos po yung kahalagahan na mapagaralan ko po iyon tapos yung kaligtasan ko po ay mapapanatiling ligtas.

Student 2: I will know that I should avoid it, not do it for now, and then understand its negative effects as well as the importance of learning about it, so that I can keep myself safe.

Student 10: Ahmm sa pamamagitan po ng nakikinabang po ako dahil po, ito naman po’y talaga’y totoo, ito po ay napakamahalaga dahil po, ikaw po ay magiging safe at hindi ka po, hindi ka po, wala ka pong maiisip na mga kung ano anong bagay na masama para sa iyo.

Student 10: Ahmm, I benefit from this because, truly, this is very important since it will help me stay safe and I won’t be thinking about things that could be harmful to me.

Student 9: Ahm, siguro po’y mapapakinabangan ko naman po ito. sa… katulad nga po ng sinabi ko, para po mas marami po akong matutunan about sa kung paano ko pangalagaan yung sarili ko at kung kailan po dapat ako mag…nakikipagtalik or hindi na.

Student 9: Ahm, I think I will benefit from this, just like I said earlier, so that I can learn more about how to take care of myself and when I should or should not engage in sexual intercourse.

Student 11: Ahm, bukod po sa madadagdagan ang ating kaalaman ay magkakaroon po tayo ng pag-iingat po sa ating mga sarili po.

Student 11: Ahm, aside from gaining more knowledge, we will also learn to be more careful with ourselves.

Beyond personal safety, students also recognized CSE as a means to help others and promote awareness in the school environment. For example, Student 4 mentioned that after learning, they could “teach it to others, and they in turn can spread those kinds of words,” while Student 8 explained that they could share their knowledge with peers and understand that “sex is not just for fun or laughter.” Similarly, Student 15 emphasized that CSE could prepare them to address sensitive issues like bullying by explaining “that their behavior is not right toward those who are not of the same [sexuality].” Some also saw it as a foundation for advocacy, with Student 12 saying it would allow them “to advocate the implementation of CSE” and participate in organizations promoting it. These accounts showed that students viewed CSE not only as a way to protect themselves but also as a means to spread awareness, correct misconceptions, and foster respect and inclusivity within their community.

Student 4: Ano po mapakikinabangan ko po sila tapos… Ano, una po’y makikinig ako tapos pag nalaman ko na po lahat ay ari ko po ituro sa iba at ari po nila maipakalat yung mga salitang ganon po.

Student 4: What I can benefit from them is… First, I will listen, and then once I know everything, I can teach it to others, and they in turn can spread those kinds of words.

Student 8: Ahh una pong pakinabang ko dito is, siyempre, matutunan ko po ‘yung mga about sexual activities, kung ano po ‘yung dapat gawin if meron bang pong accidents na nangyari. Halimbawa po ay nakabuntis, mga ganun-ganun. And kaya pwede ko rin po ‘yung ishare sa mga kaibigan ko iyun. And isa pa po is, sa benefits po ng comprehensive sexual education is, mas maintindihan ko po ‘yung concept na ‘yung sex po pala is, hindi lang sa katatawanan iyun. Tapos dito po is, siyempre, hindi naman po mawawala yung mga websites na nag-aano po ng mga, ano po bang tamang term doon, mga sexual activities, mga ganun. So maintindihan ko din po kung bakit masama po ‘yung epekto nila sa isipan natin.

Student 8: The first benefit I can get from this is, of course, that I will learn about sexual activities, about what should be done if accidents happen. For example, if someone gets a girl pregnant, things like that. And I can also share that knowledge with my friends. Another benefit of comprehensive sexual education is that I will better understand the concept that sex is not just for fun or laughter. And of course, there will always be websites that show sexual activities, so I will also understand why those have a negative effect on our minds.

Student 15: Ahh halimbawa na lang po ay… mat, magiging… ano nga ba… magiging… mapapakinabang ko po ito sapagkat sa katulad ko po gusto ko rin pong maging guro na kapag meron pong mga nangyaring… ano pong bubully or anything na nakakasama ng loob tas panlalait, maaari ko pong sa kanilang ipaliwanag yung mga… mga isinagawang… ahh…mga paksa, mga paksa na itinuro… sinagawa para rin po maintindihan nila na hindi po tama ang kanilang mga inaasta para sa hindi nila… yung hindi sa kanila… ahh umuuri or parang… hindi sumasang-ayon… sumasang-ayon sa mga…ano

Student 15: For example, I will benefit from this because, like me, I also want to become a teacher. If there are situations where bullying happens or anything that hurts someone’s feelings, including insults, I can explain to them the topics that were taught and discussed, so that they will understand that their behavior is not right toward those who are not of the same… or who do not conform to their… you know…

Student 12: First po para sa akin po ay iadvocate po ang comprehensive, ano iyun? Compre- implementation of comprehensive sexuality education. Tas po, ipopromote din po iyun, and ano makikipag-participate po in other organization na kabilang po ang patungkol sa ano.

Student 12: First, for me, it is to advocate the comprehensive—what is that? Implementation of comprehensive sexuality education. Then, to also promote it, and to participate in other organizations that are involved in that.

Table 2: The Parents’ Perception on The Implementation of Comprehensive Sexuality Education in One Public High School

Theme 2: Parents’ Perception of CSE as a Partnership for Guidance, Protection, and Responsible Growth

Parents in this study largely perceived Comprehensive Sexuality Education (CSE) as knowledge about sex, gender, and moral guidance necessary for children’s development. However, CSE is broader than this narrow perception. CSE is defined as a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality (Willemse, J. M. 2022). Several parents directly associated CSE with sexuality itself, defining it as “sexuality for young people” (Parents 1, 6) and “about sexual intercourse” (Parents 3, 11). Others emphasized its broader scope, describing it as “the study about their gender and how the proper formation should be done” (Parent 5) or linking it to “gender sensitivity, like feminine, masculine, and the third sex” (Parents 2, 12). At the same time, parents stressed its role in guiding youth behavior, with some highlighting that it provides “a broad explanation… so that they are aware of what is being protected there, and what their rights are as children” (Parents 6, 15), while others saw it as a way to “guide [them] to have good values and to obey” (Parents 7, 10). Many also acknowledged that CSE was important because “young people today are already very active” (Parents 11, 13), suggesting that beyond biological knowledge, it instills awareness and responsible behavior.

Despite general agreement that CSE is part of the school system, parents expressed mixed views regarding its coverage and delivery. Some were confident it is already being taught, noting that it “makes the youth aware about education on sexuality so that the decisions they make in life will be proper” (Parents 1, 2, 5, 7). Others highlighted its influence on social attitudes, such as preventing “discrimination against the third sex” (Parents 2, 12) and guiding children “on what should and should not be done” (Parents 5, 10). However, several parents admitted uncertainty about the depth of its coverage, with some saying they were “not sure if it is fully taught, but it seems that there is a part about sex, like in science” (Parents 11, 15), while others believed “sexual intercourse between a man and a woman cannot really be taught in school because that is already too vulgar” (Parent 10). A few also doubted its impact, pointing out that “it depends on the student if they will take it to heart” (Parent 8) or suggesting that schools no longer emphasize it because “the youth today are already open-minded because of the internet” (Parent 9). These varied views indicate that while most parents acknowledge its presence, many remain uncertain about its completeness and effectiveness.

Overall, parents strongly supported CSE as a means of safeguarding children, fostering responsibility, and preparing them for future challenges. Many favored lessons that address abuse, health risks, and prevention of early pregnancy, stressing the need for students to be aware of “laws that cover sexual abuse” (Parents 1, 13), “the diseases that can be acquired… and contraceptives” (Parents 4, 10), and the importance of “taking care of oneself, especially now for young women, but not only for women, also for men” (Parent 12). Parents also emphasized responsibility and decision-making, wanting children to learn about “planning in the lives of young people” (Parents 9, 11), “self-restraint” (Parent 3), and even practical lessons like “taking care of a baby” (Parent 15). They consistently viewed CSE as beneficial for helping children “avoid STI’s” (Parents 8, 10), “restrain themselves from engaging in those things with girlfriends or boyfriends” (Parents 3, 9), and broaden their perspective so that “even if you have a partner… you are aware of what should and should not be done” (Parent 15). Collectively, these perspectives highlight parents’ belief that CSE is a necessary partnership between home and school that equips youth with awareness, protection, and responsible values for their well-being. 

Subtheme 2.1: Comprehensive Sexuality Education as Knowledge of Sex, Gender, and Guidance

From the responses of the parents, a common theme that emerged is the perception of comprehensive sexuality education as knowledge about sex, gender, and the guidance that young people need in navigating these issues. Many parents immediately connected the concept with “sexuality for young people” as stated by Parent 1, while others associated it with sexual activity such as Parent 3 who said it is “about sexual intercourse.” Some parents also highlighted the broader aspects of sexuality beyond intercourse, such as Parent 5 who understood it as “the study about their gender and how the proper formation should be done,” and Parent 12 who connected it to “gender sensitivity, like feminine, masculine, and the third sex.” These responses reveal that parents tend to define CSE primarily in terms of topics on sex, gender identity, and the sexual behaviors of young people.

Parent 1: Ahh para sa akin, kapag narinig ko yun ay ano ah. Mula do’n sa word na sexuality education, ay ito’y tungkol sa edukasyon, tungkol sa sekswalidad para sa mga kabataan. 

Parent 1: Ahh, for me, when I hear that, from the term “sexuality education,” it is about education, about sexuality for young people.

Parent 3: Ako, para sa akin ay ano ah, pumapasok sa isip ko tungkol dito ay ‘yung mga…(laughs) sekswalidad ay ‘yung mga tungkol sa mga pagtatalik baga? Mga ganiyan. Para sa akin ay..parang ayoko, ayoko magturo ng ganito sa mga bata. ‘Yon laang.

Parent 3: For me, what comes to my mind about this is sexuality, things that are about sexual intercourse, something like that. For me, I do not want to, I do not want to teach this to children. That is all.

Parent 5: Ahh, ang unang pumapasok sa isipan ko ay ‘yung pag-aaral patungkol sa kanilang kasarian at kung paano ang tamang paghubog para maging ma…maka…ma…anong tawag dito ‘yung…kung paano nila gagampanan ‘yung pagiging ah…naayon sa kanilang kasarian.

Parent 5: Ahh, the first thing that comes to my mind is the study about their gender and how the proper formation should be done so that they can… what do you call it… so that they can fulfill what is appropriate to their gender.

Parent 12: So, ito yung mga, may kauganyan sa gender sensitivity. Yung like, feminine, masculine, atsaka third sex. Dati ay nakaano lang tayo sa mga kalalakihan, kababaehan. Pero ngayon ay kasama na yung third sex, na lesbian at saka yung mga transgender. 

Parent 12: So, this is something related to gender sensitivity, like feminine, masculine, and the third sex. Before, we only referred to males and females. But now, the third sex, such as lesbians and transgender people, are also included.

At the same time, parents emphasized the role of sexuality education in providing guidance and protection for children in a modern context where exposure to sexual content is inevitable. Parent 6 stated that it is “good to have a broad explanation about it… so that they are aware of what is being protected there, and what their rights are as children.” Similarly, Parent 7 acknowledged that while children today are “more aggressive,” what parents can do is “guide [them] to have good values and to obey.” Parent 11 also pointed out that sexuality education “should really be taught, because young people today are already very active.” These insights reflect how parents see CSE not only as a discussion of sex and gender but also as a necessary tool for instilling values, age-appropriate awareness, and responsible behavior among the youth.

Parent 6: Comprehensive? Mahirap nang mag-identify… perception towards the implementation ng comprehensive. Ano ba ibig sabihin ng comprehensive? Medyo ma-ano-anong Tagalog? Ahh… para sa akin, ay okay naman ang comprehensive sexuality education sa public school. So ito’y whether ahh… elementary or high school. Oo, bakit? Para aware sila alin yung pinaprotektahan doon, ano yung mga karapatan nila bilang sila’y bata. Eh noon ta-ay, parang high school pa, tayo mulat, kami mulat. Pero ngayon, dahil nga ang mga cellphone ay pwede nang ma-access ng bata. So maganda yung malawak na pagpapaliwanag about doon. 

Parent 6: Comprehensive? It is difficult to identify… perception towards the implementation of comprehensive. What does comprehensive even mean? What is the right Tagalog for it? Ahh… for me, comprehensive sexuality education in public schools is okay. Whether it is in elementary or in high school. Yes, why? So that they are aware of what is being protected there, and what their rights are as children. Back then, it was only in high school that we became aware. But now, since children can already access things through cellphones, it is good to have a broad explanation about it.

Parent 7: Sa sekswalidad ay wala akong masasabi, basta’t nasa tamang proseso, nasa tamang edad, kung iya’y i-advise ko sa aking anak, at yun ang tanging mai-pamamana ko laang sa kanya. Pero pag ang sinasabing ngay’on sa panahong ito, ay ang mga bata ay mapupusok at kahit sabihan ng magulang sa ngayon, talaga sa dami ko nang nakikita, ay mas ang mga bata ang syang nasusunod, kaya bilang ako isang magulang, inaano ko ang aking anak ay matulungan ko ng magandang asal at sumunod sa magulang iyun laang.

Parent 7: When it comes to sexuality, I do not have much to say, as long as it is in the right process and at the right age. That is what I would advise my child, and that is the only thing I can truly pass on to him. But as for what is happening now in this time, children are more aggressive, and even if parents try to advise them, from what I have seen, it is often the children who insist on their own ways. So as a parent, what I do is try to guide my child to have good values and to obey his parents. That is all.

Parent 11: Ah, komprehensibong edukasyong pangsekwalidad, yung pagdating talaga sa komprehensibo, siguro yung edukasyong pangsekswalidad, dapat lang siguro ituro, ahh… dahil yung mga kabataan ngayon ay masyado nang mga active.

Parent 11: Ah, comprehensive sexuality education, when it comes to being comprehensive, I think sexuality education should really be taught, because young people today are already very active.

Subtheme 2.2: Assumptions and Uncertainty about the Coverage of Comprehensive Sexuality Education

A shared theme across the parents’ responses is that most of them believe comprehensive sexuality education is being taught in schools, though the scope and focus of the lessons are not always clear. For instance, Parent 1 said, “nowadays, I think this is already being taught in schools. This is to make the youth aware about education on sexuality so that the decisions they make in life will be proper,” while Parent 2 explained that her child does not face problems in dealing with classmates because “they can understand, like not having discrimination against the third sex.” Parent 5 also supported this view by saying that the child “already knows what should and should not be done, and how she should fulfill what corresponds to her gender,” which is attributed to lessons learned in school. Similarly, Parent 7 emphasized that “the teacher also provides guidance… the children are also guided by the teacher in the process concerning the sexuality of the students.” These accounts show that parents generally perceive CSE as present in schools and shaping children’s awareness and behaviors.

Parent 1: Sa panahon ngayon ay sa palagay ko’y itinuturo na ito sa mga paaralan. Para maging aware ano ah, ng kabataan para sa ‘yung edukasyon tungkol sa seksualidad, para ‘yung sa mga desisyon nila sa buhay ay, ano nga ba, ‘yung mga desisyon nila sa buhay ay maging maayos.

Parent 1: Nowadays, I think this is already being taught in schools. This is to make the youth aware about education on sexuality so that the decisions they make in life will be proper.

Parent 2: Sa palagay ko naman, naiituro naman dahil wala namang nagiging problema yung anak ko tungkol sa pakikitungo sa iba’t ibang ugali at pananaw ng kanyang mga kaklase. Especially kung ito ay nasa naiintindihin naman sa kanila yung walang discrimination dun sa third sex. Wala naman akong naririnig sa kanilang problema about that. 

Parent 2: I think it is being taught because my child does not have any problems when it comes to dealing with the different attitudes and perspectives of classmates. Especially if it is something they can understand, like not having discrimination against the third sex. I do not hear any problems from them about that.

Parent 5: Opo. Dahil ah… sa tingin ko naman ay naitu-naituturo kasi sa ba…pagdating sa bahay nalalaman niya kung ano ‘yung, kung ano yung dapat at hindi dapat at kung ano ‘yung paano niya nagagampanan ‘yung nang naayon sa kan’yang kasarian. Halimbawa, ah sa bahay pagdating niya na…na gan’to dapat ‘yung gagawin bilang isang babae, dapat naglilinis ng kan’yang katawan pagdating sa bahay alam na niya agad ‘yung kan’yang so ibig sabihin natututunan niya sa paaralan at itinuturo ‘yung dapat gawin.

Parent 5: Yes. Because I think it is being taught since, when at home, she already knows what should and should not be done, and how she should fulfill what corresponds to her gender. For example, at home when she arrives, she knows that as a girl she should do things like cleaning her body. This means that she has already learned it in school and that what should be done is being taught.

