Sexual health · 2026
Youth experiences and preferences for sexual health education and digital support: a community-based qualitative study.
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Punjani Neelam, Nisa Saba, Hussain Amber, Scott Shannon, Jackson Margot, Wells Kristopher, Salami Bukola
Аннотация
BACKGROUND: Many adolescents rely on digital sources for sexual and reproductive health (SRH) information; yet, online content is often inconsistent, inaccurate, or difficult to interpret. Digital knowledge translation strategies offer promising approaches to deliver accessible and youth-centred SRH education. This study aimed to explore youth perceptions, lived experiences, barriers, and facilitators to SRH education and services in Alberta, Canada. The study also sought to identify priority SRH topics, preferred communication approaches, and design features that would enhance usability and acceptability.
METHODS: We used a community-based participatory research approach to recruit 15 young people aged 15-24 years from diverse backgrounds as youth partners to help guide the study, including exploring barriers to SRH education, identifying preferences for digital text-message-based SRH content, and informing the development of youth-friendly educational resources. Data were collected through semi-structured interviews. Braun and Clarke's reflexive thematic analysis approach was used to identify themes related to content priorities, messaging preferences, and implementation considerations.
RESULTS: Participants emphasised the importance of accessible, non-judgemental, and culturally responsive SRH information. Content priorities included healthy relationships, consent, online safety, sexual orientation and gender identity, and communication with trusted adults. Short, clear messages delivered in a supportive tone was preferred, with links to credible resources. Youth highlighted the need for guidance in initiating conversations and addressing sensitive topics. Study results also demonstrated strong support for text messaging as a convenient and private method for receiving SRH information.
CONCLUSIONS: Interactive text messaging represents a feasible and acceptable strategy for delivering youth-centred SRH education to design digital interventions that are relevantcultural appropriate, and useable,.
METHODS: We used a community-based participatory research approach to recruit 15 young people aged 15-24 years from diverse backgrounds as youth partners to help guide the study, including exploring barriers to SRH education, identifying preferences for digital text-message-based SRH content, and informing the development of youth-friendly educational resources. Data were collected through semi-structured interviews. Braun and Clarke's reflexive thematic analysis approach was used to identify themes related to content priorities, messaging preferences, and implementation considerations.
RESULTS: Participants emphasised the importance of accessible, non-judgemental, and culturally responsive SRH information. Content priorities included healthy relationships, consent, online safety, sexual orientation and gender identity, and communication with trusted adults. Short, clear messages delivered in a supportive tone was preferred, with links to credible resources. Youth highlighted the need for guidance in initiating conversations and addressing sensitive topics. Study results also demonstrated strong support for text messaging as a convenient and private method for receiving SRH information.
CONCLUSIONS: Interactive text messaging represents a feasible and acceptable strategy for delivering youth-centred SRH education to design digital interventions that are relevantcultural appropriate, and useable,.