INTERVIEW. Claude Giordanella, sexologist and specialist in the protection of minors, explains to the “Point” the challenges of this teaching at school.
Interview by Alice Pairo-Vasseur
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OSo where do the three annual courses dedicated to sex education appear in the timetable of French pupils? Three associations (SOS Homophobia, Sidaction and Family Planning) seized this Thursday, March 2, the administrative court of Paris to “put the State before its responsibilities”. In question, its shortcomings as to “the full and complete application of the law of 2001” enshrined in the Education Code and obliging schools to provide, a minimathree annual sex education and awareness sessions on sexist and sexual violence.
Already, in 2021, a report from the General Inspectorate of Education pointed out the failings of the institution and a struggling sex education. The objective “is obviously not achieved”, then pinpointed its authors, revealing that only 15% of students actually benefited from these sessions. When 17% of 15-24 year olds said they had never had any lessons on the issue (Ifop).
If the Minister of Education Pap Ndiaye ordered last September their “reinforcement, from this school year”, these themes “remain neglected by the public authorities”, deplore today the associations bringing the case to justice. The sexologist and specialist in the protection of minors Claude Giordanella recalls, for Pointthe challenges of raising awareness on these subjects.
Point : How do you explain that sex education is a subject neglected by National Education?
Claude Giordanella : There is clearly a problem of political will. Despite the 2001 law, sex education for young people has never been a priority. Being myself a trainer with professionals – including teachers –, I see how many of them lack training on this subject. There is not even time dedicated to these questions in their initial formation. However, it is essential, both to think regarding approaching them and to do it properly. It’s one thing to give a course on reproduction, it’s quite another to talk regarding sexuality with young people. The rise in sexual violence [+ 33 % entre 2020 et 2021, NDLR] and the degradation of young people’s knowledge of HIV are the direct consequences of these shortcomings and rightly challenge these associations…Do you also observe these phenomena in your practice?
Absolutely. I observe them in particular in the screening center of the Créteil hospital where I work. Some of the young people I receive still think that HIV only affects homosexuals or the marginalized and that the treatments that exist today no longer make it a subject. I also meet young minors who prostitute themselves and to whom questions of sexual health, assaults or speaking spaces are unknown. We can legitimately think that if the latter had been better informed, they would not have reached this point of no return… As for sexual violence, all the specialists can tell you that they have observed an upsurge in cases since the epidemic and successive confinements.
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In the absence of lessons at school, how do young people learn regarding these subjects?
That’s the whole problem ! While some grow up in families where it is possible to talk regarding it, sexuality remains a taboo subject in most of them. I am thinking in particular of young people growing up in more difficult neighborhoods, or with parents who, for cultural, religious or even educational reasons, have confiscated this theme. The problem is that when the school no longer fulfills this role of information, then teenagers turn to other resources. And a lot of times it’s porn. Many girls and boys then take these films for tutorials. However, they format for a long time their way of conceiving sexuality – often violent, without a condom…
What would an ideal sex education look like?
The secret is to open the conversation early enough, with young children. Not talking regarding sexually transmitted diseases, or even adult sex, of course! But by talking to them regarding their bodies and the ways they need to protect them. Remind them that it belongs to them, that they must not let it touch, that they must be able to say so if necessary. This allows the conversation to continue during adolescence: since I pay attention to my body, then I protect it and am up to date on the subject (contraception, screening, abortion, etc.). Thus, we do not “lay” a speech, which can appear frightening or moralizing. Information is distilled progressively, as is education itself.