Parent 7: Ay sa wari ko naman po ay, ang teacher po ay naggabay din sila. Ginabayan din po ang…Wari ko po naman ay nagabayan din sila ng teacher sa prosesong ganay’on ang sekswalidad sa mga bata. 

Parent 7: In my view, the teacher also provides guidance. I think the children are also guided by the teacher in the process concerning the sexuality of the students.

At the same time, many parents expressed doubts or acknowledged limitations in how comprehensively the subject is covered. Parent 11 admitted, “I am not sure if it is fully taught, but it seems that there is a part about sex, like in science,” while Parent 15 also expressed uncertainty, saying, “I do not really know much about the curriculum now… but I suppose the teachers are teaching it.” Parent 10 believed some aspects are intentionally left out, noting, “sexual intercourse between a man and a woman cannot really be taught in school because that is already too vulgar.” Parent 8 added that even when CSE is taught, “it depends on the student if they will take it to heart and mind,” pointing out that many children only “hear it, the explanation is given to them, but that is it.” Meanwhile, Parent 9 believed schools no longer emphasize it because “the youth today are already open-minded because of the internet.” These statements reveal that although parents recognize the presence of CSE, they are unsure of its completeness and worry about its actual impact on students.

Parent 11: Hindi ko sure kung nai- Pero parang mayroong part na naituturo yung about sex hane, kaya sa science, di ba merong subject na science mayroong part, hindi ko lang totally kung alam kung may subject na pang-sex.

Parent 11: I am not sure if it is fully taught, but it seems that there is a part about sex, like in science. Since there is a science subject, there is a part of it, but I am not totally sure if there is a subject solely about sex.

Parent 15: Hindi ko na kasi masyadong alam yung curriculum ngayon eh, kasi, sorry, sorry. Ano ay gawa ng syempre iba na yung curriculum ngayon kung ano yung sinasakop ng pagtuturo nila unlike before na parang basic laang yung itinuturo, not sure ngayon kung ano yung curriculum. Pero siguro naman naituturo naman ng mga teacher.

Parent 15: I do not really know much about the curriculum now, sorry. It is because, of course, the curriculum today is different in terms of what is being covered in their teaching, unlike before when what was taught seemed more basic. I am not sure about the curriculum now, but I suppose the teachers are teaching it.

Parent 10: Oo, pero hindi lahat. Syempre yung pag papaano pagtatalik ng isang babae at lalaki hindi naman maituturo iyon dun sa school at masyado na iyong… ano tawag don masyado na iyong bulgar. 

Parent 10: Yes, but not everything. Of course, sexual intercourse between a man and a woman cannot really be taught in school because that is already too, what do you call it, too vulgar.

Parent 8: Sa tingin ko naman eh oo, siguro, oo, oo, syempre na eh pi, pinag-ano naman yun, di ba? Pinag-aaralan din naman iyan. Depende na nga lang sa bata kung yun ay isasaisip nila at isasapuso. Kasi nga, gaya nga na nga ngayon, sa panahon ngayon, marami ng bata na hindi sinalang-alan yung mga sinasabi ng mga teacher, kahit na pinag-aaralan yan. Basta marinig lang nila, may paliwanag lang sa kanila, basta basta ganyan. Hindi na, wala na. Yung iba, gumagawa pa rin lang hindi tamang ganyan. Depende rin kasi sa bata, di ba? Kasi talagang pinag-aaralan yun sa school. 

Parent 8: I think yes, probably yes, of course, because that is also being taught, right? That is studied as well. But it depends on the student if they will take it to heart and mind. Because nowadays, many children do not really consider what the teachers say, even if it is being taught. They just hear it, the explanation is given to them, but that is it. Nothing more. Some still do things that are not right. It really depends on the student, right? Because that is truly studied in school.

Parent 9: Sa ngayon ay hindi na masyadong binibigyan ng importansya iyan sa tingin ko sa paaralan natin ngayon dahil ang mga Kabataan ngayon ay open minded na at gawa ng internet.

Parent 9: As of now, I think that is not given much importance anymore in our schools because the youth today are already open-minded because of the internet.

Subtheme 2.3: Favoring CSE as a Tool for Shaping Responsible and Safe Students

A central theme that can be derived from the parents’ responses is that the majority are in favor of implementing comprehensive sexuality education in public schools because they see it as a way to guide, protect, and prepare their children in the face of modern challenges. For example, Parent 1 said, “for us parents this is favorable. Because it helps us explain, and aside from what we teach, the school also supports providing the right education for the youth,” highlighting the partnership between home and school in shaping children’s knowledge. Similarly, Parent 5 shared that it “helps further broaden their knowledge regarding sexuality education,” while Parent 6 emphasized that it prevents unhealthy curiosity, saying, “it broadens their thinking so that they do not become too curious… in other words, they already know.” Parent 10 also connected it to moral guidance, stating, “so that they will already know what should and should not be done, to help them avoid temptations and responsibilities.” These responses show that parents largely view CSE as necessary to provide children with clear knowledge, values, and protection in a changing social environment.

Parent 1: Oo, para sa aming mga magulang ay pabor ito.  Dahil ano ah, ah natutulungan kami nitong ipaliwanag, bukod sa amin, ay nasusuportahan ng paaralan yung tamang edukasyon para sa mga kabataan.  

Parent 1: Yes, for us parents this is favorable. Because it helps us explain, and aside from what we teach, the school also supports providing the right education for the youth.

Parent 5: Pabor naman po. Dahil ahh…sa…pa…dahil, upang mas lalong lumawak ‘yung kanilang kaalaman sa patungkol sa edukasyong pangsekswalidad.

Parent 5: I am in favor. Because it helps further broaden their knowledge regarding sexuality education.

Parent 6: Oo. Pabor naman ako dahil nga mapalawak yung kanilang kaisipan na hindi sila naki curious o ano ba iyun, ano bang… kumbaga, alam nila. Gawa nang iba na talaga ngayon, noon administration matagal, ngayon elementary pa lang mayroon na. So, kailangan, aware sila.

Parent 6: Yes. I am in favor because it broadens their thinking so that they do not become too curious or, you know, wonder about it. In other words, they already know. Things are really different now, before it was taught much later, but now it is already included as early as elementary. So, it is necessary that they are aware.

Parent 10: Oo. Para sila ay malaman na nila yung mga dapat gawin at hindi dapat para maiwasan, makaiwas sila sa mga tukso, sa mga responsibilidad. 

Parent 10: Yes. So that they will already know what should and should not be done, to help them avoid temptations and responsibilities.

Another important aspect of this theme is the recognition of CSE as a safeguard against harmful influences and risky behaviors. Parent 11 pointed out that because “the youth today are already connected to social media and are exposed to it, they should know the possible effects if they engage in it at an earlier age.” Parent 12 explained in detail that teaching sexuality education is vital so that “young women… can take care of themselves and avoid early pregnancy” and for young men to prevent them “from fathering children too early.” Likewise, Parent 15 stressed the strong influence of online platforms, saying, “like now with social media, it has a huge effect because it does not have an age limit… children can already access it.” Even Parent 13 simply stated support “for the safety of the children.” Although Parent 3 disagreed, expressing concern that students “are already being exposed to things that they should not be doing at such an age,” the overwhelming majority emphasized that CSE helps children distinguish right from wrong, stay safe, and make responsible decisions. This highlights the dominant parental perspective that implementing CSE in schools is both timely and necessary for the well-being of today’s youth.

Parent 11: Pabor din naman ako, dahil gaya nga ng sabi ko kanina doon sa una, yung mga kabataan ngayon nalilink na sa social media, nakikita na nila, so dapat alam nila kung… yung magiging epekto pag ginawa nila ng mas maaga iyun, kaya pabor ako doon. 

Parent 11: I am also in favor, because as I mentioned earlier, the youth today are already connected to social media and are exposed to it, so they should know the possible effects if they engage in it at an earlier age. That is why I am in favor of it.

Parent 12: Sa akin ay pabor ako doon para, ibig sabihin mas ah… ito’y makakatulong, upang mas maliwanagin yung mga mag-aaral. Dahil sa, ngayon ay malaki ang impluwensya s’yempre ng media, may mga bata ngayon ay para ma-impluwensyahan sila, nawawala na yung, yung mga disiplina ng magulang. So, kailangan ito ay maituro sa kanila upang, lalo na sa mga kababaihan, na mapangalagaan yung sarili at makaiwas sa early pregnancy. Sa mga lalaki naman ay yung mga maagang nakakabuntis. So dapat ay maituro sa kanila upang maging responsible sila at hindi agad, yun makapag-asawa, makabuo ng pamilya na hindi pa naman nila kayang itaguyod. Dahil syempre bata ‘to, wala pang trabaho. 

Parent 12: For me, I am in favor of it because it means this will help make things clearer for the students. Nowadays, the media has a strong influence, and some children are easily influenced, causing the discipline from parents to diminish. So, this needs to be taught to them, especially for young women, so they can take care of themselves and avoid early pregnancy. For young men, it is about preventing them from fathering children too early. This should be taught so that they will become responsible and not immediately marry or start a family when they are not yet capable of supporting it. Because, of course, they are still young and do not have jobs yet.

Parent 15: Oo. Mas okay. Tulad ngayon dibaga yung uhm, social media. Sobrang nakakaapekto yun kasi wala siyang age limit kumbaga. So lahat nakakagamit kahit na YouTube or anything, nakaka-access na yung mga bata. So ngayon yung mga kabataan, masyadong na din, hindi na sila tulad ng dati na kahit 10 years old. May mga bagay sila na nalalaman na nila kahit na di pa dapat dun sa edad nila na ganon. So ayun.

Parent 15: Yes. That is better. Like now with social media, it has a huge effect because it does not have an age limit. So, everyone can use it, even YouTube or anything else, children can already access it. Nowadays, young people are no longer like before when even at 10 years old they were still unaware of certain things. Now they already know things that they should not yet know at their age. So that is it.

Parent 13: Oo. Para sa kaligtasan ng mga bata.

Parent 13: Yes. For the safety of the children.

Parent 3: Ako, hindi ako pabor. Parang ayoko gawang ng na mu… kahit bata pa sila namumulat na sila sa mga hindi dapat gawin ng isang ganitong edad.

Parent 3: For me, I am not in favor. I don’t like it… because even if they are still young, they are already being exposed to things that they should not be doing at such an age. 

Subtheme 2.4: Student’s Well-being as Factor of Comfort in CSE

A major theme that can be derived from the parents’ responses is that most of them are comfortable with schools teaching their children topics related to comprehensive sexuality education because they see it as a means of guidance, protection, and support. Parent 1 affirmed this by saying, “yes, of course. Because this is also for the well-being of our child,” while Parent 4 emphasized that it is acceptable “as long as it is taught as part of the lessons of the children, so that they will learn the things they should do correctly, which will also benefit them in the future.” Parent 6 also expressed trust in teachers, stating, “the teachers have the knowledge, they can handle emotions. In other words, they know when to introduce the topic and when it should be explained to the students.” Similarly, Parent 8 shared, “yes, so that they will know what is right and wrong,” while Parent 12 highlighted that this education is especially important for children without sufficient parental guidance, saying, “since children are mostly in school, it is important that this is taught to help parents explain to the youth the importance of taking care of their sexuality.” These views reflect a collective belief that CSE complements parental teaching and ensures children’s preparedness in facing real-life issues.

Parent 1: Oo, ah oo naman. Dahil ito naman ay para sa ano ah sa kabutihan din ng aming anak. 

Parent 1: Yes, of course. Because this is also for the well-being of our child.

Parent 4: Oo naman, oo. May kuwan pa hane siyempre basta oo laang aba’y Siyempre yun ay kumbaga may pagtuturo ng kumbaga’y paksa sa lalo sa pag-aaralan ng mga anak ay para sila ay matuto ng tama nilang ‘yun mga dapat nilang ginagawa na ikakabuti din nila pagdating ng panahon.

Parent 4: Of course, yes. There is still that, of course, as long as it is taught as part of the lessons of the children, so that they will learn the things they should do correctly, which will also benefit them in the future.

Parent 6: Oo, komportable ako. Bakit? Ang mga teacher naman ay may kaalaman, sila’y kaya nilang i-handle ang mga emotion, Uhm kumbaga, alam nila kailan ba dapat ipasok ang topic, kailan dapat ipaliwanag sa bata, Oo.

Parent 6: Yes, I am comfortable. Why? Because the teachers have the knowledge, they can handle emotions. In other words, they know when to introduce the topic and when it should be explained to the students, yes.

Parent 8: Oo, para alam nila yung tama at mali. Kung saan gagamitin yung bagay na pinag-aaralan yun, kung yun ba’y makakabuti sa kanya o hindi, di ba? 

Parent 8: Yes, so that they will know what is right and wrong. So, they will know how to use what they are studying, whether it will benefit them or not, right?

Parent 12: Oo naman na dahil ito ay, kalimitan naman ay tinuturo din ito ng mga magulang. Dapat ma-develop sila, yung kaalaman nila ay ma-enhance para mas mapabuti nila yung kanilang pangangalaga sa kanilang sarili, lalo na yung sa mga iba’t ibang sekswalidad. Minsan nga ay mas, lalo na yung mga walang parents hane, dapat ay ito yung mas natututukan. Kaya dapat ay tinuturo ito sa paaralan dahil hindi naman lahat ng bata ay kasama yung mga magulang nila para sila ay ma-guide. So ang mga bata, aydi syempre lagi sila sa paaralan so importante na maituro ito upang matulungan yung magulang sa pagpapaintindi sa mga kabataan kung ano yung kahalagahan ng pangangalaga sa sekswalidad. 

Parent 12: Yes, of course, because this is often also taught by parents. Their knowledge should be developed and enhanced so they can better take care of themselves, especially regarding different sexualities. Sometimes, especially for those without parents, this should be given more attention. That is why it should be taught in school, because not all children are with their parents to guide them. Since children are mostly in school, it is important that this is taught to help parents explain to the youth the importance of taking care of their sexuality.

Despite this general support, some parents raised reservations, reflecting a minority concern about the risks of teaching sexuality-related topics. Parent 3 admitted, “no, I am not comfortable with those things… it leads to pregnancy, those kinds of things cause early pregnancies,” showing fear of negative consequences. Parent 7 also shared doubts about its effectiveness, saying, “no, because sometimes when a teacher says something, even if it is repeated several times, if the student does not listen, it is useless.” Parent 11 added that their comfort “depends on the teacher’s way of teaching… like the proper method,” suggesting that the delivery of lessons plays a key role in whether parents feel confident. While these concerns exist, the dominant perspective remains supportive, with many parents such as Parent 2 stressing the need to “understand more about the differences in sexuality” and Parent 13 pointing out the importance of CSE “so that we can prevent abuse.” Collectively, these responses highlight that while some parents worry about potential risks, the broader consensus is comfort with CSE as long as it is properly taught to safeguard and guide children.

Parent 3: Hindi, hindi ako komportable sa mga ganay’on (laughs) hindi ko talaga gusto’t gawa nang ‘yong iba ay iyah! Nakakabuntis mga ganayon maagang nakakabuntis (inaudible).

Parent 3: No, I am not comfortable with those things (laughs). I really do not like it because others, you know, it leads to pregnancy, those kinds of things cause early pregnancies (inaudible).

Parent 7: Ay ako’y hindi. Hindi, dahil minsan ay ‘yung salita yung isang…sabi nga ay nasabi na ng isang teacher tapos ay ilang…kahit ilang beses nakaulit-ulit kapag ang bata ay hindi makikinig ay wala rin.  Nasa sa bata na rin po naman yun ay, talagang sa panahon ngay’on talagang ang mga bata na ang sumusuway na sa magulang.

Parent 7: For me, no. No, because sometimes when a teacher says something, even if it is repeated several times, if the student does not listen, it is useless. It really depends on the student as well, since nowadays children often disobey their parents.

Parent 11: Depende siguro sa way ng pagtuturo ni teacher. Anong tawag doon? Parang tamang paraan. Ano ba tamang ituturo yung parang tamang pagtuturo sa sex. 

Parent 11: It probably depends on the teacher’s way of teaching. What do you call it? Like the proper method. How to properly teach about sex.

Parent 2: Oo. Kasi trend naman yan ngayon eh. Kumbaga kailangan nilang mas lalong malaman yung differences ng sexuality. Ibig sabihin sa mga gender ngayon, sa mga kasarian. Mas lalo nilang dapat pagtuonan ng pansin ito. 

Parent 2: Yes. Because that is the trend nowadays. In other words, they need to understand more about the differences in sexuality. This means the different genders today. They should really pay more attention to this.

