Officials at the Directorate of State Educational Research and Training (DSERT) are reviewing draft materials and lesson plans, as they consider how much should be taught, who should teach it, and how to manage reactions from parents and teachers.
Published Mar 29, 2025 | 11:56 AM ⚊ Updated Mar 29, 2025 | 11:56 AM
Synopsis: Karnataka is set to reintroduce sexuality education in schools from the 2025–26 academic year, nearly 14 years after the earlier programme was shelved amid controversy. The new curriculum, aimed at students in Classes 8 to 12, will focus on consent, safety, and bodily autonomy, and will be delivered through age-appropriate, scientifically designed lessons. Despite past resistance, the initiative is being rolled out cautiously, with efforts to train teachers, engage parents, and address cultural sensitivities through structured planning and community support.
Karnataka is preparing to bring back sex education in schools, nearly 14 years after its rollout was put on hold indefinitely.
School Education Minister Madhu Bangarappa recently announced that students in Classes 8 to 12 will receive sex education through two mandatory sessions per week.
“These classes will help children handle hormonal changes leading to changes in mental, physical and emotional changes at that age,” he said in a written response tabled in the Legislative Council during a debate on adolescent issues, including teenage pregnancies.
Officials at the Directorate of State Educational Research and Training (DSERT) are reviewing draft materials and lesson plans, as they consider how much should be taught, who should teach it, and how to manage reactions from parents and teachers.
They are also weighing the possibility of involving medical professionals to deliver parts of the programme. While Kerala has already implemented structured sexuality education, and Tamil Nadu is monitoring developments, Karnataka is moving cautiously.
According to sources, the government plans to roll out the programme from the academic year 2025–2026.
An official involved in planning the curriculum confirmed that the programme would be both age-appropriate and scientifically designed.
A Child Welfare Committee official, who spoke to South First on condition of anonymity, said the move is the outcome of years of advocacy.
A few years ago, a group from the committee approached the then Education Minister with a proposal to introduce sex education in schools.
“We were shooed away because the Minister did not understand our intent and misunderstood the concept of sex education in schools,” the official said.
He emphasised the importance of using the term “sexuality education” instead.
“Sexuality education will cover gender-sensitive issues, bodily growth, and help boys understand the physical changes that occur in women,” he explained.
He pointed to an incident from three years ago in North Karnataka, where two students from Classes 9 and 10 eloped. The Dharwad High Court later issued a directive instructing the education department to introduce sexuality education in high schools and submit a report.
Despite the court’s order, no immediate action followed. A year later, the education department held consultations with experts, who advised informing the court of plans to roll out the programme. However, a detailed plan had yet to materialise.
To address this, a committee was formed under the chairmanship of Vasudev Sharma, a child rights activist and Child Welfare Committee member.
The committee, in collaboration with the education department and the Directorate of State Educational Research and Training (DSERT), developed educational material on the subject. That material is currently under review, with officials now considering how best to introduce it to students.
The sexuality education curriculum in Karnataka will focus on age-appropriate, respectful, and practical learning, according to Sharma.
The aim, he said, is to provide children with age-appropriate information that helps them understand key issues, including the importance of their own bodies, respecting others, and knowing how to protect themselves.
“This programme is not just about imparting knowledge; it is about creating a safe and supportive environment where children learn about bodily autonomy, boundaries, and mutual respect,” Sharma told South First.
The curriculum will include lessons on recognising and responding to “safe touch and unsafe touch,” discouraging child marriage, understanding the Protection of Children from Sexual Offences (POCSO) Act, and learning how to protect oneself and others from harm, including bullying.
Sharma emphasised that the rollout must be gradual and inclusive, involving three critical stages.
“First, teachers need to be trained not just in the content but also in how to communicate these sensitive topics with empathy and clarity. They must fully understand and respect what they will be teaching and why it is necessary,” he added.
The second stage involves working closely with parents.
“Many parents worry that discussions on sexuality might be inappropriate or confusing for children. If they are not involved in the process, they might misinterpret the materials given to students, leading to unnecessary anxiety or resistance,” he explained.
