Introduction: Existing research highlights that inclusive, comprehensive sexual education programs better support adolescent development, particularly for LGBTQ+ youth. In contrast, abstinence-based sexual education programs contribute to internalized homophobia and stigmatization of such identities.

However, little research examines the psychological, developmental, and identity impacts of these experiences as LGBTQ+ youth transition into emerging adulthood. Guided by the theory of emerging adulthood and minority stress theory, this study examines how the quality of high school sexual education impacts the identity formation and psychological well-being on LGBTQ+ emerging adults. It also examines how this population seeks alternative sexual education sources. Methods: All participants were current students at American universities, were emerging adults, and identified as LGBTQ+. Through semi-structured qualitative interviews, participants (N = 22) reported on their sexual education experiences. Results: Findings of this study suggested inadequate, low-quality sexual education contributed to anxiety, shame, and “feeling behind” during initial romantic or sexual experiences in college. High-quality sexual education impacted long-term positive identity outcomes, including the normalization of sex, increased understanding of safe sex practices, and self-acceptance of one’s own LGBTQ+ identity. Participants indicated a desire for more inclusive curricula around LGBTQ+ identities and sex practices, continued sexual education discussions in college, and greater discussion of pleasure and sexual desire. Discussion: Results highlighted how both positive and negative experiences of sexual education impact the ongoing identity development and psychological well-being experiences of LGBTQ+ emerging adults. Results also suggest that community factors and reliable supplementary sexual education sources can effectively act as a buffer against negative identity outcomes associated with low-quality sexual education. The current political climate of sexual education has made it increasingly difficult to make these changes; however, efforts from policymakers, school administrators, teachers, and curriculum organizations can fuel change in creating a more supportive sexual education space and broader school environment for young LGBTQ+ individuals.

No results found