Parent 13: Oo. Para po maiwasan natin yung mga… ano baga? Mga pang-aabuso sa ating mga ano…

Parent 13: Yes. So that we can prevent… what is it? Abuse towards us…

Subtheme 2.5: Comprehensive Sexuality Education for Safeguarding and Preparing Students

A key theme that emerges from the parents’ responses is the strong emphasis on including topics that promote protection, responsibility, and awareness among the youth. Many parents suggested lessons that directly address risks such as abuse, disease, and early pregnancy. For instance, Parent 1 stressed the need for “laws that cover sexual abuse… so they can be aware in case someone abuses them,” while Parent 10 highlighted the importance of teaching about “the diseases that can be acquired… and of course, contraceptives.” Similarly, Parent 4 recommended discussions on “avoiding things like getting into a relationship too early… so that you can prevent contagious diseases,” and Parent 12 added that students should learn “the concept of taking care of oneself, especially now for young women, but not only for women, also for men.” These perspectives show that parents strongly favor CSE topics that equip children with the knowledge to safeguard their health and well-being.

Parent 1: Unang-una ay dapat ay yung mga batas na’ yung sumasakop tungkol sa mga sexual na pang-aabuso, lalo na kapag ka ang anak ay babae. Para maging aware sila kung sakali na may mang abuso sa kanila. Kung ano yung batas na ‘yung sumusuporta sa kanila.  Tapos ay ‘yung mga topic, ano pa bagang mga topic ‘yung tungkol sa mga gender equality iyon.

Parent 1: First of all, there should be laws that cover sexual abuse, especially when the child is a girl. This is so they can be aware in case someone abuses them, and so they know which laws support them. Then, there are also topics, what other topics are there? About gender equality.

Parent 10: Ano dapat ay i-topic nila yung mga nakukuhang sakit pag halimbawa’t nakikipag sex sa iba ibang tao tapos ay syempre dapat ay ituro na din nila yung… ano tawag dito contraceptives

Parent 10: They should include as a topic the diseases that can be acquired when, for example, having sex with different people. And of course, they should also teach about… what do you call it… contraceptives.

Parent 4: Ah iyon, parang kumbaga may maging safe hane. Ay ‘di ibig sabihin ay iwas ka sa mga, yung katulad na’y ong maaga ka pang makikipagrelasyon sa isang tao na dapat ay hindi pa at gawa ng, para makaiwas ka sa sakit na yung nakakahawa. 

Parent 4: Ah, that is, kind of like having a safe space. It means avoiding things like getting into a relationship with someone too early, when you are not yet ready, so that you can prevent contagious diseases.

Parent 12: Sa tingin ko kailangan yung term sa pangangalaga sa sarili at saka yung mga, especially ngayon sa mga kababaehan, hindi laang sa kababaehan pati sa mga kalalakihan din. So yung pangangalaga sa sarili habang sila ay nagdadalaga at nag bibinata pa, dapat maituro sa kanila ng mabuti iyun upang kanilang higit na maunawaan. 

Parent 12: I think what is needed is the concept of taking care of oneself, especially now for young women, but not only for women, also for men. So, self-care while they are still going through adolescence should be taught to them properly so that they can understand it more fully.

Another consistent point raised by parents is the importance of responsibility and future preparation in CSE. Parent 9 emphasized that “planning in the lives of young people” should be a central topic so they can avoid problems like pregnancy that interrupt education. Parent 11 also wanted students to be taught about consequences, noting, “this is what will happen to you if you do it too early, this is what your life will be like if you do it now.” Parent 3 echoed this by saying the lessons should focus on “self-restraint, so that the children will realize that it is not yet appropriate for them,” while Parent 15 suggested practical lessons like “taking care of a baby” to help students understand responsibility. Even topics related to values and morality were raised, with Parent 2 stressing the importance of “religious belief” as a foundation for good behavior. Together, these responses highlight that parents want CSE to go beyond biological aspects of sexuality by incorporating lessons on protection, responsibility, and decision-making, ensuring that children are prepared to face challenges in their adolescence and beyond.

Parent 9: Ay, yun na nga, yung pag paplano. Kauna-unahan dapat diyan pag paplano sa buhay ng mga kabataan para makaiwas ano ba’t iyan ang nagiging unang sanhi kung bakit natitigil sa pag aaral yang tungkol sa mga sekswal na iyan minsan nabubuntis na nga, hindi nakakapagpatuloy sa pag aaral. 

Parent 9: Well, that’s it, planning. The very first thing should be planning in the lives of young people so they can avoid problems, because that often becomes the main reason why studies are interrupted. When it comes to those sexual matters, sometimes they end up getting pregnant and are not able to continue their education.

Parent 11: Siguro dapat ituturo muna kung ano yung mga magiging epekto nung sex pag ginawa nila, “ano-ano”, yun ang dapat i-elaborate ni teacher. “Oh magiging ganito ka pag ginawa nyo na mas maaga ganto ang buhay mo pag ginawa mo ng mas maaga, pag ginawa mo yan ngayon.” para po aware sila. 

Parent 11: Maybe it should first be taught what the effects of sex will be if they do it, the “what ifs.” That is what the teacher should elaborate on. Like, “This is what will happen to you if you do it too early, this is what your life will be like if you do it too early, if you do it now.” So that they will be aware.

Parent 3: Ang mga paksa dapat ay ‘yung …ahh, p’wede kang mag gan’on kung kasal ka na, kung may asawa ka na ‘yung mga ganay’on pagpipigil mga gano’ng paksa sana, para ‘yung mga bata mamulat na hindi pa tama.

Parent 3: The topics should be about, ah, things like what you can do once you are married, once you have a spouse, topics about self-restraint, things like that, so that the children will realize that it is not yet appropriate for them.

Parent 15: Ahm, hindi ko lang sure kung ano dito yun. Sa ibang bansa tayo dibaga tinuturo din sa mga studyante. Merong bansa na yung mga bata binibigyan niya ng mga doll, yun. Hindi ko matandaan kung Japan or ano. Ahh binibig…yung maydoon silang subject na bibigyan sila ng doll, aalagaan nila yung doll, parang yung tatae, iiyak yung manika, tapos pagkakain. So malalaman nila kung paano ba talaga mag-alaga ng bata. So paano pag dumating ka doon sa point na gano’n. Tapos hindi ka masyadong na-educate tungkol sa gano’ng klaseng actor. So yun, lalo na ngayon, social media, ang daming kabataan na nabubuntis ng maaga.

Parent 15: Ahm, I am not really sure which one it is. In other countries, right, they also teach this to students. There is a country where children are given dolls. I cannot remember if it is Japan or somewhere else. They have a subject where they are given a doll to take care of, and the doll would poop, cry, and eat. So, they will learn how to really take care of a baby. So, what if you get to that point in life, and you were not properly educated about that kind of responsibility? That is why now, with social media, so many young people are getting pregnant at an early age.

Parent 2:  Siyempre ang dapat na unang-una dito ay iyong religious belief para sa akin. Religious belief talaga. Dahil ang isang kabataan kapag ka walang paniniwala sa Diyos, d’yan na pumapasok yung masasamang attitude, pag-iisip, paraan ng pagsasalita, paraan ng pakikitungo sa kapwa nila kabataan. Kaya God’s first muna. 

Parent 2: Of course, the first and most important thing here should be religious belief for me. Truly, religious belief. Because if a young person does not have faith in God, that is when bad attitudes, thoughts, ways of speaking, and ways of treating other young people start to come in. That is why God comes first.

Subtheme 2.6: CSE as a Source of Awareness, Self-Protection, and Responsible Decision-Making

A common theme that emerged from the parents’ responses is that they believe the implementation of comprehensive sexuality education will primarily benefit their children by increasing awareness, protecting them from risks, and guiding them toward responsible decisions. Parent 1 expressed that through CSE, children “will become aware of the laws that can protect them against abuse,” while Parent 8 emphasized that it will help children “avoid STI’s” and prevent situations where “many are already getting pregnant… even as early as Grade 6.” Similarly, Parent 12 explained that CSE can help young people “become aware so that they can be responsible in terms of social and sexual matters, as well as their gender awareness,” particularly in “preventing early pregnancy.” Parent 10 added that this education provides practical self-control, saying children “will gain knowledge on how to manage the surge of emotions and… physical desires.” These responses highlight that parents view CSE as crucial for equipping children with knowledge and awareness to protect themselves from abuse, diseases, and risky behaviors.

Parent 1: ‘Yun nga ah magiging aware sila sa mga batas na makakapagprotekta sa kanila laban sa mga pang-aabuso.

Parent 1: That’s it, they will become aware of the laws that can protect them against abuse.

Parent 8: Makakaiwas sila sa sakit, diba? Hindi siya yung, hindi siya yung, siyempre, yung iba na papariwara na, na, kumbagay, nakakaisip ng kung ano-ano, ayun na, nakikipag-ano sa ibang tao, nakikisalamuha dahil nga sa gano’n, maraming nakikilala. Para sa akin lang naman yun.  Malaking tulong ito, ha. Yung talaga malaking tulong ‘to para sa pag-aaral ng mga bata. Kasi, ito dapat talaga, numiro uno, pinag-aano din, pinag-aaralan sa school. Kasi, sa panahon ngayon, karamihan talaga na mga bata, menor de edad, diba? Maraming nabubuntis. Oh, Grade 6 pa lang, meron na. Kaya dapat ito, simulat simula pa lang, pinapasok na agad. Para maaga na mumulat ang mga bata, kung baga man.

Parent 8: They can avoid STI’s, right? Unlike others who go astray, who start thinking of all sorts of things, then they end up doing things with other people, socializing in that way, meeting many others. That is just how I see it. This is a big help, really. It is a big help for the education of children. Because this should really be one of the top priorities to study in school. Nowadays, most children are minors, right? Many are already getting pregnant. Even as early as Grade 6, there are cases already. That is why this should be taught right from the start, so that children become aware early on.

Parent 12: So ito ay makakatulong upang maging aware sila sa, yung mga kabataan, upang maging responsible sila in terms ng social, sexual, yung mga gender awareness nila. Kailangan maiwasan yung o upang maiwasan nila yung early pregnancy.

Parent 12: This will help young people become aware so that they can be responsible in terms of social and sexual matters, as well as their gender awareness. It is necessary in order to prevent, or so that they can avoid, early pregnancy.

Parent 10: Ano magkakaroon sila ng kaalaman kung papaano nila i-manage ang bugso ng damdamin at saka ano ah tawag ng init ng katawan.

Parent 10: They will gain knowledge on how to manage the surge of emotions and, what you call, physical desires.

Alongside protection, parents also see CSE as a guide for responsible decision-making in daily life and relationships. Parent 3 stated that if properly taught, CSE will help students “restrain themselves from engaging in those things with girlfriends or boyfriends,” while Parent 9 stressed that it promotes “planning, to avoid what we often call accidents, like for girls.” Parent 5 emphasized the importance of application, noting that its benefit comes “when he or she can apply it in his or her daily life,” and Parent 15 pointed out that it broadens children’s perspective so that “even if you have a partner, you know… you are aware of what should and should not be done.” Some also acknowledged that CSE can ease the role of parents in educating their children, as Parent 6 shared that it makes it “less difficult for me to explain things… he already has basic questions answered by the teachers.” Collectively, these views reflect a strong belief that CSE benefits children by not only protecting them from harmful consequences but also by empowering them to make responsible and informed choices in their personal and social lives.

Parent 3: Makikinabang? Paanong makikinabang? Kung ang tuturo’y tama makikinabang sila na magpigil na makipag ganayon sa mga girlfriend, boyfriend, ‘yon gano’n.

Parent 3: Benefit? How will they benefit? If what is being taught is correct, they will benefit by learning to restrain themselves from engaging in those things with girlfriends or boyfriends, things like that.

Parent 9: Yun parin (laughs) para malaman nila, para matutunan… pag pa-plano makaiwas nga sa biglang sinasabi nating disgrasya sa mga babae sa mga lalaki walang problema kaya laang ay ‘di problema yung pag papakain sa pamilya. 

Parent 9: It is still the same (laughs), so that they will know and learn… planning, to avoid what we often call accidents, like for girls. For boys it is not so much of a problem, but it could become a problem for them, like being able to provide for the family.

Parent 5: Paano makikinabang ang iyong anak? Aydi maaari niyang i-apply sa kan’yang araw-araw na pamumuhay.

Parent 5: How will your child benefit? Well, when he or she can apply it in his or her daily life.

Parent 15: Siguro mas magiging uhm…broad yung or widen yung ano nila…yung pagtingin nila about sa gano’ng klaseng situation. Hindi tulad na yung iba, pag nakita na, nalaman na may mga… Diba halimbawa ngayon, karamihan sa mga kabataan may mga jowa na mga maliliit pa lang. So kahit na may jowa ka, alam mo yung, alam mo yung, ahm, anong tawag dito? Yung dapat at hindi dapat.

Parent 15: Maybe their perspective about that kind of situation will become broader or widened. Unlike others who, once they see or find out about something… For example, now, most young people already have boyfriends or girlfriends at such a young age. So even if you have a partner, you know, you are aware of what should and should not be done.

Parent 6: Ahh, bilang ako’y isang magulang, kumbaga hindi nako mahirapan mag-explain sa aking anak. Kumbaga mayron…mayroon na siyang pa…ahh may basic na siyang tanong sa mga teacher which is marami sila, nakaka…nakakapag-interact siya, naririnig niya ibang question. Tas kung sa akin, hindi konti na lang yung aking dapat sagutin.

Parent 6: Ahh, as a parent, it will be less difficult for me to explain things to my child. It is like he already has… he already has basic questions answered by the teachers, and since there are many of them, he can interact and hear other questions too. So, for me, there will only be a few things left that I need to answer.

Table 3: Educational reading materials that can be developed on Comprehensive Sexuality Education

Theme 3: Educational reading materials that can be developed on Comprehensive Sexuality Education

Across the responses of both students and parents, a dominant theme is that the effectiveness of Comprehensive Sexuality Education (CSE) reading materials depends on their ability to capture attention, provide accurate and practical knowledge, and foster deeper understanding through various formats. Many students and parents stressed the importance of accessible and engaging platforms, particularly social media, since it is “where more people are learning” (Students 1, 4, 12, 15) and where “almost all young people today have cellphones, Facebook, and YouTube” (Parent 2). At the same time, several participants emphasized the continued value of tangible materials such as brochures and modules, which students described as “more verified and reliable” (Student 6) and parents praised as “easier for children to understand compared to thick books” (Parent 6). Together, these views highlight that both digital and printed formats are necessary to ensure CSE materials remain engaging, credible, and widely accessible.

While students and parents agreed on the potential of CSE reading materials to broaden knowledge and “help broaden their thinking” (Students 7, 15), they consistently emphasized that their impact is conditional. Effectiveness depends not only on a learner’s interest and motivation but also on proper guidance and contextual support. Students admitted that “teenagers in the 21st century just want things fast” and often “read without comprehension” (Student 8), while parents echoed that “not all young people today are interested in reading materials” (Parent 1). This is why both groups placed importance on classroom discussions, where students noted that lessons are “clearer and more effective” when explained collectively (Students 6, 11, 12) and parents stressed that teachers help “broaden the minds of the children” (Parent 7) and prevent misinterpretation (Parent 5). In addition, many students argued that parents should also have their own portion in the materials since “some parents also lack knowledge” (Student 5) and because if parents are informed, “they can support us” (Student 2). Parents agreed, pointing out that having guidance materials would help them “explain to their children what the reading material means” (Parent 4) and ensure that “understanding is correct” (Parent 5). These insights reveal that the effectiveness of reading materials is enhanced when learning is shared between home and school, supported by both parental involvement and teacher-led discussions (Yuodeshko, V. I. 2023).

Beyond format and delivery, the effectiveness of CSE materials also lies in their content focus and inclusivity (Trivelli & Sità, 2025). Students and parents consistently highlighted the urgency of addressing teenage pregnancy, calling it “the most common problem among young people today” (Parent 3) and stressing the need for lessons on “using contraceptives” and “how to avoid it” (Students 1, 2, 3, 8, 9). Alongside pregnancy prevention, both groups emphasized the importance of topics on responsible sexual behavior, sexually transmitted infections, and self-awareness (Students 7, 9, 11; Parents 2, 11, 12). Equally significant is the call for inclusivity and equal representation in reading materials. Students argued that these lessons should be “for everyone” regardless of orientation, gender, or religion (Students 1, 4, 6, 9, 10), while parents reinforced that inclusivity prevents discrimination and ensures “equal learning opportunities” (Parents 1, 2, 3, 5). Although a few expressed concerns about potential conflicts with religious or cultural values (Students 8, 12; Parent 12), most acknowledged that inclusivity fosters fairness, respect, and empowerment for all learners. Taken together, these perspectives show that the effectiveness of CSE reading materials lies not only in their ability to inform but also in their power to promote responsible behavior, parental and teacher support, and inclusive values that prepare young people for healthy, informed, and respectful lives.