“It is crucial to bring parents into the conversation, reassure them, and help them understand that this education is about safety, respect, and empowerment.”
The final stage is classroom delivery – ensuring that students receive the content in a manner suited to their age and level of understanding.
“We have already developed the first primer on sexuality education, and the initial round of training has been conducted through the District Institute of Education and Training (DIET) trainers,” Sharma said.
“The next phase of training is still pending, but we plan to introduce this curriculum to Class 9 and Class 10 students in the upcoming academic year.”
Sharma said the hope is that, by approaching the subject sensitively and involving teachers, parents, and experts, the programme will give students the tools to protect themselves, understand their rights, and foster a culture of respect.
A senior official from DSERT says the department is holding multiple rounds of discussion – internally and with external stakeholders – on how best to introduce sexuality education in schools.
She acknowledged the importance of the subject, stating that sexuality is a fundamental aspect of human life and that children have the right to accurate, science-based, and age-appropriate education.
“Despite there being overwhelming evidence across countries that comprehensive sexuality education benefits children and society as a whole, there will be opposition to the provision of mandatory sexuality education in schools,” she told South First.
“We agree it is surely a sensitive issue, especially in the Indian context, but Karnataka’s thinking towards introducing this is a progressive thought, and we at the DSERT are all working towards introducing this in an extremely sensitive manner,” she added.
Several existing initiatives already attempt to raise awareness among students.
One of the earliest was the Adolescent Education Programme (AEP), launched in 2005 under the Central Government’s National AIDS Control Programme (NACP), in partnership with the Ministry of Education and the National Council of Educational Research and Training (NCERT).
Aimed at students aged 12 to 19, the programme provides training on life skills, gender sensitivity, safe behaviour, and HIV/AIDS awareness.
In Karnataka, the Ribbon Club was introduced under AEP to build awareness around HIV/AIDS.
Other national programmes include the Rashtriya Kishor Swasthya Karyakram (RKSK), launched by the Ministry of Health and Family Welfare in 2014.
RKSK focuses on adolescent health, including nutrition, mental health, and reproductive health, and is delivered through peer educators and adolescent-friendly clinics.
The School Health Programme under Ayushman Bharat also includes components related to emotional and sexual well-being.
Additionally, NCERT’s Health and Wellness guidelines, developed under the National Curriculum Framework (NCF) and aligned with the New Education Policy (NEP) 2020, provide educational material on puberty, reproductive health, and personal safety.
Despite these efforts, the DSERT official noted that implementation remains limited. “These are all happening at a very basic level and are not really being monitored,” the DSERT official noted.
She stressed that making sexuality education a formal and mandatory part of the curriculum will require structured planning and wide consultation.
“There is a scientific process to it, and the department is working towards it,” she added.
The Karnataka government is adopting a structured approach to introducing sexuality education involving curriculum integration, teacher training, parental involvement, and support systems for students.
Sources in the education department told South First that a dedicated committee is working through key questions and reviewing multiple strategies as discussions continue.
Rather than introducing sexuality education as a standalone subject, the government plans to embed key topics – such as physical growth, hormonal changes, and reproductive health – into existing subjects, particularly biology. The goal is to ensure that content is delivered in a scientific and age-appropriate way.
Topics like puberty will be taught through lessons on physical development, emotional changes, and personal hygiene. By incorporating these issues into the broader health and science curriculum, officials hope to give students a contextual and comprehensive understanding.
Recognising the sensitivity of the subject, the government is prioritising specialised training for teachers. This will include both subject knowledge and guidance on how to handle classroom discussions with empathy and care.
Teachers will be trained to understand the psychological and physical aspects of adolescence and to foster an environment of openness and respect.
Parental and community engagement is also a central part of the plan. The government intends to organise workshops and informational sessions to address concerns and explain the purpose and benefits of sexuality education.
One official recalled an example from two decades ago. A village school headmistress had introduced lessons on HIV under the Red Ribbon programme.
Although some teachers feared backlash, she convened a meeting with parents and local elders.
During the discussion, an 80-year-old woman voiced her support, saying: “Life happens only once; if both are HIV positive, then let them marry.”
