Sexuality education in primary schools remains controversial in many countries, often framed narrowly and delayed out of concern for children's innocence. However, research shows that children actively engage with topics related to their bodies, emotions, and relationships. Presented study examined how Czech children aged 8-10 react during lessons of a holistic sexuality education program.
An observational mixed-methods design was applied during the pilot implementation of My Body, My Feelings - My Superpower!, an eight-lesson program developed in line with WHO Standards for Sexuality Education in Europe. The curriculum covers topics such as emotions, intimate body parts, personal boundaries, gender identity, friendship and love, media and body image, sexual behavior, and children's rights. Data were collected in six classes across different Czech primary schools (n = 120) as part of evaluation analysis of pilot run of the program. Each lesson was observed in person and through video recordings. The analysis focused on the frequency, content, and meaning of children's emotional expressions, levels of engagement, and questions raised during and after lessons. Written pupil feedback and demographic characteristics of pupils and teachers were also included. Data are being analyzed using thematic analysis to identify patterns of reactions across lessons and contexts.
Preliminary analyses suggest that children express a wide range of emotions—including embarrassment, curiosity, and humor—depending on lesson topics and classroom dynamics. Early findings indicate that teacher approach, demographics of children, and the sequencing of lessons influence type and stregth of expressed emotions.
This study contributes evidence on how primary school children experience sexuality education. By documenting children's spontaneous reactions, it highlights both opportunities and challenges in creating safe, supportive learning environments in diverse school collectives. The results can inform teacher preparation, curriculum development, and policy debates on the timing and framing of sex education in primary schools.