Subtheme 3.1: Preference for Accessible and Engaging Formats in Comprehensive Sexuality Education

A dominant theme that emerged from both students’ and parents’ responses is the preference for formats that are easily accessible and engaging, particularly social media posts, because they match the habits and interests of young people today. Many students emphasized the relevance of social media, stating that it is “where more people are learning” (Students 1, 4, 12, 15) and that “many students are active on Facebook and Instagram” (Student 15), making it an effective tool for broad reach. Parents echoed this, pointing out that young people are “more interested in social media compared to printed ads” (Parent 1) and that “almost all young people today have cellphones, Facebook, and YouTube” (Parent 2). Others reinforced that social media has a “stronger influence on young people” (Parents 7, 9, 10, 15). Collectively, these responses highlight that both parents and students see digital platforms as the most practical and effective way to capture attention and ensure CSE materials are widely disseminated.

Student 1: Para po sakin ay sa social media kasi parang sa panahon po ngayon ay mas marami na pong natuto sa social media.

Student 1: For me, it’s through social media because, in this time, more people are learning from social media.

Student 4: Yung una po. Ay social media pala, mas marami po makakakita.

Student 4: The first one, social media, because more people will be able to see it.

Student 12: Uhm, para sa ngayon po, mas maganda po ang social media post, kasi po very broad na po siya, madami na po yung gumagamit, tas po may possible na marami pong makakaalam nay-on.

Student 12: Uhm, for now, social media posts are better because they are very broad, many people use them, and many can learn from them.

Student 15: Para sa akin po… ahh, mas best po yung… sa socia…socia media posting kasi… mas… mababasa po ito ng… mas madaming tao kasi… sa panahon po ngayon ahh marami na pong mag-aaral ang… tawag dito ahh… nagbaba… Active or babad sa mga social media katulad na lang po ng mga Facebook, mga Instagram posting mas lalo pong magiging malawak yung pangkaisipan nila para po… maintindihan nila lahat ng bagay na… pumapatungkol dito. 

Student 15: For me, it is better through social media posts because more people can read it. Nowadays, many students are active on social media like Facebook and Instagram posts, so it will broaden their minds and help them understand everything about this.

Parent 1: Sa panahon ngayon ay, mas ano ang mga social media posts, mas mas interesado sila pagdating sa ganay’on compared sa mga printed ads. 

Parent 1: Nowadays, social media posts are more engaging, they are more interested in those compared to printed ads.

Parent 2: Siguro ano, ang pinaka-effective diyan ay social media kasi naroon yung interest ng mga kabataan ngayon eh. Dahil halos ng kabataan ngayon may cellphone, may Facebook, Youtube. Kaya mas ano kumbaga ano mas interesado sila sa ganoon. Once naka-interesado yung bata sa isang bagay, tumatanim sa kanila yan.

Parent 2: Maybe the most effective way is through social media because that is where the interest of young people is now. Almost all young people today have cellphones, Facebook, and YouTube. That is why they are more interested in those. Once a child becomes interested in something, it stays with them.

Parent 7: Edi sa akin ay, mas maganda ‘yung mga sabi ngang social media para maka kuwan sila ng magagandang balita at ‘yung para sa yung kagaganda ng ating kapaligiran at saka yung mga ipinagbabawal na lahat, lahat na.

Parent 7: So, for me, social media is better, as they say, so that they can get good information for the betterment of our environment, and also everything that is prohibited, all of it.

Parent 9: Social media na dahil sa cellphone, mas gusto pa nila ang gumamit ng cellphone kesa gumamit ng mga libro o brochures.

Parent 9: Social media, because of cellphones. They prefer to use cellphones rather than use books or brochures.

Parent 10: Mas malakas ta sa kabatan ngayon ay social media, bihira na kasi ang nagbabasa ngayon eh.

Parent 10: Social media has a stronger influence on young people now, because nowadays it is rare for them to read.

Parent 15: Social media. Wala nang masyado nagbabasa ng brochure, pamphlets or anything ngayon. Puro social media.

Parent 15: Social media. Hardly anyone reads brochures, pamphlets, or anything like that nowadays. It’s all social media.

Despite this strong leaning toward social media, a significant number of participants also stressed the importance of traditional printed formats such as brochures, pamphlets, and modules, particularly because they provide credibility, permanence, and clarity. Several students preferred printed copies, saying that “sometimes I do not really see it [on social media], but if it is in books, pamphlets, or brochures, I really prefer brochures” (Student 2) and that “hard copies… feel more verified and reliable” (Student 6). Parents agreed, with some preferring “brochures and pamphlets” because they are “easier for children to understand compared to thick books” (Parent 6) and because distributed pamphlets “might be better” since students often skip over online content (Parent 11). Others emphasized the depth of books and modules, noting that they are “based on scientific explanation” (Parent 5) or that modules allow students to “really think things through” (Parent 14). These responses show that while social media is widely valued for accessibility and reach, printed formats remain significant for their reliability, tangible impact, and ability to provide structured learning.

Student 2: Ako kasi ma’am yung nasa papel talaga yung nasa papel sya kesa dun sa social media kasi kahit naman po ako nag so-social media minsan po hindi rin po nakikita pero pag libro yun po pamphlets or brochures. Brochures po talaga ako.

Student 2: For me, ma’am, I prefer it to be in printed form, on paper, rather than on social media. Because even though I also use social media, sometimes I do not really see it there. But if it is in books, pamphlets, or brochures, I really prefer brochures.

Student 6: Ahm… Para po sakin ay yung mga hard copy po, so katulad po ng mga brochures at pamphlets kasi po mas pakiramdam ko po is na verified na po sila pwede na po ako makapag rely and nag-alangan po ako na piliin yung social media dahil po ‘yun nga po ay, minsan may mga fake news sa dami na po ng informations tapos hindi naman po lahat ng nasa social media is will be accepted by other people po. 

Student 6: Ahm, for me, it is the hard copies, like brochures and pamphlets, because I feel that they are verified and I can rely on them. I hesitated to choose social media because sometimes there is fake news, and not all information on social media will be accepted by other people.

Parent 6: Mas okay ako’y dun sa mga pamphlet. Ay parang mas madali siyang maunawaan ng bata kaysa dun sa medyo mga libro, masyadong makakapal. Kumbaga yung pamphlet ay direct na siya na napapaliwanag sa bata. Tamad na ang batang magbasa. Gusto nila yung maiiksi na, nandun na. Tas saka laang sila magtatanong, pag di nila na gets “mama ano iyon?” Kumbaga hindi na ganoon kahirap, pag nakita nilang makapal, ayaw na nila.

Parent 6: I prefer pamphlets. It seems easier for children to understand compared to books that are too thick. Pamphlets explain things to children more directly. Kids are lazy to read; they want something short that already contains the information. Then they will just ask questions if they do not get it, like, “Mama, what is this?” It is not as difficult that way, because if they see something thick, they do not want to read it anymore.

Parent 11: Siguro yung brochure, may mga social media, aware na sila dyan eh. Pagka-flash naman yan, nalalampasan na nila, ay yung brochure, o kaya yung mga pamplets, halimbawa, papamigay niyo. Mas maganda siguro din yun.

Parent 11: Maybe brochures, because with social media they are already aware of that. When it flashes, they just skip through it. But brochures, or pamphlets for example, if you distribute them, that might be better.

Parent 5: Uri ng…education…uri ng babasahin? Ahmmm…(sighs) p’wede baga yung…’di naman tama sa mga diyaryo (laughs) wala namang bali balita doon…’yung sa mga libro na ano…na ‘yung talagang…sa science, ‘yong mga tungkol sa science sa physical education at saka sa mga yung mga…encyclopedia na nababasa na mga patungkol sa sexuality education. Ah, dahil mas a… kumbaga’y ‘yung mga nakasulat doon ay base talaga sa may scientific explanation ‘yung… na ba-base talaga sa kanilang ahm… pag-aaral kahit baga… kahit hindi napapanahon kagaya ng encyclopedia edi matagal na naka base na talaga doon sa experience or kaya ‘yung mga author nun ay pinag-aralang mabuti.

Parent 5: Type of… education… type of reading material? Ahmmm… (sighs) maybe, not really from newspapers (laughs) because there is no real news about that there… more from books, like those about science, physical education, and encyclopedias that can be read about sexuality education. Ah, because what is written there is really based on scientific explanation, truly based on their studies. Even if it is not recent, like encyclopedias, they are still based on real experiences or thoroughly studied by their authors.

Parent 14: Module. Para ano makapag-isip sila ng ano ng husto. Module.

Parent 14: Module. So that they can really think things through. Module.

Subtheme 3.2: Conditional Effectiveness of Educational Reading Materials

A central theme that emerged from both students and parents is that educational reading materials on Comprehensive Sexuality Education (CSE) can be effective, but their impact largely depends on the learner’s willingness, interest, and manner of engagement. Many students emphasized that reading materials could deepen understanding, noting that these will allow them to “read, learn, and further expand their knowledge” (Students 2, 3, 10, 12, 14). Several pointed out that such materials would “help broaden their thinking” (Students 7, 15) and provide a resource that makes lessons “stick more” in memory (Student 11). Parents shared this belief, saying reading materials can serve as references that “increase knowledge” and even help both children and parents “have a basis for how they will explain sexuality education” (Parent 5). Others also stressed that reading “really gets planted in the mind” because it encourages imagination and reflection (Parent 2). These responses highlight that both groups recognize the educational potential of CSE reading materials, particularly for learners who are willing to engage meaningfully.

Student 2: Opo, sa tingin ko po talagang epektibo po sya para po talaga mabasa tapos matutunan at lalo pa mapapalawak yung kaalaman.

Student 2: Yes, I think it will really be effective because students can read, learn, and further expand their knowledge.

Student 3: Opo, para po sa…sa iba po na mas gusto pa pong malaman yung o mag…mas gusto pang magkaroon ng kaalaman tungkol po din sa comprehensive sexuality education.

Student 3: Yes, for those who want to know more or want to gain more knowledge about comprehensive sexuality education.

Student 10: Opo para ma ano para maging maging epektibo po ito, ang pagbuo ng babasahin pang edukasyon. Para pag nagbasa ka po ay malalaman mo po ang mga detalye ng mga Com Comprehensive Sexuality Education. 

Student 10: Yes, so that it can… how should I put it… so that it becomes effective, in creating educational reading materials. That way, when you read it, you will be able to understand the details of Comprehensive Sexuality Education.

Student 12: Opo, kasi po, dun palang po, hindi na po natin… Meron po tayo, magkakaroon po tayo ng gained knowledge dito sa ano, with the use of babasahin po sa mga iba’t-ibang ano ah, format, gaya nga po ng sinabi ko na ano ah, So dito po, makakatulong po ito.

Student 12: Yes, because right there, we wouldn’t have to… We will gain knowledge here through the use of reading materials in various… formats, as I mentioned earlier. So, this will be helpful.

Student 14: Nagiging epektibo naman po pag naka nagbuo ng babasahing edukasyon tungkol po sa comprehensive sexuality education. Kasi po, ayun nga po, magiging aware po yung mga magbabasa dito kung ano ang mga dapat gagawin nila.  

Student 14: It becomes effective when an educational reading material about Comprehensive Sexuality Education is created. Because, as I mentioned, the readers will become aware of what they should do.

Student 7: Para sa akin po, ay…. opo kase po may mga tao din na mahilig magbasa, mag-explore po ng mga ano para po mas lumalim pa yung kaalaman nila.

Student 7: For me, yes, because there are also people who like to read and explore things to deepen their knowledge.

Student 15: Opo. Dahil… sabi ko nga po kanina lalawak po yung kanilang pangkaisipan at… yung… sa iba naman po eh… meron pong mga tao na mahilig magbasa maaari din po nila itong basahin para po… maging educational yung mga binabasa nila.

Student 15: Yes. Because… as I said earlier, it will broaden their thinking and… for others, there are people who enjoy reading, so they can also read this so that what they read becomes educational.

Student 11: Sa tingin ko po ay opo, dahil para po sa akin ay mas magiging…mas magiging…mas matatandaan po natin ‘yung mga  ano po, mga bagay na dapat nating tandaan ‘pag mayroon po tayong babasahin.

Student 11: I think so, yes, because for me, it would make… it would make… we would better remember the… the things that we should remember when we have reading materials.

Parent 5: Op…Oo, magiging epektibo? Dahil ah…’pag mayroong mga babasahin na nababasa ay di mas madadagdagan ‘yung kaalaman tapos magkakaroon ng reference ‘yung mga bata, at pati na rin ‘yung mga magulang sa…’yung ba-basis nila kung paano nila ipapaliwanag sa mga bata ‘yung patungkol sa sexual education.

Parent 5: Ye…Yes, it will be effective? Because ah… when there are reading materials to read, their knowledge will increase, and then the children, as well as the parents, will have a reference… something they can use as a basis for how they will explain sexuality education to the children.

Parent 2: Sa palagay ko effective din yan. Hindi lang naman basta video. Kailangan meron din silang hard copy. Kasi minsan kapag napanood na nila, okay na. Pero kapag may binabasa sila, sa palagay ko mas tumatanim pa rin yung. Yung paniniwala ko ha mas tumatanim pa rin yung nababasa. Kasi ako, sinaunang kabataan ako, noon naman wala naman tayong Youtube. Ang gumagana kasi kapag nagbabasa ka, yung mismong imagination mo. Kaya mas natanim din naman sa isip.

Parent 2: In my opinion, that is also effective. It’s not just about videos. They also need to have hard copies. Because sometimes, when they’ve already watched it, that’s it. But when they are reading something, I think it really sticks more. My belief is that what you read still sticks more. Because for me, I was from the earlier generation of youth, and before we didn’t have YouTube. What works when you read is your own imagination. That’s why it really gets planted in the mind.

At the same time, many participants acknowledged challenges that limit the effectiveness of reading materials, particularly the varying interest of young people in reading. Students admitted that “teenagers in the 21st century just want things fast” and often “read without comprehension” (Student 8), while others noted that effectiveness “depends on the student” and whether they “truly want to learn or not” (Students 6, 9, 13). Parents echoed this concern, with some pointing out that “not all young people today are interested in reading materials” (Parent 1) and that “cellphones and social media” now compete strongly with books (Parent 9). A few parents suggested that effectiveness also hinges on external support, emphasizing the role of guidance: “This will be effective, especially if the parents provide guidance” (Parent 12). Collectively, these insights reveal that while educational reading materials are widely regarded as beneficial for promoting awareness and reflection on CSE, their success is conditional—relying not only on the learner’s motivation but also on parental and institutional support in encouraging proper engagement. institutional support in encouraging proper engagement.

Student 8: Ahh siguro po. Pero may side din po na hindi eh. Kasi mga kabataan po ngayon, sa libro, parang tinatamad na po silang magbasa. Ngayong mga kabataan po nong 21st century, gusto lang po nila is ‘yung mabilisan lang. Lalong-lalong na po sa pag-discussion siyempre. Kapag po nag-discuss yung mga teachers natin, is pag minsan, hindi na po silang nakikinig ganun. Tapos din naman po sa libro, siyempre, babasahin na lang po nila ‘yun without the comprehension po. Kumbaga po ay, babasahin na lang po nila. Ahm babasahin na lang po nila pero hindi po nila isasaisip yung kanilang binabasa iyun po.

Student 8: Ah, maybe. But there is also a side that it won’t be effective. Because young people nowadays seem too lazy to read books. Teenagers in the 21st century just want things fast, especially discussions. When our teachers discuss, sometimes they do not listen. And with books, they just read without comprehension. In other words, they read it but do not really think about what they are reading.

Student 6: Depende po yata sa makaka receive nun, pero for me po magiging epektibo siya specially po kung mayroon na pong open minded ‘yung ibang tao tungkol sa mga ganun nga pong subject or topic. 

Student 6: I think it depends on who receives it, but for me, it will be effective, especially if some people are already open-minded about that kind of subject or topic.

Student 9: Pwede ko po bang sabihin na depende? Kasi po, depende po kasi yun sa estudyante po kung gusto po talagang nilang matuto o hindi, para po sa akin. Minsan po kasi, may mga taong parang wala pong pake d’yan o wala pong pakialam, at mayroon naman pong mga taong… mga gusto pong makinig, gusto pong malaman para po maprotektahan yung sarili nila.

Student 9: Can I say it depends? Because it really depends on the student whether they truly want to learn or not, for me. Sometimes, there are people who do not care, but there are also those who want to listen and learn to protect themselves.

Student 13: Siguro po’y oo, Siguro po ay marami din po magkakainteres dito sa… kung magkaka… makakabuo po sila ng… librong… ahh babasahin pong pang edukasyon tungkol sa comprehensive sexuality education. Siguro po yung iba’y… mapapaisip din ano po ang nilalaman ng babasahing iyon at ano ang purposes ng… babasahin iyun para… siguro po sila ay… malaman din nila ang mga… di pa nila na nalalaman… na ganon.

