Insights from adolescents, parents and post-primary teachers on the educational response to early-adolescents (11-14-year-olds) use of online pornography

Abstract

The growing recognition of pornography's impact on early adolescents' sexual development has sparked community and policy interest in mitigating potential harms. One increasingly favoured strategy is educational intervention. The qualitative study, conducted in three post-primary schools, involved three key stakeholder groups: transition students aged 15-17, parents, and teachers. Transition students were chosen for their proximity in age to the targeted 11-14 age group and the adaptable nature of Ireland's Transition Year program. With an 80% participation rate (N=214), purposive sampling was employed among students, while purposive and snowball sampling methods were used to recruit 26 parents and 6 teachers to ensure gender balance. Capacity Building events were provided to all participants before data collection, aiming to enhance understanding, critical thinking, and comfort levels, especially to assist in empowering young people to develop their perspectives and voice opinions (Lundy and McEvoy, 2009). These included a six-hour (3 x 2hr) RSE programme for youth and a one-hour information session for parents and teachers, held prior to research consent. Data collection involved six group interviews with parents and teachers, and ten two-hour classroom sessions with young people. These sessions included three 40-minute activities, fostering critical consciousness and group discussions on power structures and knowledge dynamics. Initial vignettes depicted adolescent pornography engagement, promoting empathy. Subsequent carousel and creative brainstorming activities built on this, generating collaborative solutions. Parents and teachers then participated in six focus group interviews, using the same vignettes as young participants for discussion. The findings underscored adolescents' need for a safe environment, pornography education, and trusted confidants. Parents were seen as potential sources of information with appropriate knowledge and attitudes. Collaborative parent-school efforts were deemed crucial for effective education. The study innovatively initiated capacity building events before discussing sensitive topics, fostering informed and comfortable discussions. Employing a triangulation approach with multiple perspectives and data collection methods enhanced the depth of research findings, facilitating a comprehensive understanding of the issue.

Date of Award	Jul 2024
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Dirk Schubotz (Supervisor) & Lisa Bunting (Supervisor)