Parents' and Teachers' Perceptions of Comprehensive Sexuality Education in Early Childhood and Primary Education in Greece.

Abstract

This study examines parents' and teachers' perceptions of Comprehensive Sexuality Education (CSE) in preschool and primary school settings in Greece. Using a quantitative survey design, data were collected from 326 parents and 212 teachers. The study explored perceptions of the importance of CSE, appropriate age and content, implementation barriers, and the influence of socio-demographic and ideological factors. Both groups expressed strong support for CSE, particularly when framed as a means of protecting children and providing reliable information. However, support appeared conditional and selective, with greater hesitation toward topics directly related to sexuality and sexual behaviour. Significant differences emerged, with parents expressing greater concerns regarding age appropriateness and potential negative consequences, while teachers showed stronger support for earlier and more comprehensive implementation. Both groups endorsed a developmental approach, with increasing acceptance of more complex topics at older ages. Although statistically significant differences emerged in several areas, effect sizes were generally small, indicating substantial overlap between parents' and teachers' views. Teachers were more likely to identify key implementation barriers, including lack of training, limited resources, and parental resistance. Ideological orientation appeared to be consistently associated with the perceived importance of CSE across both samples.