Student 13: Maybe yes. I think many people would also be interested in… if they are able to create… a book… uh, an educational reading material about Comprehensive Sexuality Education. Maybe some would also think about the content of that reading material and the purposes of… that material, so… perhaps they would also learn things they didn’t know before.

Parent 1: Sa ibang way ay oo, pero hindi lahat ta ng kabataan ngayon ay interesado sa mga babasahin ay. 

Parent 1: In some ways, yes, but not all young people today are interested in reading materials.

Parent 9: Sa tingin ko hindi epektibo yung sinasabi mong ano… babasahin sa ngayon nga hindi masyado epektibo dahil gawa nga ng cellphone, social media. Pero social media, yan ang magiging epektibo. Yan ay effective iyon pag sa ilalagay sa social media, dun tayo.

Parent 9: I think those reading materials you’re talking about aren’t effective. Nowadays, they’re not really effective because of cellphones and social media. But social media, that’s what will be effective. It will be effective if it’s placed on social media. That’s where we should focus.

Parent 12: Oo, magiging effective ito. Lalo na kung maguguide nung parents. Yung kasamang parents, yung bata, maguguide sa tamang asal, maaayos ang pag uugali. Dahil iba talaga yung hatak ng social media.

Parent 12: Yes, this will be effective, especially if the parents provide guidance. When parents guide their child in the right behavior, the child’s manners will be proper. Because social media really has a different kind of influence.

Subtheme: Prioritizing Topics on Teenage Pregnancy Prevention and Responsible Sexual Behavior

Both students and parents consistently emphasized that preventing teenage pregnancy should be the central priority when creating educational reading materials for Comprehensive Sexuality Education (CSE). Many students stressed the importance of addressing this issue through lessons on contraceptives and prevention, highlighting the need for topics on “using contraceptives,” “how to avoid it,” and the risks of “teenage pregnancy” (Students 1, 2, 3, 4, 8, 9, 14). Parents strongly echoed this concern, underscoring the urgency of tackling “the most common problem among young people today… teenage pregnancy,” including the role of “family planning” and the importance of “avoiding early pregnancy or early family formation among young people” (Parents 1, 3, 9, 12, 15). These perspectives reveal a shared concern that reading materials should primarily equip adolescents with knowledge and strategies to prevent unintended pregnancies.

Student 1: Para po sa akin ay yung ano pag gamit po ng contraceptives.

Student 1: For me, it’s about… using contraceptives.

Student 2: Yun nalang din, prevention nalang din yung sa kung paano iwasan, kung paano ‘ba sya mapipigilan.

Student 2: That’s it too, it’s also about prevention—how to avoid it, how it can be prevented.

Student 3: Sa teenage pregnancy po. Dahil marami na pong kabataan o kababayan po ang natutukso po agad eh hindi po sila nagkakaroon ng tamang pagdidisiplina sa sarili tas wala po silang masyadong kaalaman tungkol sa posibleng mangyayari sa kanila.

Student 3: It’s about teenage pregnancy. Because many young people or peers are easily tempted, they don’t practice proper self-discipline, and they don’t have much knowledge about what could possibly happen to them.

Student 4: Opo, ano po yung wag po muna makipag sex kapag wala pa sa tamang edad. Ano po ah saka lang po makipag sex kapag nasa tamang edad na po.

Student 4: Yes, that is… not to have sex until the right age. And only engage in sex when you are of the appropriate age.

Student 8: Dito po para sa akin is, unang-una po is, ‘yung mga paggamit po ng contraceptives. Kasama po ang mga advantages and disadvantages nun. Tapos ‘yung mga masasama pong effects sa ating katawan. And siyempre po, about din sa… about din po sa awareness kung ano po baga ang pwedeng mangyari kapag nagkaroon ng teenage pregnancy, ‘yung mga ganon ganon. Mga issue po na nagka may connection po siya sa sex.

Student 8: For me, first of all, it’s about the use of contraceptives, including their advantages and disadvantages. Then, the harmful effects they can have on our bodies. And of course, it’s also about awareness of what can happen in the case of teenage pregnancy, things like that. Issues that are connected to sex.

Student 9: So, para po sa akin, ang mga kailangan pong topic na ilagay po nila sa babasahin, ay ano po ah, yung mga dapat pong iwasan, kung kailan po dapat magkaroon ng pagtatalikan, tapos po’y ano ah, mga… mga ginagamit po para po, ano ah, para po bumaba po yung chance na magkaroon ng infection… or magka-anak.

Student 9: For me, the topics that should be included in the reading material are the things to avoid, when it is appropriate to engage in sexual activity, and the methods used to reduce the chances of infection or pregnancy.

Student 14: Ahm… yung dapat po bigyan ng priyoridad ay ‘yung mga teenager po na makakabasa nung comprehensive sexuality education. Kasi po, karamihan na po ngayon ngayong ano sa atin ay mga nabubuntis na po ng mga bata, nagkakaroon na po silang pamilya kahit bata pa sila.

Student 14: Ahm, the priority should be given to teenagers who will read the Comprehensive Sexuality Education materials. Because nowadays, many young people are getting pregnant and starting families while they are still young.

Parent 1: ‘Yung ano ah ‘yung pinaka-usual na problema ngayon ng kabataan, lalo sa kababaihan, ‘yung mga teenage pregnancy.

Parent 1: The most common problem among young people today, especially among young women, is teenage pregnancy.

Parent 3: Iyon na nga ang sinasabi ko ‘yung mga ah family planning, tapos ay yung sa edad na ‘wag gagawin ito ‘yung mga ganay’ong babasahin dapat, mga paksa.

Parent 3: Like what I was saying, about family planning, and also about the age when these things should not be done. Those are the kinds of reading materials, the topics that should be included.

Parent 9: Pag aaral tungkol sa sex o tungkol sa pag iwas sa maagang pag bubuntis. Yung pag iwas i-personal na natin. Yun na nga yung pag iwas na nga sa maagang pagbubuntis o pagpapamilya ng mga kabataan.

Parent 9: Studies about sex or about avoiding early pregnancy. We should make the avoidance personal. That’s it, avoiding early pregnancy or early family formation among young people.

Parent 12: So magandang topic siguro yung paano mapapangalagaan yung sarili habang nagdadalaga’t nag bibinata at saka yung early pregnancy, paano siya maiiwasan sa mga kabataan. Dahil ngayon ay talaga namang ahh…mga high school palaang ay nag sisipagbuntis na, manganganak na. So dapat maging aware sila doon.

Parent 12: So maybe a good topic is how to take care of oneself during adolescence, and also about early pregnancy, how it can be avoided among young people. Because nowadays, even high school students are already getting pregnant, giving birth. So, they should be made aware of that.

Parent 15: Yeah, siguro yung topic na ituro din sa mga kabataan yung paggamit ng proper… Oh… Anong tawag dito? Yun contraceptives yes.

Parent 15: Yeah, maybe a topic to teach young people is the use of proper… Oh… what do you call it? Contraceptives, yes.

In addition to pregnancy prevention, both groups underscored the importance of promoting responsible sexual behavior and self-protection. Students suggested prioritizing topics such as sexually transmitted infections and their consequences, noting that it is important to study “the diseases we can get” and ways to “reduce the chances of infection or pregnancy” (Students 9, 11). They also emphasized that materials should help adolescents “understand their own gender identity” and avoid being “confused about their gender” (Students 7, 12). Parents further supported this by pointing to the need to teach “the disadvantages of premarital sex,” “how to take care of oneself during adolescence,” and “the use of proper contraceptives” (Parents 2, 11, 12, 15). Collectively, these perspectives suggest that while teenage pregnancy prevention is the top priority, students and parents also recognize CSE as a tool for fostering responsible decision-making, self-awareness, and safe practices among young people.

Student 9: So, para po sa akin, ang mga kailangan pong topic na ilagay po nila sa babasahin, ay ano po ah, yung mga dapat pong iwasan, kung kailan po dapat magkaroon ng pagtatalikan, tapos po’y ano ah, mga… mga ginagamit po para po, ano ah, para po bumaba po yung chance na magkaroon ng infection… or magka-anak.

Student 9: For me, the topics that should be included in the reading material are the things to avoid, when it is appropriate to engage in sexual activity, and the methods used to reduce the chances of infection or pregnancy.

Student 11: Siguro po ay, kagaya po nitong nakaraan po ang naging lesson namin medyo may kaugnayan po rito ay, ‘yung mga sakit po na p’wede natin makuha. Ang isa pong hinalimbawa ng akin pong teacher ay ano po ah, kagaya po ng AIDS gano’n. Ay ano po sa akin po ay mas maganda na rin po napag-aralan ‘yung mga sakit na p’wede nating makuha, para mas…mas ma-ano po natin na tayo ay umiwas.

Student 11: Maybe, like in our previous lesson, which is somewhat related to this, it was about the diseases we can get. One example my teacher mentioned was AIDS. I think it is also better to study the diseases we can get so that we can understand more and take steps to avoid them.

Student 7: Ahm… sa tingin ko po ang paksa po na pang edukasyon na tungkol sa yan nga po, sa ano ninyo, ayun pong mas makakapagpakilala sa sariling kasarian ng isang tao.

Student 7: Ahm… I think the educational topic about that is the one that can best help a person understand their own gender identity.

Student 12: Dun po siguro sa sexuality (stuttered) para hindi po malito ang mga kabataan tungkol sa kung anong gender nila, kung anong, kung anong dapat nila, kung anong dapat sila, kung ano yung mali (laughs) Ganay-on.

Student 12: Maybe about sexuality, so that young people will not be confused about their gender, about who they should be, and about what is wrong.

Parent 2: Ok yung ano, unang una yung different genders ngayon madaming gender sexuality ngayon eh, at saka syempre kailangan ma-tackle din dito yung mga disadvantage ng premarital sex at maagap na pag aasawa yun.

Parent 2: Okay, first of all, there are many different gender identities and sexualities now, and of course it is also necessary to tackle the disadvantages of premarital sex and getting married at an early age.

Parent 11: Ah, siguro, isa lang sa naisip ko na maging topic. i-attach dun sa magiging topic. Ano rin yung magiging bunga noon, pag ginawa nila. Bukod sa, either mabuntis sila or makakuha sila ng sakit, diba? Siguro, kailangan lang i-elaborate. Kung pag ginawa nila yun.

Parent 11: Ah, maybe, one thing I thought of as a topic, to attach to the main topic. Also, what would be the result if they do it. Aside from either getting pregnant or getting a disease, right? I guess it just needs to be elaborated on what happens if they do it.

Parent 12: So magandang topic siguro yung paano mapapangalagaan yung sarili habang nagdadalaga’t nag bibinata at saka yung early pregnancy, paano siya maiiwasan sa mga kabataan. Dahil ngayon ay talaga namang ahh…mga high school palaang ay nag sisipagbuntis na, manganganak na. So dapat maging aware sila doon.

Parent 12: So maybe a good topic is how to take care of oneself during adolescence, and also about early pregnancy, how it can be avoided among young people. Because nowadays, even high school students are already getting pregnant, giving birth. So, they should be made aware of that.

Parent 15: Yeah, siguro yung topic na ituro din sa mga kabataan yung paggamit ng proper… Oh… Anong tawag dito? Yun contraceptives yes.

Parent 15: Yeah, maybe a topic to teach young people is the use of proper… Oh… what do you call it? Contraceptives, yes.

Subtheme 3.4: Enhancing Comprehensive Sexuality Education Through Active Parental Involvement

A strong theme that emerged from both students and parents is the recognition that parents need their own portion in the reading material to help them understand and support their children’s learning about Comprehensive Sexuality Education (CSE). Many students emphasized that parents should also be equipped with knowledge about sexuality issues because “some parents also lack knowledge” (Student 5) and “if parents understand what is covered in CSE, they can support us” (Student 2). Others stressed that this inclusion would allow parents to provide better guidance on preventing teenage pregnancy and responsible behavior, such as “advising not to have a boyfriend or girlfriend too early” (Students 4, 9, 14) or helping children “understand its importance” (Students 6, 11, 12). Collectively, students viewed a parent-focused section as necessary for ensuring that the lessons they receive in school are reinforced at home.

Student 5: Yes po, kasi po, yung ibang parents po, naglalack din po sila ng kaalaman sa ganitong sexuality problems and tingin ko po is, magiging malaking tulong po sila para sa anak.

Student 5: Yes, because some parents also lack knowledge about these sexuality issues, and I think they can be a great help to their children.

Student 2: Ahm opo, kasi para pag yung magulang po kasi nakuha nila yung tinutukoy dito sa comprehensive sexuality education, maari silang may matutunan don na hindi pa nila nalalaman, pwede nilang masuportahan kaming mga anak na kailangan din nilang matutunan para sa kaligtasan at para sa kinabukasan. Ma’am yung pag yung magulang na ang may sakit kailangan muna nilang mag pagaling bago makipag sexual agad-agad.

Student 2: Ahm, yes. Because if parents understand what is covered in Comprehensive Sexuality Education, they can learn things they did not know before. They can support us, their children, who also need to learn for our safety and future. Ma’am, if a parent is sick, they should focus on getting better before engaging in sexual activity.

Student 4: Opo. Parang yung sinabi ko din nung number ano… pagsabihan po na wag mag jowa kapag ano at baka… Opo, pag bata pa. Maaga po mabubuntis.

Student 4: Yes. It is like what I mentioned earlier, to advise not to have a boyfriend or girlfriend too early. Yes, if they are still young, they could get pregnant too soon.

Student 9: Opo. Parang, ang mailalagay po doon, parang… ang masasabi ko po dito e, yung parang huwag po silang masyadong pagjojowain ng maaga, or kapag nagkaroon nga po ng jowa, parang palagi pong sasabihin na huwag muna makipagtalik, or kung gagawin nila yun, dapat po ay mag- condom po sila…nang maproteksyunan po sila sa…ano.

Student 9: Yes. What can be included there, I would say, is to advise not to have a boyfriend or girlfriend too early. If they do have a partner, they should always be told not to engage in sexual activity yet. If they do, they should use a condom to protect themselves.

Student 14: Opo, dapat po magkaroon ng bahagi ng babasahin na makatutulong sa magulang. Ang dapat pong nakasulat doon ay turuan ang mga anak na huwag maging padalos-dalos at huwag agad-agad makikipagtalik pag hindi pa naman sila kasal.

Student 14: Yes. The reading material should include a section that helps parents. What should be written there is to teach children not to be impulsive and not to engage in sexual activity before they are married.

Student 6: Ahm… Opo dapat magkaroon po ‘yun ng bahagi para po malaman din po nung mga mothers, nung parents or guardians po nila ‘yung importance nun and doon po sa nilalaman, siguro po iyun po ‘yung mga parang nakabukod na text for them po yung mga significance po nong pagpapatupad nung ganung paksa and then ‘yung mga benefits po na makukuha ng Estudyante po gaya nalang po ng ibang subjects.

Student 6: Ahm, yes. There should be a section so that mothers, parents, or guardians can also understand its importance. In the content, there could be a separate text for them explaining the significance of implementing that topic and the benefits that students can gain, just like in other subjects.

Student 11: Opo. Dapat po, kasi ang napapansin ko po ay sa pamilya pong mga Pilipino ay hindi po talaga ganon ka-ano ‘yong mga gan’to po. Ay ano po ah, pero sa akin po dahil ako po ay nag-aaral ay nalalaman ko rin na importante rin po talaga at kailangan pong malaman upang maging safe po tayo. Siguro po ay ‘yung sa akin po ay para po sa akin ay ‘yung exact copy po no’ng reading kasi po ano ah, para po nalalaman nila kung ano po ‘yong itinuturo sa mga anak nila.

Student 11: Yes. It should be included because what I notice is that in Filipino families, it is not really like that. But for me, because I am studying, I also understand that it is really important and necessary to know in order to be safe. I think what I would suggest is to have an exact copy of the reading material so that parents know what is being taught to their children.

Student 12: Syempre po, opo kailangan din po. Kasi po, first of all, sa kanila po unang beses sila po yung unang nagtuturo sa atin. So, there’s possibility po na kapag sila po ay nagkaroon ng portion doon ay maim maiiano din po nila sa atin, may bibigay nila sa atin yung information na iyun.

Student 12: Of course, yes, it is also necessary. Because, first of all, it is their first time teaching us. So, there is a possibility that if they have a portion of the lesson, they can share it with us and provide us with that information.

Parents strongly echoed this call for inclusion, affirming that they too need resources that explain how to guide their children effectively. Several highlighted that having such materials would help them “properly approach young people, especially those who have experienced sexual abuse” (Parent 1), “understand their children” (Parent 2), and “support them when the lessons are too difficult to grasp” (Parent 6). Others believed this would equip parents to “explain to their children what the reading material means” (Parent 4), ensure that their “understanding is correct” (Parent 5), and provide lessons on “responsible parenthood” (Parent 12). By stressing that learning begins at home and is not limited to the classroom (Parents 10, 11, 15), the parents’ responses reveal a shared understanding with students that CSE is most effective when both school and family are actively involved.

