Sex Education in Greece and Europe: Transformations and Developments in Sex Education
Donika Preci1, Petros Karkalousos2, Athanasia Varvaressou3, Maria Trapali4
1Donika Preci Researcher, Department of Biomedical Sciences, University of West Attica, Athens (Aigaleo), Greece.
2Dr. Petros Karkalousos, Assistant Professor, Department of Biomedical Sciences, University of West Attica, Athens (Aigaleo), Greece.
3Dr. Athanasia Varvaresou, Professor, Department of Biomedical Sciences, University of West Attica, Athens (Aigaleo), Greece.
4Maria Trapali, Lecturer, Department of Biomedical Sciences, University of West Attica, Athens (Aigaleo), Greece.
Manuscript received on 03 October 2025 | First Revised Manuscript received on 08 November 2025 | Second Revised Manuscript received on 16 May 2026 | Manuscript Accepted on 15 June 2026 | Manuscript published on 30 June 2026 | PP: 1-8 | Volume-5 Issue-4, June 2026 | Retrieval Number: 100.1/ijssl.B122305021225 | DOI: 10.54105/ijssl.B1223.05040626
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© The Authors. Published by Lattice Science Publication (LSP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Sex education is a fundamental pillar for promoting health, human rights, and social equality. The purpose of thisstudy is to investigate sexuality education in Greece and selected European countries comparatively, highlighting differences in the legal frameworks, content, and implementation. The research was based on a qualitative comparative analysis of official legislative and educational documents, guidelines from international organisations (WHO, UNESCO, IPPF EN, European Parliament), and scientific publications from the period 2015– 2025. Data were collected on the age of initiation, bindingness (mandatory or not), content (biological, social, emotional, rightsbased), teacher training, and observed outcomes (e.g. teenage pregnancy rates). The findings show that Northern and Western European countries(Sweden, the Netherlands, Finland, Denmark, Norway) have developed holistic, mandatory sex education programs that begin in preschool or early school age and combine scientific knowledge with values of respect, consent, and equality. In contrast, Greece and othersouthern or eastern countries present delayed or fragmented implementation, as sex education remains pilot or depends on the teacher. Cultural, religious, and institutional factors limit the uniform implementation and appropriate training of teachers. Comparative analysis clearly shows that programs that start at an early age, are mandatory and include psychosocial skills, achieve a significant reduction in teenage pregnancies and sexually transmitted diseases.In contrast, where sex education is fragmented, knowledge gaps and increased risks for adolescents are observed. In conclusion, Greece is called upon to align with European standards by including comprehensive sexuality education in the compulsory curriculum from an early age, with continuous teacher training and students’ accessto reliable information. Such an approach can substantially promote the physical and psychosocial health of young people and build societies based on knowledge, respect and gender equality.
Keywords: Sex Education, Greece, Europe, Adolescents, Curriculum Policy.
Scope of the Article: Sociology