The official said the story illustrates how involving the community can reduce resistance and foster understanding.
To support students beyond the classroom, the government is exploring the establishment of counselling centres in schools, staffed by trained professionals. A hub-and-spoke model is under consideration, where selected schools act as central hubs supporting a network of others.
There are also discussions about involving staff at public health centres – including Accredited Social Health Activists (ASHAs) – to assist in delivering sexuality education and offering guidance. The objective is to ensure students can access reliable, supportive adults both within schools and in their communities.
The plan to reintroduce sexuality education in schools isn’t without its detractors.
It has faced resistance, particularly from parents and teachers concerned about cultural sensitivities and misunderstandings around the subject.
In response, officials are focusing on open dialogue, clear communication, and an emphasis on health, safety, and student well-being.
By highlighting the educational and protective value of the programme, the government hopes to build broader acceptance among stakeholders.
Dr Preethi Galgali, an adolescent health counsellor and paediatrician based in Bengaluru, described sexuality as a “complex idea that involves physical make-up, how one thinks and feels about himself/herself, other people and the society and thereby behaves with them.”
Speaking to South First, she said sexuality is shaped by a wide range of influences – biological, social, legal, psychological, digital, spiritual, religious, political, ethical, and cultural.
Dr Galgali explained that the concept encompasses body image, gender identity, gender roles, gender expression, sexual orientation, pleasure, intimacy, sex, and reproduction.
“Sexuality develops, evolves and changes over the life span and is an important determinant of overall well-being of an individual,” she added.
“It is still taboo in our society and open conversation with children and adolescents on this topic is discouraged.”
But she pointed to data from the National Family Health Survey (NFHS-5) as evidence of why sexuality education is urgently needed.
According to Dr Galgali, the statistics reveal several concerns:
She argues that Comprehensive Sexuality Education (CSE) is “the need of the hour” and believes paediatricians have a key role to play in breaking social taboos, challenging myths, and ensuring the well-being of children.
Dr Galgali praised Karnataka’s efforts, describing the move as a progressive step.
Dr Ashvini NV, Founder of Flourish Life School and the Mukta Foundation, which works on child sexual abuse prevention, echoed that view.
Speaking to South First, she said: “Children need more than just sex education. They need comprehensive sexuality education.”
“CSE helps them understand their bodies and accept their bodies as it is, understand what it takes to form healthy intimate relationships, and develop skills to ensure personal safety,” she said.
Dr Ashvini warned that without a comprehensive approach, children may struggle with self-esteem, relationships, and decision-making. She said it is essential that the government ensures core topics are meaningfully integrated into the curriculum.
Dr Ashvini stressed that children must first feel comfortable in their own skin before they can meaningfully learn about relationships and sexuality.
She said a positive body image builds self-esteem, reduces anxiety, and fosters self-acceptance. Children should be made aware that their bodies are unique and should not be measured against unrealistic beauty standards.
She also stressed the importance of teaching children how to form healthy, respectful relationships.
“Understanding emotions, boundaries, and communication skills early on helps prevent unhealthy relationship patterns and fosters emotional intelligence,” she said.
Dr Ashvini noted that children begin forming their identities from a young age. Learning about gender and sexual diversity, she said, promotes self-awareness and inclusivity, while reducing shame and discrimination. Without this knowledge, children may experience confusion or internalised stigma.
Once children have a strong foundation, she said, they should receive accurate and age-appropriate information about anatomy, sexual processes, contraception, sexually transmitted infections (STIs), and other related topics.
“Misinformation can lead to risky behaviours and poor health outcomes,” she added.
One of the most critical components of Comprehensive Sexuality Education (CSE), according to Dr Ashvini, is teaching children how to recognise, prevent, and report sexual abuse. Understanding personal boundaries, consent, and when to seek help empowers children to protect themselves.
“Teaching only sex education is incomplete,” she said. Comprehensive Sexuality Education (CSE), in her view, equips children with the knowledge and confidence to navigate life safely and responsibly. It promotes self-respect, informed decision-making, and emotional well-being.
(Edited by Dese Gowda)