Parent 1: Merong part ang magulang. Siguro ay oo dapat mayroon. Kung paano ‘yung tamang pag-approach sa mga kabataan lalo na ‘yung mga nakaranas na mga sexual abuse?

Parent 1: There is a part for the parents. Maybe yes, there should be. How to properly approach young people, especially those who have experienced sexual abuse.

Parent 2: Oo dapat talaga para meron din background yung mga magulang kung paano nila iintindihin yung kanilang anak. Kasi iba nga ang ugali ng kabataan ngayon. So kapag sila ay well informed at knowledgeable dun sa comprehensive sexuality na ito, kaya nilang i-resulba kung anuman yung dapat nilang itulong sa mga problema ng kanilang anak.

Parent 2: Yes, definitely. So that parents also have a background on how to understand their children. Because the behavior of young people today is different. So if they are well-informed and knowledgeable about comprehensive sexuality, they will be able to resolve whatever they need to help with their child’s problems.

Parent 6: Oo, dapat ay meron din ang magulang, hindi lang sa bata, baka mamaya nga ay hindi nagegets, o medyo maba…malalim, aydi kahit pa paano kami makakasupport “O anong pagka-intindi mo dyan?” Kumbaga ganon, bilang supporta duon sa mga pamplets na gagamitin.

Parent 6: Yes, parents should also have it, not just the children. Maybe later the child won’t get it, or it might be a bit too deep. So at least we can support them, like asking, “What do you understand from this?” Something like that, as support for the pamphlets that will be used.

Parent 4: Oo, para ibig sabihin maipaliwanag sa mga anak kung anong ibig sabihin ng ‘yung babasahing iyon para ma-ipaunawa din nila.

Parent 4: Yes, so that it means they can explain to their children what the reading material means, so they can also help them understand.

Parent 5: Opo, dahil hindi rin naman alam lahat (laughs) ng magulang kung ‘yung

pagkakaintindi nila ay tama at saka ‘yung syempre, parang mga sina…mga sinauna na no’ng panahon ay wala naman mga ganitong pag-aaral. ‘Di natin alam kung…kung iyon baga ay tama o naaayon pa sa panahon ngayon.

Parent 5: Yes, because not all parents (laughs) know if their understanding is correct, and of course, back in the old days there were no studies like this. We don’t know if that is still correct or applicable today.

Parent 12: Yes, dapat. Dapat ay merong mga… Yung maayos na pangangalaga nila sa sarili. Dapat ay meron lalo na yung mga ngayon ay mga maagang nag-asawa aydi halos ay wala silang experience kung paano itaguyod yung pamilya, yung pagiging parenthood nila kung baga ay kulang pa sila sa knowledge doon. Karamihan yung mga kabataan ay nanay. So makakatulong itong… Halimbawa, gagawa tayo ng mga babasahin na makakatulong sa kanila. Magandang topic dito ay yung responsible parenthood. Dahil mga kabataan ay yung nagiging nanay, tatay na. So, para mag-guide nila yung magiging anak nila, na maging responsible at hindi magaya sa kanila, mga madaling nag asawa. And then maitaguyod ng maayos yung pamilya.

Parent 12: Yes, there should… there should be… proper guidance on taking care of themselves. Especially now, with those who get married early, they hardly have any experience on how to manage a family or on parenthood; they are still lacking knowledge in that area. Most young people become mothers. So, this would help… For example, we can create reading materials that would help them. A good topic here is responsible parenthood. Because young people become mothers and fathers, so they can guide their children to be responsible and not follow the same path of early marriage, and be able to properly manage their family.

Parent 10: Oo, kasi unang una sa bahay nakatira ang bata sa gabi ay sa araw lang naman sya sa school, yung sabado at linggo magulang pa rin naman ang kasama nila at saka yung bata minsan may kalokohan ding ginagawa sa labas pero meron din minsan na hindi naman lahat ng bata meron din sa loob ng tahanan at syempre kagaya n’yan nag dadala sa bahay ng jowa.

Parent 10: Yes, because first of all, the child lives at home at night; they are only at school during the day. On Saturdays and Sundays, they are still with their parents. Also, sometimes the child does mischievous things outside, but sometimes, not all children do that. There are also things that happen inside the home when they bring their boyfriend or girlfriend there.

Parent 11: Ah, parang i-educate din si parent. Tama naman na lagi sa bahay naman nag-uumpisa yung ano, ay dapat din naman. Dahil sa bahay nag-uumpisa ang pagkatuto ng bata.

Parent 11: Ah, it’s like educating the parents too. It’s right because learning starts at home. So, it should also be done. Because that is where the child’s learning begins.

Parent 15: Ah yeah, oo para mas maexplain din nung parents ng maayos.

Parent 15: Ah, yeah, yes, so the parents can also explain it properly.

Subtheme 3.5: Classroom Discussions as an Additional Mode of Learning Comprehensive Sexuality Education

A dominant theme across the responses of both students and parents is the strong preference for classroom discussions as the primary method of engaging with Comprehensive Sexuality Education (CSE) reading materials. Students consistently emphasized that studying independently often leads to “misunderstanding” (Student 1), “boredom” (Student 2), or lack of interest since “many students nowadays are lazy and no longer interested in these kinds of topics” (Student 5). Several explained that class discussions ensure that learning is not limited to one individual but shared by the whole group, allowing “more people to learn, not just one person” (Student 3) and preventing students from neglecting or ignoring the material altogether (Students 7, 8, 9, 13, 15). A few students (Students 6, 11, 12) acknowledged the role of independent study for reflection, but even they stressed that teacher-led discussions make the lessons clearer and more effective. Overall, the students’ responses highlight that the interactive and collective nature of classroom learning is critical for ensuring that CSE content is fully understood and applied.

Student 1: Para po sakin ay dapat po itong isama sa talakayan ng klase kesa mag isa mo itong pag aralan kasi pag minsan pag mag isa mo itong pinag aralan ay parang maiiba yung meaning kaya for me dapat po ay talagang may nagtuturo para dun.

Student 1: For me, this should be included in class discussions rather than studying it alone. Because sometimes, if you study it alone, the meaning can be misunderstood. So, for me, there should really be someone teaching it.

Student 2: Dapat ay isama sa talakayan para… pag kasi ma’am, pag mag isa ma’am parang boring boring na nya kasi nag iisa sya doon pero pag po samasama mas maganda po syang talakayin para lahat po nakakasabay.

Student 2: It should be included in discussions because if a student studies alone, it can be boring. But if it is discussed together, it is better because everyone can follow along.

Student 5: Para sa akin lang po, mas magandang isama sa talakayan sa klase kasi po, marami sa mga estudyante ngayon ay talagang tamad na, wala na po silang hilig sa mga ganayang bagay kaya mas magiging maganda po isasama sa klase.

Student 5: For me, it is better to include it in class discussions because many students nowadays are lazy and no longer interested in these kinds of topics. So it is better to include it in class.

Student 3: Sa lahat na po. Para po… para po mas marami pa pong makaalam, hindi po yung isa laang po at pag mas marami pong maka-makakaalam ay mamakat-matutulungan din po na ito yung iba pa pong ano ah…mga…ba-kabataan po.

Student 3: For everyone. This way, more people can learn, not just one person. When more people know, it can also help other young people.

Student 7: Ano po, para po sa akin ay sa klase at may doon po kasi minsan po may tamad din pong magbasa ay pagka po sa, pag-ituturo ay mas maunawaan po nila.

Student 7: For me, it should be in class because sometimes students are too lazy to read. If it is taught, they will understand it better.

Student 8: Siyempre po, kailangan po siya kasama sa mga talakayan, sa mga discussions. Kasi katulad ng sinabi ko kanina, mga kabataan po ngayon, is mga tinatamad na po silang magbasa ng books. Tapos pag minsan po, lalong lalo na po nung experience namin sa modular, edi wala po kaming ano nun mga discussions, talagang sariling ano lang po study. So based po doon, is parang mas mahihirapan po ‘yung mga mag-aaral na intindihin ‘yung mga nakalagay sa sexuality education or worse po, baka mas mis-interpret po nila na ang dapat po nilang gawin is iwasan, pero ang ginagawa po nila is talaga pong ina-apply pa nila.

Student 8: Of course, it should be included in discussions. As I mentioned earlier, young people nowadays are often too lazy to read books. Sometimes, especially during our experience with modular learning, there were no discussions, and we just studied on our own. Based on that, it is harder for students to understand the content in sexuality education, or worse, they might misinterpret it and do the opposite of what they are supposed to do.

Student 9: Para po sa akin, ay sa klase po iyun, kasi po, parang ano, kasi po, minsan po kasi, may mga bata po kasi na parang, kapag binigyan niyo po ng libro, ay hindi naman po babasahin, so mas mabuti na po, pinag-aaralan na po nila yun, parang may nagsasalita po sa unahan at nakikinig, kaysa naman po sa hindi naman na po nila babasahin, sayang lang po sa papel.

Student 9: For me, it should be in class because sometimes, when children are given a book, they do not read it. It is better if they study it in class, with someone speaking in front and them listening, rather than not reading it at all and wasting the paper.

Student 13: Siguro po ito’y ano ah dapat nang i-desenyo sa isama sa mga talakayan sa klase sa mga topic. Hindi para po lahat ay kumbaga ay yung.anong ta-topic po dun sa sa. class discussion ay dapat po ay lahat na dahil, siguro po pagka yung isa-isa laang po, baka hindi rin po interested yung iba na… hindi po nila ma ririnig yung mga i-discuss nung mga nag di-discuss po, halimbawa ay teacher hindi po nila ma ririnig yung mga…kailangan po nila malaman po dito, about dito sa question na ito.

Student 13: Maybe this should be designed to be included in class discussions on the topics. Not just for one topic alone, but all of them. If it is done individually, others might not be interested and they will not hear what is being discussed by those who are presenting, such as the teacher. They need to know this information related to the question.

Student 15: Para sa akin po… ahh mas maganda po kung isasama ito sa mga talakay nung… sa klase para po… maintindihan po ng lahat na… ito po yung mas magan… mas effective na way para maging maayos… at maging mapayapa po yung mga… ang pamumuhay ng bawat isa.

Student 15: For me, it is better if this is included in class discussions so that everyone can understand. This is a more effective way to help ensure that the daily lives of everyone are orderly and peaceful.

Student 6: Parang sa… ibi-based ko nalang po sa mga bata ngayon, kase po ngayon is parang yung mga bata po is medyo iwas din po sa ganitong usapan, so I guess it’s better po na pag-aralan to mag-isa yung meron na po silang urge or desire na basahin or malaman İyun kaysa po naman sa klase ay minsan ay may mga nahihiya pa po or ayaw pong pag-usapan ‘yung ganung klaseng topic, so better po may guardian sila na magtatackle po nun.

Student 6: Based on the children today, many of them tend to avoid this kind of topic. So, I guess it is better for them to study it alone if they already have the interest or desire to read and learn about it. In class, some may feel shy or unwilling to discuss these kinds of topics, so it is better if a guardian is there to guide them.

Student 11: Para po sa akin ay parehas po. Para po, p’wede mo po itong, ah kumbaga po ay p’wede mo itong mapag nilayan nang mag-isa at p’wede rin po maipaliwanag nang mas maayos po ng guro sa unahan po ng klase.

Student 11: For me, it should be both. You can reflect on it alone, and it can also be explained more clearly by the teacher in front of the class.

Student 12: Para sa akin pwede naman po yung mag-isa. Kaso, syempre po, mas effective din po kung…ay… may kanya-kanya po kasi tayo. Kung depende nalang po sa bata kung mag-isa. Kaso, mas maganda po kung tatalakayan po ito sa klase. Para hindi lang po iisa yung makakaalam, mas marami.

Student 12: For me, studying alone is possible. However, of course, it is also more effective if… well… we all have our own ways. It depends on the child if they study alone. But it is better if it is discussed in class so that it is not just one person who knows, but more people.

Parents strongly echoed this preference, reinforcing the idea that classroom discussions foster better comprehension and prevent misinterpretation of sensitive topics. Many noted that when students study alone, “they don’t really seem interested” (Parent 1) or may interpret the lessons incorrectly, making it necessary to have “someone explain it” (Parent 5) or a teacher who can “broaden the minds of the children” (Parent 7). Parents also emphasized the importance of collaboration and peer learning, stating that class discussions allow for “brainstorming” and the exchange of ideas that lead to “better understanding” (Parent 2, 11, 12). Others highlighted that discussions ensure inclusivity since “not just one person… but many will know what it is for” (Parent 8, 9, 13, 14), and that teachers provide the needed authority to properly explain right from wrong (Parents 4, 10, 15). Taken together, the parents’ perspectives reinforce the students’ view that CSE reading materials are most effective when complemented by classroom discussions, where ideas can be clarified, shared, and applied in a collective setting.

Parent 1: Ah mas ano sa akin ‘yung talakayan ng buong klase. Dahil kapag ka ‘yong solo sila, parang hindi ‘yung nagiging interesado. 

Parent 1: Ah, for me, it’s better when it is discussed in the whole class. Because if they are alone, they don’t really seem interested.

Parent 5: Dapat isama sa talakayan sa klase, dahil ano para magkaroon ng hindi laang e syempre minsan iba ‘yung interpretasyon niya roon sa babasahin iba pa rin ‘yung may magpapaliwanag at saka may makakausap siya kung parehas sila ng idea or naiintindihan dun sa bawat ano.

Parent 5: It should be included in class discussions, so that not only… of course, sometimes their interpretation of the reading material is different. It’s better if someone explains it, and they also have someone to talk to if they have the same idea or understand each part.

Parent 7: Sa akin ay, maganda, pwede. Pwedeng isama. Dahil, sabi nga, dahil para ngang sabi nga, mas luumawak pa ang kaisipan ng mga bata.

Parent 7: For me, it’s good, maybe. It can be included. Because, as they say, it helps broaden the minds of the children.

Parent 2: Kailangan talaga kasama sa klase. Mahirap din naman yung isang idea lang. Minsan yung isang idea na yun, mali yung interpretation. Mas maganda yung tinatawag nating two heads are better than one. So may idea yung isa na hindi alam ng isa, so maraming idea, magkakaroon yan ng brainstorming. Mas mata-tackle at mas may elaborate itong topic na ito. 

Parent 2: It really needs to be done in class. One idea alone is also difficult. Sometimes that one idea is interpreted incorrectly. It’s better, as they say, that two heads are better than one. So, one person has an idea that the other doesn’t know, and with many ideas, there will be brainstorming. This topic will be better tackled and more elaborated.

Parent 11: Dapat may talakayan. Kasi hindi pag walang, pag mag-isa ka lang, paano ka makakakuha ng opinion? Pag mag-isa ka lang babasa?

Parent 11: There should be a discussion. Because if there isn’t, if you’re alone, how can you get opinions? If you’re just reading by yourself.

Parent 12: Siguro yung mga, pag kasi ay solo, medyo maco-confused yung bata. Kaya mas maganda para sa akin ito ay isama sa talakayan sa klase. Dahil magkakaroon sila ng mga sharing of ideas, mas mapapalalim nila yung bahaginan. Actually, mas mag-iimprove. Mas maraming silang magiging knowledge about dun sa topic. Halimbawa, mas maganda yung mag-share dito ng mga ideas. Yung mga nakikita nila sa kanilang environment. Magkaroon ng sharing. So, mas maganda ito ay sa klase

Parent 12: Maybe, if it’s done solo, the child might get confused. So for me, it’s better to include it in class discussions. They will have a sharing of ideas, which will deepen their understanding. Actually, it will improve more. They will gain more knowledge about the topic. For example, it’s better to share ideas, what they see in their environment. There will be sharing. So, it’s better to do this in class.

Parent 8: Sa talakayan ng klase, para maraming nakikinig, maraming na…nakakaalam kung para saan yung, anong iyun, yung…ano ba tawag dito? Yung topic. Kasi hindi lang naman isa yung gagawa.

Parent 8: In the class discussion, so that many are listening, many will know what it is for, what… what do you call it? The topic. Because it’s not just one person who will do it.

Parent 9: Isama sa klase. Para lalong dumami ang kaalaman nila.

Parent 9: Include it in the class. So that their knowledge will increase even more.

Parent 13: Sa lahat ng kaklase niya. Para malaman din ng mga kaklase niya kung ano yung topic na pinag-aaralan.

Parent 13: With all of their classmates. So that their classmates will also know what topic is being studied.

Parent 14: Dapat isama sa klase, para ano marami sila.

Parent 14: It should be included in class, so that there are many of them.

Parent 4:  Pwede rin naman sa klase sa school. Halimbawa sa klase nila para lalo na ibig sabihin mas gawa na ang bata minsan mas parang tutok pa sa teacher halimbawa, hindi katulad ng minsan sa magulang wala din kumbaga may bata namang, hindi lahat nga ay nakikinig kumbaga.

Parent 4: It can also be done in the classroom at school. For example, in their class, the child is more focused on the teacher, unlike sometimes with parents where not all children listen.

Parent 10: Isama sa klase, kasi paano nila mauunawan kung mag isa lang sila ay ang ganung mga bata aydi syempre parang limitado pa yung kanilang kaalaman kung may magtuturong mas maedad at least may magpapaliwanag kung ano yung tama at mali.

Parent 10: Include it in the class, because how will they understand if they are alone? Of course, their knowledge is still limited. If someone older teaches them, at least there is someone to explain what is right and wrong.

Parent 15: Much better kung isasama sa talakayan. Para mas na-explain mismo ng halimbawa ng teacher. Kasi pag alam mo nag self-study ka lang, hindi ganoon ka-broad yung pagkakaintindi mo dun sa ano.

Parent 15: It’s much better if it’s included in a discussion. So, it can be explained more by the teacher. Because if you only self-study, your understanding of it won’t be as broad.

Subtheme 3.6: Promoting Inclusivity and Equal Representation in Comprehensive Sexuality Education

A central theme that emerged from both students and parents is the strong support for making educational reading materials inclusive of all gender identities, sexual orientations, and cultural or religious differences. Many participants emphasized that inclusivity ensures fairness, equality, and representation for all learners. Students explained that the materials should be “for everyone” and not limited to only one gender or group, highlighting the importance of equal access to knowledge (Students 1, 4, 9, 10, 13). Others underscored that inclusivity acknowledges the diversity in sexual orientation and gender identity, with one student stating that “everyone has the right to study” regardless of their orientation, gender, or religion (Student 6). Parents echoed this perspective, stressing that inclusivity in CSE prevents discrimination and promotes gender equality, as one parent explained, “we shouldn’t discriminate because first of all, we shouldn’t judge others” (Parent 2). Similarly, parents highlighted that inclusivity allows for equal learning opportunities, where “whether someone is a tomboy, gay, or any other gender, it shouldn’t be based on their religion or culture” (Parents 1, 3, 5).

Student 1: For me po dapat po talagang isama ang babasahing pang edukasyon na dapat idinesenyo nakasama lahat ng uri ng kasarian at yun naman po ay iba’t iba lang yung kasarian natin, pero parang yung pag kakaunawa koy yun po’y yung sexual orientation ay dapat talagang lahat naman po yata ng tao ay nagawa nito kaya dapat po nating pag aralan yung tama kaya dapat pong i-desenyo sa lahat, pero in secondary not in elementary.

Student 1: For me, educational reading materials should really be designed to include all types of genders. Our genders may differ, but the way I understand it, this refers to sexual orientation, and I think everyone experiences this in some way. That’s why we should study it properly, and the materials should be designed for everyone. However, this should be taught in secondary school, not in elementary.

Student 4: Pangkalahatan po, hindi naman po pwedeng isa lang ang makabasa kung lalaki po ay lalaki lang dapat po ay sabay po nilang malalaman yung bawal at pwede.

Student 4: It should be for everyone. It should not be that only one group gets to read it. If it is for males, then only males will know. It should be that both learn together about what is prohibited and what is allowed.

Student 9: Opo, dapat po ay ganon. Bakit dapat siya ay inclusive?Parang pang lahatan po? Kasi po, parang, parang po feel po ng mga nagbabasa, kahit po bakla, or bisexual, or Iglesia ni Cristo, dapat po feel po nila na parang, ano po sila, parang welcoming po sila ng libro, na parang dapat po pang kalahatan na po yung parang okay lang po sa kanila na magbasa. Hindi po yung parang basta Kristiyano lang po, basta lalaki o babae lang.

Student 9: Yes, it should be like that. Why should it be inclusive, something for everyone? Because the readers should feel that, even if they are gay, bisexual, or a member of Iglesia ni Cristo, they should feel that the book welcomes them. It should be for everyone, so that they are comfortable reading it. It should not be only for Christians, nor only for males or females.

Student 10: Opo, dahil po para walang magkasakitan ng loob o kaya po para po magkasama-sama kahit magkaiba po man ito ng reliyon at para po magpantay-pantay lang po ang tingin ng ibang tao. Wala pong bakla, walang tomboy pare pareho lang. Dapat po ay pantay-pantay ang pagtingin ng iba. Dapat po ay patas lamang ang pagtingin sa isang tao.

Student 10: Yes, because this way no one will get hurt, and people can come together even if they have different religions, so that others will view everyone equally. There should be no separation such as gay or lesbian, everyone is the same. Others should look at people equally. Everyone should be treated fairly.

Student 13: Siguro po sa akin dahil ako po’y part ng LGBT ay siguro po ay dapat ay lahat ay aware dito sa ano. Kahit po sa kultura, dapat po’y siguro lahat na rin po ng ano para… sa religion po siguro, okay na rin po nang lahat at para po siguro’y maano po nila, maunawaan din po nila kung ano ang ano ng sexual orientation na tawag dito… na dapat din nila i-desenyo sa lahat ng relihiyon hindi lang katoliko, halimbaw ay sa, ano naman sa gender ay hindi naman pwedeng babae lang at lalaki ay dapat paano naman yung mga gay, yung lesbian, dapat ay meron din silang space sa mga ganitong topic sa ano ah… tawag dito sa comprehensive sexuality education.

Student 13: For me, since I am part of the LGBT, I think everyone should be aware of this. Even in terms of culture, it should probably include everyone as well. In terms of religion, it would also be better if it included all, so that they can also understand what sexual orientation means. It should be designed for all religions, not just for Catholics. For example, when it comes to gender, it should not be only about male and female. What about gays and lesbians? They should also have space in topics like this, in what we call comprehensive sexuality education.

Student 6: Sa tingin ko po oo, kase ngayon nga po is very inclusive na po ang DepEd so I guess dapat din pong magkaroon ng mga rights or mag design po tayo na kasama lahat ng sexuality kase lahat naman po is may right to study pinanganak po tayong may mga karapatan so wag po nating ipagkait yun sa kanila because of their orientation, gender, at yun po ibat-ibang culture at religion.

Student 6: I think yes, because right now the Department of Education is already very inclusive. So, I guess we should also provide rights or design something that includes all sexualities. Because everyone has the right to study. We were all born with rights, so we should not deprive them of that because of their orientation, gender, or their different cultures and religions.

Parent 2:  Dapat isama kaysa hindi gender equality diba, doon na tayo papasok sa different sexuality ng mga tao ngayon. So huwag tayo magkakaroon ng discrimination dahil unang-una hindi naman tayo pwedeng humatol sa kapwa natin na “ganito, iba “to, bakla “to, masamang tao, ito tomboy, masamang tao.” So, dapat talaga pantay-pantay lang siya. At yung pagkakaiba ng religion dapat hindi na pag-usapan yun kasi isang broad na topic yun, yun lang. 

Parent 2: It should be included rather than not, for gender equality, right? That’s where we address the different sexualities of people today. So, we shouldn’t discriminate because first of all, we shouldn’t judge others by saying “he’s gay, he’s bad, she’s a tomboy, she’s bad.” So, it really should be equal. And differences in religion shouldn’t be discussed because that’s a broad topic, that’s all.

Parent 1: Oo. Dapat dapat ay saklaw nito lahat ng kasarian. Dahil hindi laang naman kababaihan, hindi laang kalalakihan. Lahat ay nakakaranas dapat may kaalaman tungkol sa mga sex ano? Edukasyon, tungkol sa sekswalidad. 

Parent 1: Yes. It should cover all genders. Because it’s not just women, not just men. Everyone should experience it and have knowledge about sex education, about sexuality.

Parent 3: Oo, para yung malaman nila ‘yung pagkakaiba iba nila. Oo, para wala namang pagkakaiba iba sa mga ganayto parang okay naman lahat ganay-on okay na sa akin.

Parent 3: Yes, so that they will understand the differences among them. Yes, so there won’t be any discrimination in these matters, everything is fine, that’s okay with me.

Parent 5: Oo, kailangan para magkaroon nga sila ng palitan nang…palitang ng idea, kuro-kuro, at kung paanong paanong hindi nagkakaroon ng pagkaka pagkaka ‘yung parang pantay-pantay lang pagkakapantay-pantay nila maging tomboy, bakla, or kung ano mang kasarian na hindi…hindi basehan ‘yung relihiyon ‘yung kanilang kultura, kumbaga ay iyon namang sekswal, sekswal education ay tumatalakay sa kasarian  hindi sa pagkakaiba at pagkaka…pagkaka ano bagang tawag duon ng bata…yung hindi sila… anong tawag dito basta yung hindi sila magkakaiba ng ibig sabihin.

Parent 5: Yes, it’s necessary so they can have an exchange of ideas, opinions, and so that there won’t be any inequality. Whether someone is a tomboy, gay, or any other gender, it shouldn’t be based on their religion or culture. Sexual education should discuss gender, not differences or… what do you call it… so that the children won’t have conflicting views, whatever you call it, so that they are on the same understanding.

However, while the majority supported inclusivity, some participants expressed reservations about the influence of religion and culture. For example, a few students emphasized that certain religious groups “do not allow same-sex marriage” and may not accept LGBTQ identities, which could conflict with CSE content (Students 8, 12). Likewise, some parents pointed out that while inclusivity is important, religious and cultural contexts must still be respected, since “Islam has a different perspective compared to Christians” and cultural norms vary by community (Parent 12). Despite these concerns, both students and parents generally recognized that inclusivity is essential to ensure that learners from different backgrounds feel welcomed, represented, and equally educated. By promoting respect, awareness, and acceptance, inclusive CSE materials can serve as a unifying tool that bridges differences and empowers all learners (Students 11, 14, 15; Parents 6, 7, 10, 11, 15).

Student 8: Dito po is, dapat po hindi, kasi ‘yung iba pong mga religion, hindi po sila pumapayag sa mga same-sex marriage, sa ano po, ano pa nga ba ‘yung, ‘yung ayaw po nila sa LGBT. ‘Yun, ‘yung iba pong religion is, saka po ‘yung culture is, ayaw po nila dun sa mga ganun, ah kasarian ng tao natin. Tapos, siyempre, may kanya-kanya din naman po tayong paniniwala sa mga sex po, sa mga sexuality education natin. Halimbawa po ay, sa babae, iba po yung pagkakaintindi nya, kaysa dun sa mga kalalakihan, iyun. Tapos dito naman po sa oryentasyong sekswal, sexual orientation, ito naman po ay, based on sa pag-aralan po namin, sexual orientation po is, ito po ‘yung, parang hindi ‘yun na babago sa iyo. Kumbaga ay, kung ano po yung sex mo nung baby ka is, ‘yun lang talaga. Pero kapag tinutukoy na po ‘yung kasarian, is dito lang po ‘yung, paano ka po titignan ng mga tao, or mamamayan, sa isang lugar ayun. So dito po, pinakang answer ko po dito is, hindi po dapat.

Student 8: For me, it should not be included. Because some religions do not allow same-sex marriage, and, what else, they do not accept LGBT. Those religions, as well as certain cultures, do not agree with those kinds of identities. And of course, we also have our own different beliefs about sex and about sexuality education. For example, for women, their understanding is different compared to men. As for sexual orientation, based on what we studied, sexual orientation is something that does not change in you. In other words, whatever sex you had when you were a baby, that is what it really is. But when it comes to gender, this refers to how people or society view you in a certain place. So, my final answer here is that it should not be included.

Student 12: Hindi po ako kasi, medyo ano kasi magka-iba po yung dun sa kultura at sa religion kaso, as a Christian naman po, pu-pwede naman po kasi…kasi sabi ko nga po magiging aware po ang mga tao hindi lang, ano…hindi lang po internally aware po pati yung ano, magiging open po yung mind nila sa…sa…sa…anong ito, sa lesson na ito, or sa topic na ganito, yun laang po.

Student 12: For me, not really, because there is a difference between culture and religion. However, as a Christian, it can still be acceptable, because as I said, people will become aware, not only internally aware but their minds will also become open to this lesson or to this kind of topic. That is all.

Parent 12: Oo, dapat ito ay naka-disenyo kasama yung lahat ng uri ng kasarian. Dahil ngayon ay, tanggap nanaman ng lipunan yung third sex. So hindi lamang naka focus ito sa kababaihan, kundi sa lahat ng kasarian kasama na yung third sex. Dahil ang gender sensitivity ay mahalaga, kaya disregard na yung relihiyon, pero iba yung ano sa, ah depende rin nga pala ito sa religion, dahil yung Islam, iba ang kanilang pananaw dito, kumpara sa mga Christiano. So mahalaga rin yung impluwensya ng kultura. Dahil sa bawat pamayanan, iba-iba yung kultura, ang kanilang na-adapt. So importante ito na, ah yung environment din, malakang impluwensya dito. So, sa tingin ko dapat ay, naka-disenyo depende sa kinalakihan niyo, syempre iba yung culture dito sa atin, sa province din kumpara sa mga lungsod din. Iba yung kanilang environment. Disregard na nga yung religion, dahil na iba yung kultura, depende sa kung saan siya kabilang na kumunidad.

Parent 12: Yes, this should be designed to include all types of genders. Nowadays, society already accepts the third sex. So, it should not focus only on women, but on all genders, including the third sex. Gender sensitivity is important, so religion can be disregarded, but it also depends on the religion because Islam has a different perspective compared to Christians. Cultural influence is also important. In every community, cultures are different and people adapt differently. So, the environment is also a big influence. I think it should be designed depending on where you grew up. Of course, our culture here in the province is different from the cities. The environment is different too. Religion can be disregarded because culture varies depending on the community.

Student 11: Opo, kasi po mayroon po tayong sa panahon po ngayong ay may tinatawag po tayong gender na ano po iba-iba na po ‘di na lang po lalaki and babae, tapos po sa kultura naman po aydi syempre po may iba’t ibang pong kultura tayo’y, baka po ‘yung ituturo ay hindi naman po ayon sa isang kultura po ng isang lugar. Tapos po sa relihiyon dapat din po iyon ay kasama po iyon kasi po baka po labag sa ibang batas ng ibang relihiyon.

Student 11: Yes, because in our time today we already have what we call different genders, not just male and female. Then, when it comes to culture, of course we have different cultures, so what might be taught may not align with the culture of a certain place. And with religion, that should also be considered, because it might go against the rules of another religion.

Student 14: Ahm…opo, sa lahat po ng uri ng kasarian. Kasi po, tulad po ngayon, nagkakaroon na po ng tumataas po yung cases ng HIV and sa karamihan po is sa kasarian talaga na kukuha yung pakikipagtalik sa lalaki sa lalaki. Doon po karamihan maano, doon po ‘yung  ‘yun po ‘yung mga karamihan yung pakikipagtalik sa same sex.

Student 14: Ahm… yes, for all types of genders. Because, like now, the cases of HIV are increasing, and most of these come from sexual intercourse between males. That is where many cases come from, from same-sex intercourse.

Student 15: Siguro po mas maganda kung… ang babasahin pong ito ay… maging particular para sa lahat… para kahit na… halimbawa po sa ibang religion… may iba din po siyang kasariyan na gender orientation… maaari po n’yang… maipaalam sa iba niyang ka…kauri… na ito po yung dapat sinusunod at pinaniniwalaan.

Student 15: Maybe it would be better if these reading materials are made to be particular for everyone, so that even, for example, in other religions where there are also different genders or gender orientations, they can inform others in their group that this is what should be followed and believed in.

Parent 11: Kung maglalagay halimbawa pag gagawa ka ng isang flyers, halimbawa, ito na may ano lang, gusto ko magkakasama sana, halimbawa sa isang flyers pero may bracket din, kasi ngayon naman ay tinatanggap na yung third, yung ikatlong lahi dibaga? Kaya hindi natin ma aano at mayroon ng babae sa babae, lalaki sa lalaki kaya dapat ituro padin pag samasamahin.

Parent 11: If you are going to make, for example, a flyer, I want everyone to be included in it. For example, in one flyer, there should be brackets, because now the third gender is already accepted. And there are girls who like girls, boys who like boys, so it should still be taught and included together.

Parent 6: Oo. Ay para, kumbaga sa religion may mga, kumbaga’y may mga sa religion ay mayroong hindi accepted ang ganoon eh. So pag ganoon, aydi malawak na maipaliwanag sa bawat isa na igalang ang bawat kultura o yung paniniwala ng mga bata o bawat isang makikinig doon sa talakayan. 

Parent 6: Yes. Ah, because, like with religion, there are some things that aren’t accepted. So, in that case, it can be more fully explained to everyone how to respect each culture or the beliefs of the children or anyone listening to the discussion.

Parent 7: Oo, at dahil ang mga kultura ng ating kuwan ngay’on ay pwede nating isama sa mga babasahin dahil nga, ang ating kultura, ang ating minsan ay kayamanan din sa ating hinaharap sa ngayon.

Parent 7: Yes, and because the cultures we have today can be included in the reading materials, since our culture is sometimes also a treasure for our future.

Parent 10: Dapat kasali sa lahat ng kasarian pero pag sa relihiyon parang against ang relihiyon dito. Dapat ay kasama kasi syempre yung ibang bata nanlalalaki diba yung babae nagiging jowa babae o kaya dapat sila’y kasama. 

Parent 10: It should include all genders, but in terms of religion, religions is against this. It should still be included because, of course, some boys like other boys, and some girls might have girlfriends, so they should be included.

Parent 11: Kung maglalagay halimbawa pag gagawa ka ng isang flyers, halimbawa, ito na may ano lang, gusto ko magkakasama sana, halimbawa sa isang flyers pero may bracket din, kasi ngayon naman ay tinatanggap na yung third, yung ikatlong lahi dibaga? Kaya hindi natin ma aano at mayroon ng babae sa babae, lalaki sa lalaki kaya dapat ituro padin pag samasamahin.

Parent 11: If you are going to make, for example, a flyer, I want everyone to be included in it. For example, in one flyer, there should be brackets, because now the third gender is already accepted. And there are girls who like girls, boys who like boys, so it should still be taught and included together.

Parent 15: Para sa akin, oo. Wala naman dapat pinipiling ano pagdating sa ganong klaseng topic.

Parent 15: For me, yes. No one should be excluded when it comes to this kind of topic.

Research Output: Educational Reading Materials regarding Comprehensive Sexuality Education

The researchers used educational reading materials as their research output because these serve as a practical tool that directly addresses the perceptions, needs, and preferences of both students and parents regarding the implementation of Comprehensive Sexuality Education (CSE) in one public high school. From chapter 1, the conceptual framework shows that the input of the study is the perceptions of students’ and parents’, the process is gathering and analyzing their views, and the output is the development of educational reading materials. This means the materials were chosen intentionally as a way to transform the participants’ feedback into something concrete and usable. Moreover, educational reading materials are accessible and flexible. They can be designed in formats preferred by the participants (e.g., brochures, pamphlets, or social media posts), making them an effective way to deliver accurate, age-appropriate, and culturally sensitive information about sexuality. Since CSE is often considered a sensitive or even taboo topic, printed and digital resources also provide a less intimidating way for both students and parents to learn independently or alongside classroom discussions.

The educational reading materials will be disseminated through two major platforms. First, they will be posted online through social media, specifically Facebook, where most of the participants of the study are active. To ensure that all students are reached, the post will also be shared in the students’ official group chats managed by their class advisers. This online distribution ensures wider reach, accessibility at any time, and engagement with a larger audience beyond the immediate beneficiary. The digital format also makes it possible to share, comment, and interact with the content, increasing awareness and promoting open conversations about CSE. Second, the educational reading materials will be printed into 500 pamphlets that will be distributed directly to teachers and parents. Teachers in the public high school where the interviews were conducted can integrate these materials into classroom activities as supplementary references, ensuring that lessons regarding Comprehensive Sexuality Education are reinforced with structured content. At the same time, parents will receive pamphlets that provide them with clear and concise information about CSE, empowering them to participate in their child’s learning process and to guide them effectively at home.

By combining digital and printed formats, the educational reading materials achieve a dual mode of distribution that maximizes impact and inclusivity, consistent with evidence that blended approaches are effective in strengthening knowledge and practice in Comprehensive Sexuality Education (Kumah et al., 2025). Together, these materials respond to the unique context of the school and community where the research was conducted, making them not only a product of academic analysis but also a practical resource for real-world application. Ultimately, the research output highlights the importance of transforming perceptions into action, ensuring that Comprehensive Sexuality Education is understood, accepted, and practiced both within the school and in the home. This strengthens the partnership between educators, parents, and students in promoting awareness, protection, responsible decision-making, and inclusivity in the area of sexuality education.

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents a synthesis of the key findings, conclusions, and recommendations derived from the study exploring students’ and parents’ perceptions of Comprehensive Sexuality Education (CSE). The results highlight a shared understanding of CSE as a critical tool for promoting knowledge, protection, and responsible behavior among adolescents. However, participants also identified significant gaps in its implementation, including limited coverage, fragmented content, and the need for more inclusive and accessible educational materials. Based on these insights, the study offers recommendations aimed at enhancing the delivery of CSE through the development of relevant learning resources, increased teacher and parent involvement, and stronger collaboration with the wider community.

Summary of Findings

This study explored the perceptions of students’ and parents’ regarding the implementation of Comprehensive Sexuality Education (CSE) in one public high school. Guided by the Input-Process-Output (IPO) model, the research gathered and analyzed the perspectives of thirty participants—fifteen students and fifteen parents—through interviews and thematic analysis. The study aimed to identify their perceptions and determine the form of educational reading materials that could be developed to address their expressed needs.

The findings revealed that students perceived CSE as a pathway to knowledge, protection, and inclusivity. They emphasized its role in increasing awareness about sexuality, adolescent development, and responsible decision-making, while also acknowledging its limitations when scattered across different subject areas. Parents, on the other hand, regarded CSE as a partnership in guidance, protection and responsible growth, with many expressing that it helps shape values, instill discipline, and prepare learners for real-life challenges. Both groups recognized that educational reading materials should be accurate, accessible, and engaging, but they also stressed that these resources must be accompanied by teacher-facilitated discussions and parental guidance to ensure effectiveness.

Moreover, the study revealed that priority topics identified by both students and parents included teenage pregnancy prevention, responsible sexual behavior, sexually transmitted infections, and self-protection. Participants also emphasized that CSE should be inclusive of all gender identities, orientations, and cultural or religious differences to promote equality and respect. Overall, the results underscored that Comprehensive Sexuality Education is most effective when supported by relevant and inclusive learning materials, reinforced through collaboration among schools, teachers, and parents. 

Conclusions

The results of this study indicate that students generally perceive Comprehensive Sexuality Education (CSE) as a pathway to knowledge, protection, and inclusivity. They associated it with learning not only about sexual activity but also about adolescent development, gender identity, and responsible decision-making. Students emphasized that while CSE was often integrated across different subjects, its scope was limited, which reinforced their desire for a more comprehensive and organized approach. Parents, on the other hand, perceived CSE as a partnership for guidance, protection, and responsible growth. They acknowledged its importance in shaping the values of their children, instilling discipline, and equipping them with awareness to avoid risky behaviors. Despite some uncertainties about its coverage, parents largely favored CSE, provided that it is taught with sensitivity and aligned with their children’s welfare. Both students and parents agreed on the need for educational reading materials that are clear, accurate, inclusive, and accessible. Students highlighted the usefulness of engaging formats, including digital and print resources, while parents stressed the importance of materials that also allow them to guide their children effectively at home.

While the findings affirm the significance of CSE, they also reveal notable gaps between policy and practice. Students’ observation that lessons are scattered across subjects highlights the fragmented implementation of CSE in the curriculum, contrary to the structured approach envisioned in DepEd Order No. 31, s. 2018. Both students and parents pointed out that coverage remains limited, often focusing on biological aspects rather than broader concerns such as inclusivity, values formation, and life skills. The study also underscores the absence of well-designed and inclusive educational materials, as well as the limited preparedness of teachers and parents to discuss sensitive topics. Moreover, while the policy emphasizes convergence with other agencies, the findings suggest that CSE is still seen primarily as a school-based responsibility, with minimal recognition of wider community involvement. Taken together, these results suggest that CSE can be strengthened through the development of inclusive educational resources, complemented by teacher-led discussions, parental involvement, and stronger community convergence. Addressing these gaps is essential to fulfill the objectives of CSE as outlined in DepEd Order No. 31, s. 2018, thereby promoting adolescent well-being, improving learning outcomes, and nurturing responsible and well-informed Filipino youth.

Recommendations

In view of the study’s findings and its significance, it is recommended that students be provided with accessible and engaging activity-based learning materials that are carefully designed and prepared by their own teachers. The students should be offered with interactive lessons that allow them to actively participate and apply what they learn. These materials may include role-playing activities, collaborative group work, problem-solving tasks, and guided discussions that reflect real-life situations related to sexuality, relationships, and decision-making

For parents, it is recommended that schools organize orientation sessions and provide supplementary materials to help them better understand the goals and content of Comprehensive Sexuality Education. This will strengthen their capacity to guide their children effectively at home, encourage open communication on sensitive issues, and ensure that parental perspectives are considered in the implementation of CSE programs.

At the level of the school, it is recommended that CSE be delivered in a structured and developmentally appropriate manner that builds knowledge progressively through a spiral approach. Schools should ensure that lessons address not only biological aspects but also topics on gender, diversity, empowerment, and consent, thereby accommodating the changing needs of learners. Teachers must also be supported with training and resources to enhance their competence and confidence in delivering CSE with sensitivity and inclusivity.

For society, the study recommends that community stakeholders, including local organizations and health agencies, collaborate with schools to reinforce CSE’s role in promoting psychosocial competence and protecting adolescents from risky behaviors. Broader community engagement will help create a supportive environment where responsible sexual and social behavior is encouraged, ultimately contributing to healthier and more empowered young citizens.

Lastly, for future researchers, it is recommended that further studies expand the scope by including teachers, administrators, and policymakers as participants to provide a more holistic view of CSE implementation. Longitudinal studies may also be conducted to measure the long-term effects of CSE reading materials on adolescents’ knowledge, attitudes, and behavior. In addition, future research can explore cultural and contextual factors that shape perceptions of CSE, thereby contributing to the continuous improvement of sexuality education programs in the country.

REFERENCES

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 APPENDICES

Students’ Interview Guide

1. As a student, what are your views towards the implementation of comprehensive sexuality education into your studies?
   • What comes to your mind about comprehensive sexuality education?

Ano ang pumapasok sa iyong isip tungkol sa Komprehensibong Edukasyong Pang-sekswalidad?  

• Do you think that your school covers the relevant and necessary topics related to comprehensive sexuality education? Why or why not?

Sa tingin mo ba ay naituturo ng iyong paaralan ang mga mahahalaga at kinakailangang paksa kaugnay ng Komprehensibong Edukasyong Pang-sekswalidad? Bakit o bakit hindi?

• Will you be in favor of the implementation of comprehensive sexuality education in one public school? Why or why not?

Pabor ka ba sa pagsasagawa ng Komprehensibong Edukasyong Pang-sekswalidad sa isang pambulikong paaralan? Bakit o bakit hindi?

• As a student, will you be comfortable with the school teaching you about topics related to comprehensive sexuality education? Why or why not?

Bilang isang mag-aaral, magiging komportable ka ba sa pagtuturo ng paaralan tungkol sa mga paksang kaugnay ng Komprehensibong Edukasyong Pang-sekswalidad?

• What topics within sexuality education do you believe are most important for students your age to learn about, and why?

Anong paksa sa Edukasyong Pang-sekswalidad ang sa tingin mo ay pinakamahalagang matutunan ng mga mag-aaral na nasa iyong edad?

• As a student, how will you benefit from the implementation of comprehensive sexuality education in one public school?

Bilang mag-aaral, paano ka makikinabang sa pagsasagawa ng Comprehensive Sexuality Education sa paaralan?

2. How can reading materials be effective in the implementation of comprehensive sexuality education?
   • What type of format (e.g., brochures, social media posts, pamphlets) would you prefer for the educational reading material on comprehensive sexuality education, and why?

Anong uri ng babasahing pang edukasyon ang nais mong gamitin sa Comprehensive Sexuality Education? At bakit?

• Will the development of an educational reading material on comprehensive sexuality education be effective? Why or why not?

Magiging epektibo ba ang pagbuo ng babasahing pang edukasyon tungkol sa Comprehensive Sexuality Education? Bakit o bakit hindi?

• What topics do you think should be prioritized when creating an educational reading material for comprehensive sexuality education in schools?

Sa iyong palagay, anong mga paksa ang kailangang bigyan ng priyoridad sa pagbuo ng babasahing pang edukasyon tungkol sa Comprehensive Sexuality Education sa paaralan?

• Should there be a portion in the reading material focused at helping parents understand and support their children’s learning about comprehensive sexuality education? If so, what content should it include?

Dapat bang magkaroon ng bahagi sa babasahin na makatutulong sa magulang upang maunawaan at masuportahan ang pagkatuto ng kanilang anak tungkol sa Comprehensive Sexuality Education? Kung oo, anong nilalaman ang dapat isama?

• Should the reading material be designed in a way that allows students to engage with it independently or should it be accompanied by classroom discussions? What would you recommend?

Dapat bang idesenyo ang babasahin sa paraang pag-aaralan ito nang mag-isa ng mag-aaral o dapat itong isama sa mga talakayan sa klase?

• Do you think the educational reading material should be designed to be inclusive of all gender identities, sexual orientations, and cultural or religious differences? Why or why not?

Sa tingin mo, ang babasahing pang-edukasyon ay dapat idesenyo upang maging kasama sa lahat ng uri ng kasarian, oryentasyong sekswal, at mga pagkakaiba sa kultura o relihiyon? Bakit o bakit hindi?

Parents’ Interview Guide

1. As a parent, how do you view the implementation of comprehensive sexuality education?
   • What comes to your mind about comprehensive sexuality education?

Ano ang pumapasok sa iyong isip tungkol sa Komprehensibong Edukasyong Pang-sekswalidad?

• Do you think that your child’s school covers the relevant and necessary topics related to comprehensive sexuality education? Why or why not?

Sa tingin mo ba ay naituturo sa paaralan ng iyong anak ang mga mahahalaga at kinakailangang paksa kaugnay ng Komprehensibong Edukasyong Pang-sekswalidad? Bakit o bakit hindi?

• Will you be in favor of the implementation of comprehensive sexuality education in one public school? Why or why not?

Pabor ka ba sa pagsasagawa ng Komprehensibong Edukasyong Pang-sekswalidad sa isang pampublikong paaralan? Bakit o bakit hindi?

• As a parent, will you be comfortable with the school teaching your child about topics related to comprehensive sexuality education? Why or why not?

Bilang isang magulang, magiging komportable ka ba sa pagtuturo ng paaralan sa iyong anak tungkol sa mga paksang kaugnay ng Komprehensibong Edukasyong Pang-sekswalidad? 

• What specific topics do you believe should be in the implementation of comprehensive Sexuality Education and why?

Anong paksa ang dapat nakapaloob sa pagtuturo ng Komprehensibong Edukasyong Pang-sekswalidad?

• As a parent, how do you think will the implementation of comprehensive sexuality education into one public school be beneficial for your children?

Bilang magulang, paano makikinabang ang iyong anak sa pagsasagawa ng Komprehensibong Edukasyong Pang-sekswalidad sa isang pampublikong paaralan?

2. How can reading materials be effective in the implementation of comprehensive sexuality education?
   • What type of format (e.g., brochures, social media posts, pamphlets) would you prefer for the educational reading material on comprehensive sexuality education, and why?

Anong uri ng babasahing pang edukasyon ang nais mong gamitin sa Comprehensive Sexuality Education? At bakit?

• Will the development of an educational reading material on comprehensive sexuality education be effective? Why or why not?

Magiging epektibo ba ang pagbuo ng babasahing pang edukasyon tungkol sa Comprehensive Sexuality Education? Bakit o bakit hindi?

• What topics do you think should be prioritized when creating an educational reading material for comprehensive sexuality education in schools?

Anong mga paksa ang kailangang bigyan ng priyoridad sa pagbuo ng babasahing pang edukasyon tungkol sa Comprehensive Sexuality Education sa paaralan?

• Should there be a portion in the reading material focused at helping parents understand and support their children’s learning about comprehensive sexuality education? If so, what content should it include?

Dapat bang magkaroon ng bahagi sa babasahin na makatutulong sa magulang upang maunawaan at masuportahan ang pagkatuto ng kanilang anak tungkol sa Comprehensive Sexuality Education? Kung oo, anong nilalaman ang dapat isama? 

• Should the reading material be designed in a way that allows students to engage with it independently or should it be accompanied by classroom discussions? What would you recommend?

Dapat bang idesenyo ang babasahin sa paraang pag-aaralan ito nang mag-isa ng mag-aaral o dapat itong isama sa mga talakayan sa klase?

• Do you think the educational reading material should be designed to be inclusive of all gender identities, sexual orientations, and cultural or religious differences? Why or why not?

Sa tingin mo, ang babasahing pang-edukasyon ay dapat idesenyo upang maging kasama sa lahat ng uri ng kasarian, oryentasyong sekswal, at mga pagkakaiba sa kultura o relihiyon? Bakit o bakit hindi?